scholarly journals Using Technology to Change Education : Blended Learning in the Science Classroom

2020 ◽  
Author(s):  
LaToya Washington
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Blended Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Science Classroom ◽  
Successful Implementation ◽  
Technology And Learning ◽  
Adoption And Implementation ◽  
The Impact

This paper intends to highlight the trends in technology over several years and contrast the differences in adoption and implementation between the field of education and the rest of the world. Education has been slow to adopt new practices and continues to remain less technologically advanced than the society it aims to educate. The focus of this review is to call attention to the impact on science education using journal articles and reports in the fields of education, educational technology, and learning and behavioral sciences. By being reluctant to incorporate technology, science educators miss out on the opportunity to enhance the learning of their students using strategies such as blended learning. Blended learning can be a tool that aids in the development and strengthening of the 21st century skills needed by students to think critically, apply learning, and solve real-world problems in the classroom, in the workforce, in higher education, and most importantly, in their daily lives. Blended learning is a strategy made possible by ICT implementation. Successful implementation requires clear vision, detailed and intentional planning, training, monitoring, and adjustment. Leaders should look to the experiences of others to plan for success and avoid pitfalls. Well-planned and poorly-planned technology projects are documented in the literature that can be used as learning examples. Keywords: blended learning, educational technology, science education, 21st century skills, ICT

scholarly journals Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning

2021 ◽  
Vol 18 (3) ◽  
pp. 83-102
Author(s):  
Hadiyanto Hadiyanto ◽  
◽  
Failasofah Failasofah ◽  
Armiwat Armiwati ◽  
Mukhlash Abrar ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Learning Method ◽  
Self Evaluation ◽  
Hard Skills ◽  
Quasi Experimental ◽  
The Impact

The application of blended learning in higher education has practically increased through the years, this is however aimed to develop the students rare 21st century skills. Furthermore, the present study investigates the differences in learning process across one semester, and the research design comprised of quasi experimental method without conducting any pre-test, particularly for the conventional and blended learning class. Therefore, self-evaluation questionnaire on 21st century skills were distributed, and the experimental outcome revealed the significant skill practice performed by students in blended learning classes compared to the counterparts in conventional programmes. This learning method was assessed to contain soft and hard skills, in addition to an increased GPA. The aim of this study, therefore, is to investigate the impact of blended learning in course application, with the goal of optimizing students’ 21st century skills and GPA.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2021 ◽  
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

Web Conferencing and Remote Laboratories as Part of Blended Learning in Engineering and Science

2012 ◽  
pp. 246-263
Author(s):  
Steve Mackay ◽  
Darrell Fisher
Keyword(s):  
Science Education ◽  
Blended Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Web Conferencing ◽  
Science And Engineering ◽  
Remote Laboratories ◽  
Remote Labs ◽  
E Learning ◽  
The Impact

The purpose of this chapter is to provide an overview and subsequent application of research into the impact web conferencing and remote laboratories have on engineering and science education within the context of blended learning. The impact is examined especially in assessing the reaction and achievement of learners in using these new technologies compared to that of a traditional classroom or (the currently popular approach of) asynchronous e-learning. In recent years, there has been a significant increase in the level of remote or distance learning (or e-learning) using the Internet. One of the gaps in current research is the examination of the impact of web conferencing and remote science and engineering laboratories on the learning experience. The chapter is commenced by defining e-learning, synchronous, asynchronous and blended learning. Hereafter, web conferencing and remote laboratories are then defined and reviewed in detail. The impact that web conferencing and remote labs have on the e-learning experience as compared to the classroom and asynchronous approaches is then examined. The chapter is concluded by an examination of our research into what the perceived requirements are for web conferencing and remote laboratories and suggestions are given on how to apply web conferencing and remote labs to engineering and science education.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

scholarly journals Using Innovative Tools to Teach Computer Application to Business Students - A Hawthorne Effect or Successful Implementation Here to Stay

2014 ◽  
Vol 11 (1) ◽  
pp. 61-72
Author(s):  
Zeenath Reza Khan ◽  
Keyword(s):  
Blended Learning ◽  
Management System ◽  
Business Students ◽  
Learning Management System ◽  
Computer Application ◽  
Primary Study ◽  
Successful Implementation ◽  
Guided Discovery ◽  
Learning Management ◽  
The Impact

A year after the primary study that tested the impact of introducing blended learning and guided discovery to help teach computer application to business students, this paper looks into the continued success of using guided discovery and blended learning with learning management system in and out of classrooms to enhance student learning. Particularly, it looks at the successful adaptation and implementation of learning management system as an aid to learning and delivery of a computer application subject to a class that is majorly populated by business students with little or no IT background. This paper tests the continued success to establish whether the success recorded after the first implementation was sustainable or merely influenced by the Hawthorn effect of trialing an innovation. It concludes with final grade measure over a one-year period of implementation of the system, and student responses that strongly support the original approach used by the author.

scholarly journals Equipment Use in Biology Teaching

2020 ◽  
Vol 6 (1) ◽  
pp. 357
Author(s):  
Hamiyet Sayan ◽  
Hatice Mertoğlu
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
21St Century ◽  
Classroom Environment ◽  
21St Century Skills ◽  
Developing World ◽  
Teaching Materials ◽  
Biology Teachers ◽  
Daily Lives ◽  
Biology Teaching

This paper discusses the use of educational equipment and materials can be used by biology teachers. Science Education has an important role in raising individuals who can adapt to developing world with the 21st century skills. Within the scope of science education, biology covers information that individuals can make use of in their daily lives. This makes Biology teaching even more important. Teachers assume great responsibilities in the realization of an effective biology teaching. One of these responsibilities is the use of equipment and materials in teaching because the use of equipment in teaching helps with learning the information in an effective, permanent and meaningful way. It is also creating an active and fun classroom environment. Biology teachers should choose suitable equipment for the course, subject, students’ level, setting and objectives. They should also be able to develop teaching materials in line with learning outcomes. In addition, the teacher should provide the students with the necessary information about the teaching materials. This paper aims to remind teachers how important using these equipment for teaching and demonstrate that equipment and materials are indispensable facilitators for an efficient and effective Biology teaching. It may help teachers by providing guidance on this issue.

Workshop Metode Pembelajaran Bahasa Inggris Tingkat SMK se Kabupaten Wonosobo

Surya Abdimas ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 13-18
Author(s):  
Semi Sukarni ◽  
Sudar Sudar ◽  
Junaedi Setiyono ◽  
Zulia Chasanah ◽  
Juita Triyana
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Blended Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Creative Problem

Di era abad 21 ini, pembelajaran bahasa Inggris semakin berkembang. Sekarang peran guru bukan satu- satunya namun ada guru sangat diperlukan untuk memanfaatkan sumber-sumber pembelajaran lain yang dapat memberikan pengalaman belajar kepada siswa. Dengan memaksimalkan peran guru dalam mengkombinasikan sumber-sumber belajar khususnya materi internet diharapkan siswa dapat menguasai 21st century skills yang meliputi critical thinking, collaboration, communication dan creative problem solving. Berangkat dari tujuan untuk meningkatkan skil siswa MGMP Bahasa Inggris SMK Kabupaten Wonosobo bekerja sama dengan tim pengabdian Purworejo mengadakan Workshop Metode Pembelajaran Bahasa Inggris Untuk SMK di Wonosobo. Kegiatan yang melibatkan 45 peserta yang meliputi guru bahasa Inggris dari SMK Negeri dan Swasta. Hasil dari kegiatan ini peserta workshop mendapatkan teknik-teknik dan metode dalam pengelolaan kelas yang meliputi penggunaan metode problem-based learning (PBL), Task-based learning, Inquiry-base learning dan Blended learning, dan sharing based practice pembeljaran speaking dengan game.

Main Didactic Aspects Related to the Applying of STEM Technology in Science Education

2021 ◽  
Vol 30 (3) ◽  
pp. 295-304
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Educational Process ◽  
Educational Work ◽  
Educational Simulations ◽  
Technical Work ◽  
Intellectual Abilities

STEM technology is an innovative educational technology. It refers to development of the students’ intellectual abilities, to constructive and cognitive-researching activity and to technical work. There are presented basic didactic aspects, connected with the applying of the STEM technology in Science education. The emphasis is put on practical tasks with problematic character. They allow 21st century competencies to be formed, such as creativity, communication skills, teamwork and critical thinking. Organization of the educational process, educational work forms and teacher’s new pedagogical role are also presented. Educational simulations and robots are looked at as didactic means of putting the STEM technology into practice while studying Science, in particular Physics.

scholarly journals Developing Students’ Language Competence and Essential 21st Century Skills for Future Employability: The Case of Latvia and Lithuania

2019 ◽  
Vol 9 (2) ◽  
pp. 1-23
Author(s):  
Ineta Luka ◽  
Irena Seniut
Keyword(s):  
Data Analysis ◽  
Blended Learning ◽  
21St Century ◽  
Intercultural Competence ◽  
21St Century Skills ◽  
Mixed Model ◽  
Language Competence ◽  
Problem Solving Skills ◽  
Research Results ◽  
Learning Platform

AbstractIntroduction: Nowadays, language and intercultural competences have become core employability skills in many fields, supporting the development of other skills which emphasizes the necessity for specific pedagogic approaches in developing online learning materials and courses that would develop learners’ language competence and other relevant 21st century skills for future employability. The current comparative summative evaluation research conducted in two higher education institutions in Latvia and Lithuania analyses students’ feedback, elicited from 200 students, on the efficiency of the methods and methodologies applied in the course development and their suitability to develop the above-mentioned skills and competences.Methods: The research implies a mixed-model design comprising a students’ questionnaire (a quantitative tool) and students’ essays (a qualitative tool). Quantitative data analysis was done applying descriptive and inferential statistics tests by IBM SPSS 22 software, qualitative data analysis – applying discourse analysis.Results: The findings indicate that students highly evaluate the learning platform and the courses created. They find them as useful, visually appealing, interesting, interactive, well-structured, and easy to understand. Students acknowledge that they have developed their knowledge of professional lexis, reading skills, grammar and gained useful knowledge in their field. Significant differences were found concerning students’ group, specialization and the course completed – local students vs. international students as to the evaluation of the learning platform, students of IT field vs. business fields, Latvian students vs. Lithuanian students as to the intercultural B2/C1 English course completed. The research results strengthen the cognitions derived from theory on significant issues to be observed when creating blended-learning courses.Discussion: The course designed is an alternative way of learning and may be useful for anyone who wishes to update their language and intercultural competence either through a formal or non-formal education course or on a lifelong learning basis.Limitations: The research period covered one semester only. Although the study materials for 16 languages have been created, the current paper analyses only the results obtained in piloting English and Spanish courses, with the predominance of learners opting for English courses.Conclusions: The research results show that the methods and methodologies applied in the given interactive blended-learning courses have developed the students’ language competence and have fostered the development of their digital competence, team-working and collaboration skills, problem-solving skills and learning-to-learn thus motivating them to become autonomous learners. The pedagogy-based approach applied in the current research has been successful despite a few flaws in the design of the course materials.

Sign in / Sign up

Export Citation Format

Share Document