WIRE

2010 ◽  
pp. 149-159 ◽  
Author(s):  
Yih-Ruey Juang
Keyword(s):  
Data Structure ◽  
Blended Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Learning Achievement ◽  
Web Based ◽  
Warm Up ◽  
Face To Face ◽  
Face To Face Learning ◽  
Structure Class

Much research has shown that the blended learning can effectively enhance the motivation, communication skills, and learning achievement compared with teaching in a single form. However, a crucial issue in blended learning is how to integrate each blended format, media and experience into a coherent learning model, and then to keep interaction between teacher and students either in or outside the classroom. This study introduces a highly interactive strategy for blended learning that incorporates web-based and face-to-face learning environments into a semester course through answering the warm-up questions before class, interactive teaching in class, and review and exercise after class. By the empirical study in a ‘Data Structure’ class, most students made progress in learning achievement and gain more motivation and interaction within the class.

Factors Related to Students' Performance of Hybrid Learning in an English Language Course

2015 ◽  
pp. 225-241
Author(s):  
Saovapa Wichadee
Keyword(s):  
Student Learning ◽  
Technology Use ◽  
English Language ◽  
Correlation Coefficients ◽  
Learning Achievement ◽  
Web Based ◽  
Hybrid Course ◽  
Face To Face ◽  
Hybrid Teaching ◽  
Face To Face Learning

Redesigning a course along the lines of a hybrid format that blends face-to-face and online learning brings about changes in instructional practice. This paper introduces hybrid teaching that uses multiple web-based tools to supplement the students' face-to-face learning environment in a difficult situation in Thailand. In order to examine factors related to student learning achievement in the hybrid teaching course, data regarding learning achievement score, amount of participation, comfort with technology, and course satisfaction were collected from 182 students enrolled in an English course and analyzed by using correlation coefficients and multiple regression analysis. The findings indicated that students had a moderate level of satisfaction with the hybrid course and comfort with technology use, and previous experience of hybrid courses did not have an effect on their satisfaction. Student learning achievement was positively correlated with how much participation students had, but was negatively correlated with students' comfort with technology. There were no correlations between student learning achievement and how satisfied they felt with the hybrid course. In addition, an analysis of benefits and drawbacks of this hybrid course allowed teachers insights into what changes were needed when adjusting the hybrid course for language teaching.

Application of Gamification to Blended Learning in Higher Education

2019 ◽  
pp. 50-61
Author(s):  
Kamini Jaipal-Jamani ◽  
Candace Figg
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Traditional Instruction ◽  
Teaching Strategy ◽  
Digital Game ◽  
Game Based Learning ◽  
Web Based ◽  
Face To Face ◽  
Gamified Learning

Digital game-based learning (DGBL) has been identified as an effective digital teaching strategy to foster 21st century learning. The inclusion of digital game-based learning in instruction is challenging for educators to structure in higher education learning environments, often because of the lack of coherence with curriculum. Gamification is a recent DGBL strategy that enables the instructor to incorporate the motivational and engagement elements of games in ways that can be adapted to curriculum requirements. Gamification, supported with digital technologies such as web-based tools and learning management systems, offers the instructor the benefits of both face-to-face traditional instruction and online learning. An example of how blended learning in higher education incorporates gamification is presented. Study findings indicate that the blended gamified learning environment motivated learners and promoted cognitive, skill, and attitude development.

Blended Learning

2017 ◽  
pp. 108-125
Author(s):  
Mark B. Russell ◽  
Irene M. Y. Woon ◽  
Stylianos Hatzipanagos
Keyword(s):  
Online Learning ◽  
Educational Leadership ◽  
Change Management ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategy ◽  
Online Learning Environments ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

A Blended Learning Approach in Mathematics

2012 ◽  
pp. 22-42 ◽  
Author(s):  
B. Abramovitz ◽  
M. Berezina ◽  
A. Berman ◽  
L. Shvartsman
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Traditional Teaching ◽  
Web Based ◽  
Face To Face ◽  
Undergraduate Engineering ◽  
Traditional Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
Online Assignments

In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering students. This type of blended learning (BL) contains the best properties of e-learning and face-to-face learning and helps overcome many obstacles in traditional teaching. We use our approach in order to improve students’ conceptual understanding of theorems. We describe online assignments specifically designed to help students better understand the meaning of a theorem. These assignments are given to students in addition to traditional lectures and tutorials with the objective that they can learn to learn on their own. Students “discover” the theorem and study it independently, by using a “bank” of examples and a lot of theoretical exercises we supply. The assignments are built in such a way that students receive feedback and instructions in response to their Web-based activity.

Blended Learning in Engineering Curricula through the Meaningful Use of ICT Tools

2010 ◽  
pp. 202-216
Author(s):  
Yih-Ruey Juang
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Meaningful Use ◽  
Learning Achievement ◽  
Warm Up ◽  
Face To Face ◽  
Post Class ◽  
Ict Tools ◽  
Motivation Interaction ◽  
The Wire

Blended learning, which combines various ICT tools into conventional face-to-face classroom activities, has proved to be more effective in enhancing the learners’ motivation, communication skills and learning achievement than teaching by employing a single approach. The meaningful use of ICT tools is critical to the successful promotion and implementation of blended learning. This case introduces a study of blended learning using the WIRE model that links pre-class warm-up, interaction in class, and review as well as post-class exercises into a continuous learning experience with basic to advanced mental skills. The WIRE model has been experimented in the Department of Information Management of a university of science and technology in Taiwan. The findings from the learning achievement, questionnaire, and focus group interview revealed some significant differences between the experimental and control groups in the degree of motivation, interaction between teacher and students, and collaboration among students. The WIRE model can thus help enhance learning motivation, interaction between teacher and students and among students, and learning achievement.

scholarly journals Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Sanja Bauk ◽  
Snežana Šćepanović ◽  
Michael Kopp
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Learning System ◽  
Kano Model ◽  
Web Based ◽  
Face To Face ◽  
Web Based Learning ◽  
Survey Results ◽  
Face To Face Learning ◽  
Students Satisfaction

Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dys)functional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

scholarly journals The Implementation of Blended Learning Model on Motivation and Students’ Learning Achievement

2020 ◽  
Vol 2 (9) ◽  
Author(s):  
Zeinor Rahman ◽  
Tri Rijanto ◽  
Ismet Basuki ◽  
Meini Sondang Sumbawati
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
Learning Achievement ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Motivation And Learning ◽  
Experimental Group

This study aims to determine differences in student motivation and learning achievement in KKPI subjects between students who use the face-to-face learning model and students who use blended learning models, increased motivation and student achievement in KKPI subjects due to the application of the blended model learning, and the interaction of the influence of the application of learning models and motivation on KKPI student learning achievement at SMK 1 Kamal Bangkalan. This quasi-experimental study uses two groups, namely the experimental group using the blended learning model and the control group using the face-to-face learning model. The study population was students of class XI SMKN 1 Kamal Bangkalan. The research sample consisted of 57 students divided into 30 students in the control group and 27 students in the experimental group. Data collection using questionnaires and multiple choice test questions. The results showed that there were significant differences between motivation and student achievement using the blended learning model and students using the face-to-face learning model, there was a significant increase in student motivation and learning achievement due to the application of the blended learning model, and there was no interaction of influence the application of learning models and motivation to student learning achievement.

Searching for Answers to Hybrid Approaches in Communication and Learning Environments

2020 ◽  
pp. 226-240
Author(s):  
Michael Anthony Brown Sr.
Keyword(s):  
Social Media ◽  
Blended Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Hybrid Approach ◽  
Asynchronous Learning ◽  
Geographical Distance ◽  
George Santayana ◽  
Face To Face ◽  
Hybrid Approaches

This examination focuses on hybrid approaches and highlights two in particular: blended learning and the hybrid shift. Blended learning can support online and face-to-face (F2F) students equally by providing similar learning experiences. Incorporating synchronicity is recommended as a way to address the limitations of asynchronous learning resident in the proposed hybrid approach. Synchronicity is connecting two or more people in related educational events at the same time. Another approach, the “hybrid shift,” features faculty design content and structure with a focus on being thoughtful, engaging, and intentional in promoting learning, effective collaboration, critical thinking, and communication skills. George Santayana said, “those who cannot remember the past are condemned to repeat it.” This is relevant in that social media grew, in part, out of a need to overcome communication limitations of geographical distance and time. This examination looks closely at hybrid approaches and offers some answers for educational implications.

scholarly journals Pengaruh model blended learning terhadap motivasi dan prestasi belajar siswa SMK

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Izuddin Syarif
Keyword(s):  
Blended Learning ◽  
Learning Model ◽  
Test Method ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Face To Face ◽  
Face To Face Learning ◽  
Experimental Group ◽  
Motivation And Achievement

Penelitian ini bertujuan untuk mengetahui perbedaan motivasi dan prestasi belajar siswa dalam mata pelajaran KKPI antara siswa yang menggunakan model face-to-face learning dan siswa yang menggunakan model blended learning, peningkatan motivasi dan prestasi belajar siswa dalam mata pelajaran KKPI akibat penerapan model blended learning, dan interaksi pengaruh penerapan model pembelajaran dan motivasi terhadap prestasi belajar KKPI siswa SMKN 1 Paringin. Penelitian kuasi eksperimen ini menggunakan dua kelompok, yaitu kelompok eksperimen yang menggunakan model blended learning dan kelompok kontrol yang menggunakan model face-to-face learning. Populasi penelitian adalah siswa kelas XI SMKN 1 Paringin. Sampel penelitian berjumlah 57 siswa terbagi atas 30 siswa kelompok kontrol dan 27 siswa kelompok eksperimen. Pengumpulan data menggunakan kuesioner dan tes soal pilihan ganda. Hasil penelitian menunjukkan ada perbedaan yang signifikan antara motivasi dan prestasi belajar siswa yang menggunakan model blended learning dan siswa yang menggunakan model face-to-face learning, ada peningkatan motivasi dan prestasi belajar siswa yang signifikan akibat penerapan model blended learning, dan tidak terdapat interaksi pengaruh penerapan model pembelajaran dan motivasi terhadap prestasi belajar siswa. THE INFLUENCE OF BLENDED LEARNING MODEL ON MOTIVATION AND ACHIEVEMENT OF VOCATIONAL SCHOOL STUDENTAbstractThe objective of the study is to reveal the differences of the learning motivation and achievement of the students using face-to-face learning model compared to those using blended learning model, the improvement of students’ learning motivation and achievement due to the use of blended learning model, and the interaction of the effect of learning model and motivation on students’ learning achievement in KKPI lesson. This quasi-experimental study used two groups: the experimental group who were taught using blended learning and control group who were taught using face-to-face learning. The population was 11th grade students of SMKN 1 Paringin. A sample of 57 students was divided into 2 groups, with 30 students as the control group and 27 students as the experimental group. The techniques for collecting the data were a test method by giving a written test and non-testing method by distributing a questionnaire. The results of study show that there is significant difference between the learning motivation and achievement of the students using face-to-face learning compared to those using blended learning model, there is a significant increase in learning motivation and achievement due to the use of blended learning model, and there is no interaction of the effect of learning model and motivation on students’ learning achievement in KKPI lesson.

scholarly journals PERBANDINGAN BLENDED LEARNING DAN FACE-TO-FACE LEARNING TERHADAP KEMAMPUAN KOMUNIKASI MAHASISWA PADA PROYEK DESAIN WEBSITE

2020 ◽  
Vol 18 (1) ◽  
pp. 86
Author(s):  
Febrianto Sabirin ◽  
Dewi Sulistiyarini
Keyword(s):  
Blended Learning ◽  
Communication Skills ◽  
Descriptive Analysis ◽  
Website Design ◽  
Purposive Sampling ◽  
Face To Face ◽  
Quasi Experimental ◽  
Study Population ◽  
Face To Face Learning ◽  
Learning Data

<p align="left"><strong>Abstrak</strong></p><p>Penelitian bertujuan untuk mengetahui perbedaan kemampuan komunikasi mahasiswa setelah melaksanakan proyek pembuatan desain <em>website</em> menggunakan model pembelajaran <em>Blended Learning</em> (BL) dan pembelajaran tatap muka/<em>face-to-face</em> (F2F). Metode penelitian yang digunakan adalah metode eksperimen dengan bentuk penelitian adalah kuasi eksperimen. Populasi penelitian berjumlah 696 mahasiswa dan sampel penelitian berjumlah 63 mahasiswa yang diambil menggunakan teknik <em>purposive sampling</em>. Sampel penelitian dibagi menjadi dua kelas, yaitu kelas yang melaksanakan BL dan kelas yang melaksanakan pembelajaran F2F. Alat pengumpul data dalam penelitian ini berupa portofolio dan lembar observasi. Teknik analisis data menggunakan analisis deskriptif dan analisis multivariat. Hasil analisis menunjukkan bahwa kemampuan komunikasi mahasiswa berada dalam kategori baik dan terdapat perbedaan kemampuan komunikasi pada proyek desain <em>website</em> antara kelompok yang melaksanakan BL dan F2F.</p><p> </p><p align="left"><strong><em>Abstract</em></strong></p><p><em>The research aimed to determine differences in student communication skills after implementing a website design project using Blended Learning (BL) learning model and face-to-face learning (F2F). The research method used an experimental method with the form of research was quasi-experimental. The study population numbered 696 students and the study sample numbered 63 students taken using purposive sampling techniques. The research sample divided into two classes, namely classes that carry out BL and classes that carry out F2F learning. Data collection tools were in the form of portfolios and observation sheets. Data analysis techniques using descriptive analysis and multivariate analysis. The analysis showed that the communication skills of students are in good category and there are differences in communication skills in website design projects between groups implementing BL and F2F.</em></p>

Sign in / Sign up

Export Citation Format

Share Document