scholarly journals Analysing the Cumulative Hierarchy of the Taxonomy of Learning Objectives in Flipped Classroom

2020 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Christin Voigt ◽  
Linda Blömer ◽  
Uwe Hoppe
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Learning Objectives ◽  
Digital Learning ◽  
Course Structure ◽  
Face To Face ◽  
Recommendations For Action ◽  
Learning Scenarios ◽  
Level Order

The emergence of digital learning formats influences the planning and structuring of digital teaching. Especially in times of the Corona Pandemic, when many universities remain closed, new digital learning concepts are emerging that can be integrated into face-to-face teaching in future. In this context, old teaching formats are often revised and questioned. But while technology only determines the form of collaboration, the real quality of learning depends on cognitive trials that the teacher addresses to the students. To classify these trials, a teacher can use Bloom's revised taxonomy, which ranks Learning Objectives in a six-level order and assumes a cumulative hierarchy: achieving a required Learning Objective level includes all lower levels. Especially in blended learning scenarios, such as a Flipped Classroom, this theory can be used to develop the course structure and to form exam questions. However, the applicability of the cumulative hierarchy is controversial in the literature and is rarely analysed in blended learning courses. Our goal is therefore to verify the cumulative hierarchy in a Flipped Classroom Course and derive recommendations for action. Therefore, we use a quantitative written survey. Since the analysis is based on the students' perceptions, these are verified by correlation analysis with the actual exam results and the awareness of contents and activities. Afterwards, the cumulative hierarchy is tested by regression analysis of the different levels of Learning Objectives. As a result, it could be confirmed for all levels, but not always by direct but often by indirect influences of other levels.

scholarly journals Al-Qur`an Learning Innovation Based on Blended Cooperative e-Learning in School

2020 ◽  
Vol 10 (4) ◽  
pp. 47
Author(s):  
Ahmad Mujib ◽  
Marhamah Marhamah
Keyword(s):  
Cooperative Learning ◽  
Blended Learning ◽  
Student Motivation ◽  
Learning Objectives ◽  
The Other ◽  
Digital Learning ◽  
Learning Method ◽  
Face To Face ◽  
E Learning ◽  
Development Methods

Learning Al-Qur'an in schools today still uses the old methods, drill and lecture. So students are not involved in learning, on the other hand, they become the object of learning itself. Al-Qur'an learning innovation is absolutely necessary, in order to stimulate student motivation and create a pleasant atmosphere of learning. Blended Learning Method is the combination of face-to-face and non-face-to-face methods both through offline and online digital learning. This method becomes a solution for learning Al-Qur'an because of the lack of face-to-face hours and it is not achieving the true learning objectives of Al-Qur'an. The purpose of this research is to find out the best solution in learning Al-Qur'an. The object of this research is the method of learning Al-Qur’an in Senior high schools (SMA) Muhammadiyah 16 Jakarta. This study used Research and Development methods. After conducting in-depth research, the results are found that the learning model of Al-Qur’an in SMA Muhammadiyah 16 needs to be developed into blended cooperative learning based e-learning.

scholarly journals The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching

2021 ◽  
Vol 14 ◽  
pp. 190-194
Author(s):  
Yibu Luo
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Flipped Classroom ◽  
Essential Role ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Face To Face ◽  
Conventional Teaching ◽  
Pros And Cons

Over the last decade, many educators have been investigating the pedagogical effectiveness of blended learning and flipped classroom models. In the conventional teaching process, instructors have been playing an essential role in the lecturing process. Conversely, students lead the learning process in the flipped classroom because they must complete tasks with extracurricular materials and classroom collaboration. Likewise, blended learning also asks students to dominate classroom learning procedures, but its communication medium is a mixture of face-to-face and online interaction. This essay evaluates blended learning and the flipped classroom model by evidence of both pros and cons. Lastly, the article concluded that the two new models provide significant reference cases in exploring better practice modes to increase the quality of second language teaching.

Learning with Multimedia Cases in the Information Systems Area

2011 ◽  
pp. 242-251
Author(s):  
Rikke Orngreen ◽  
Paola Bielli
Keyword(s):  
Information Systems ◽  
Information And Communication Technologies ◽  
Research Study ◽  
Learning Objectives ◽  
Multimedia Systems ◽  
Course Structure ◽  
Information And Communication ◽  
Learning Scenarios ◽  
And Training ◽  
Multimedia Cases

The entrance of interactive multimedia systems into the arena of education and training has meant that in only a couple of years, a number of multimedia case studies for educational and training purposes in the Management of Information Systems area have emerged, and the tendency seems to be increasing. Use of such Information and Communication Technologies (ICT) is often claimed to be both valuable and effective for conveying the intended learning. However, because of the novelty of this area, very little is written about the role that a multimedia case study can play and how to apply such cases in a learning environment. Through the BUSINES-LINC project, sponsored by the European Commission, eighteen multimedia cases have been developed, with the objective to support innovative business solutions, especially in the e-commerce area.1 The research study presented in this paper is currently rigorously investigating possible learning scenarios for three Italian and three Danish cases through the collection of qualitative and quantitative empirical data. Our objective is to gain experience in and knowledge about how the chosen learning objectives from a multimedia case are best transferred to the users. The results of the research study will guide instructors and developers of different types of multimedia cases to better contemplate their learning objectives and course structure according to their target group. The paper first presents a short introduction to the field and the theoretical foundation of the research study. Then the methodological aspects are described, and finally, our current experiences and preliminary results are conveyed, together with a short overview of the issues, which we are currently investigating further by means of our empirical material.

scholarly journals Implementing and Evaluating a Blended Learning Format in the Communication Internship Course

10.28945/2299 ◽  
2015 ◽  
Vol 14 ◽  
pp. 217-235
Author(s):  
Christina M Smith
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Sense Of Community ◽  
Student Interaction ◽  
Learning Approaches ◽  
Course Structure ◽  
Face To Face ◽  
Design And Implementation ◽  
Pedagogical Design ◽  
High Level

The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-student interaction, and application of theory to the “real-world” experience undertaken by students during the internship. Lower levels of satisfaction with the course’s academic rigor and a sense of community were also reported. Notably, students with experience in blended learning expressed lower levels of overall satisfaction, but reported higher levels of satisfaction with the course’s rigor and sense of community. The paper concludes by offering implications for instructors seeking to implement blended learning approaches.

scholarly journals ADAPTASI PEMBELAJARAN SOSIOLOGI SECARA BLENDED LEARNING DALAM MENGHADAPI MASA NEW NORMAL

2020 ◽  
Vol 34 (2) ◽  
pp. 81-92
Author(s):  
Ernawati ◽  
Wilodati
Keyword(s):  
Blended Learning ◽  
Digital Learning ◽  
Education Policies ◽  
New Normal ◽  
Face To Face ◽  
Normal Period ◽  
The World ◽  
Teachers And Students ◽  
The Face ◽  
Green Zone

Kondisi pandemi, yang sedang melanda dunia termasuk Indonesia saat ini, mengakibatkan interaksi tatap muka di kelas antara guru dan peserta didik tidak mungkin untuk dilakukan. Oleh karena itu pembelajaran digital menjadi alternatif yang penting untuk mengganti tatap muka di kelas. Namun dalam realitas sesungguhnya, banyak persoalan ketidaksiapan yang ditemukan untuk melaksanakan pembelajaran digital baik terkait dengan sarana prasarana maupun peserta didik. Salah satu cara yang paling memungkinkan untuk mengatasi hal tersebut adalah melalui adaptasi pembelajaran secara blended learning dalam menghadapi masa new normal terutama dalam pembelajaran sosiologi. Tujuan pokok penelitian ini adalah untuk mengetahui adaptasi pembelajaran sosiologi secara blended learning dan kebijakan pendidikan Indonesia dalam mencegah Covid-19. Metode yang digunakan dalam penelitian ini menggunakan kajian literatur kepustakaan di mana peneliti menganalisis berbagai penelitian yang relevan dengan adaptasi pembelajaran sosiologi. Penyajian data dilakukan dengan teknik deskriptif yaitu menggambarkan adaptasi pembelajaran secara blended learning yang terjadi dalam menghadapi masa new normal. Hasil penelitian menunjukkan bahwa adaptasi pembelajaran sosiologi secara blended learning dalam menghadapi masa new normal dilakukan dengan 3 mode (1) Dalam jaringan (daring) sosiologi, (2) Luar jaringan (luring) sosiologi dan (3) tatap muka, di daerah zona hijau berbasis protokol kesehatan.The pandemic condition, which is currently sweeping the world including Indonesia, makes face-to-face interactions in class between teachers and students impossible to do. Therefore, digital learning is an important alternative to replace face-to-face classrooms. But in reality, many unpreparedness issues are found to carry out digital learning both related to infrastructure and students. One of the most possible ways to overcome this is through the adaptation of blended learning in the face of the new normal, especially in sociology learning. The main objective of this study is to determine the adaptation of sociology learning by blended learning and Indonesian education policies in preventing Covid-19. The method used in this study is a literature review where the researcher analyzed various studies relevant to the adaptation of sociological learning. The presentation of the data is carried out using descriptive techniques, which describe the adaptation of blended learning that occures in the face of the new normal period. The results show that the adaptation of sociology learning by means of blended learning in the face of the new normal period was carried out in three modes (1) online sociology networks, (2) offline sociology and (3) face-to-face, in green zone based area obeying the health protocol.

scholarly journals ENSURING THE QUALITY OF UNIVERSITY EDUCATION IN CONDITIONS OF BLENDED AND DISTANCE LEARNING

2020 ◽  
pp. 7-13
Author(s):  
Svitlana Martynenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Natural Extension ◽  
Learning Technologies ◽  
Educational Process ◽  
University Education ◽  
Face To Face ◽  
Distance Learning Technologies

In modern conditions of reforming the system of higher education, the introduction of time-based blended and distance learning, the mission of higher education is to ensure the efficiency and quality of university education. Therefore, the problem of using blended and distance learning technologies becomes relevant, which, taking into account the peculiarities of the conduct, should ensure the quality of educational services for students. Blended learning is defined as a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning. The article highlights the peculiarities of the introduction of mixed and distance learning at the university, analyzes and clarifies the essence and content of the concepts of « blended learning», «distance learning», identifies the main approaches, methodical principles underlying the organization of the educational process, the priority tasks and advantages of the introduced forms of education are singled out, the tendencies of their development are outlined, in particular in modern conditions. The methods, organizational forms and means used during blended and distance learning are described, specific examples of their introduction at Kyiv International University are given, as well as the schematic structure of the methodical system of the proposed forms of education that ensure the quality of university education. It is proved that blended and distance learning solves the problems of individualization, intensification and optimization of education, is the most effective evolution of the traditional model of learning7

scholarly journals PRE-SERVICE STUDENT TEACHERS’ PERCEPTION OF USING GOOGLE CLASSROOM IN A BLENDED COURSE

2019 ◽  
Vol 7 (2) ◽  
pp. 363-368
Author(s):  
Muhammad Luthfi Hidayat ◽  
Wibowo Heru Prasetiyo ◽  
Jan Wantoro
Keyword(s):  
Blended Learning ◽  
Technology Acceptance ◽  
Student Teachers ◽  
Independent Learning ◽  
Face To Face ◽  
Ease Of Access ◽  
Acceptance Model ◽  
Course Outcomes ◽  
Learning By Using

Purpose of the study: The strategic and learning media course in the Informatics Engineering Education department for pre-service student teachers apply a blended learning method. The purpose of this method is to integrate between face-to-face meetings in the classroom and distance learning by using internet-based Learning Management System (LMS) media. This study aims to determine the perceptions of the informatics’ pre-service student teacher, which utilize the Google Classroom LMS. Methodology: The research method used online questionnaires and divergent questionnaires were analyzed with the Technology Acceptance Model (TAM) approach and descriptive statistics. The factor analysis included the ease of access, perception of usefulness, communication and interaction, a perception of lecture delivery, student comfortability, and the effectiveness of the Google Classroom LMS. Main Findings: The results showed that most students felt the ease and improvement of the quality of the blended lectures using Google Classroom, although several notes needed further improvement and evaluation. Practical Implications: The findings suggest that the stakeholders of teacher training and education faculty could measure the level of perceivers and readiness of their pre-service student teachers on using Google Classroom in a blended-setting course. Further, the pre-service student teachers have experience in using this LMS so that they could apply this learning model for their students. Novelty/Originality of this study: This article found that students feel the satisfaction of using Google Classroom as an active and independent learning tool. This study also demonstrated consistency based on observations, surveys, and analysis of college students’ perceptions that the design of blended learning by using Google Classroom is still beneficial to the success of reaching the course outcomes.

scholarly journals Menjaga Kualitas Pembelajaran Praktikum Pengolahan Data Secara Daring pada Mata Pelatihan Analisis dan Interpretasi Data

2021 ◽  
Vol 9 (1) ◽  
pp. 24-32
Author(s):  
Naily Kamaliah ◽  
Alpha Fadila Juliana Rahman
Keyword(s):  
Data Processing ◽  
Learning Strategies ◽  
Online Training ◽  
Learning Objectives ◽  
Training Data ◽  
Face To Face ◽  
Learning Platform ◽  
Quality Of Learning ◽  
E Learning

[MAINTAINING THE QUALITY OF LEARNING DATA PROCESSING PRACTICUM IN SUBJECT OF TRAINING DATA ANALYSIS AND INTERPRETATION]. Online learning during the SARS-CoV2 virus pandemic is a necessity in order to avoid the spread of the virus. But in its implementation, it becomes a challenge, especially in practicum learning. The implementation of online training is a response to the situation and conditions in the SARS-CoV2 virus pandemic which forces classical training to migrate to online training. The purpose of this study was conducted to find out what factors support the achievement of learning objectives, in classical learning, e-learning, and whether the learning strategies that have been applied in e-learning can maintain the quality of training. The instrument in this study was an assessment of the evaluation of learning from participants for the facilitator, on 3 waves of classical PPJFP and 3 waves of PPJFP e-learning, with a total of 126 training participants as respondents. Data processing and analysis were carried out by simple regression analysis, to find out the factors that influence the achievement of learning objectives; as well as an independent sample t-test to compare classical learning methods (face to face) and e-learning. The results showed that the systematic presentation of learning materials and the ability to present the material were the spearheads in the achievement of face-to-face learning. In synchronous learning through the E-learning Platform, aspects of how the facilitator answers questions are important points in learning through e-learning; and e-learning at the syncronus stage is able to maintain the quality of learning.

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