Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles

2021 ◽  
Vol 13 (3) ◽  
pp. 58-70
Author(s):  
Hamonangan Tambunan ◽  
Marsangkap Silitonga ◽  
Uli Basa Sidabutar
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Student Teachers ◽  
Learning Style ◽  
Teacher Candidates ◽  
Engineering Students ◽  
Learning Groups ◽  
Face To Face ◽  
Face To Face Learning

To compare the different impacts of the balance of face-to-face and online learning in blended learning, along with learning styles, an experiment was done using a 3x4 design consisting of three blended learning composition groups of 25% face-to-face and 75% online, an equal balance of face-to-face and online, and 75% face-to-face and 25% online. There were four learning style type groups of Diverger, Assimilator, Converger, and Accommodator. The population was student teachers in electrical engineering. Students of each style were randomly allocated to the three blended learning groups. It was found that both the blend of online and face-to-face learning and the types of learning styles affect competence outcomes significantly in some combinations.

scholarly journals Implikasi Gaya Belajar dalam Desain Blended Learning

2018 ◽  
Author(s):  
Z Mawardi Effendi ◽  
Hansi Effendi ◽  
Hastria Effendi
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Learning Style ◽  
Learning Process ◽  
Visual Learning ◽  
State University ◽  
Auditory Learning ◽  
Face To Face ◽  
Face To Face Learning

Each student has their own learning style which can be one of the factors that will support their success in learning. In general, learning styles are divided into: visual, auditory, and kinesthetic. Some students categorized as visual, and others categorized as auditory or kinesthetic. Students tend to process information more quickly if the information obtained in accordance with their style. Lecturers should know the student's learning style so they can design an instruction that suits them. This study aimed to uncover the learning styles of students of Padang State University. The study of literature used to reveal the importance of learning styles to be considered in the blended learning process, both in face-to-face learning and online learning. The research found that 57% of students have a visual learning style, 27% have auditory learning style, and the rest have a kinesthetic learning style. These results may be better used as guidelines for lecturers to design blended learning.

scholarly journals Model Blended Learning dalam Meningkatkan Efektifitas Pembelajaran

FIKROTUNA ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 855-866 ◽  
Author(s):  
Walib Abdullah
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Style ◽  
21St Century ◽  
The Other ◽  
Face To Face ◽  
Digital Era ◽  
Offline Learning ◽  
New Learning ◽  
Face To Face Learning

In the 21st century learning is already entered to the digital era , which is many educational practitioners  have developed and designing a digital-based learning such as online learning.  However Online learning still needs the other learning namely face-to-face learning.  That is why Educational experts combine these two lessons mode into a new learning theory called by Blended Learning. Blended learning is a combination of online learning, offline learning, and face-to-face learning, because there are many  researchs prove that blended learning has more influential rather than online learning or face-to-face leaarning in improving students’ learning intrest rather than online learning or face-to-face learning. Blended learning may apply by using these following combination namely 50/50, 75/25, or 25/75 from the learning period alocation. There are some cases need to be consideration in designing a blended learning, it is about how to make the learning is so interesting and suitable with the characteristic of students’ learning style.

scholarly journals Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

2019 ◽  
Vol 8 (5) ◽  
pp. 233
Author(s):  
Hamonangan Tambunan ◽  
Marsangkap Silitonga ◽  
Uli Basa Sidabutar
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Learning Style ◽  
Significant Influence ◽  
Teacher Candidates ◽  
Prospective Students ◽  
Face To Face ◽  
Group Members ◽  
Face To Face Instruction

Differences in statements about the practice of blended learning (a combination of online and face-to-face instruction) were found in experiments conducted on prospective students of engineering teachers. There were various forms of learning, and—significantly—the various types of learning styles had a significant influence on competence. Group members’ competencies based on learning is significantly different, but based on the type of learning style, there are competencies which are not significantly different between several groups

scholarly journals Students' Perception on Blended Learning in English Listening and Speaking Class

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language And Culture ◽  
Face To Face ◽  
Learning Platform ◽  
Face To Face Learning ◽  
Communicative Teaching ◽  
Listening And Speaking

<p>Nowadays, the communicative teaching has been influenced by the development of technology. Becoming interactive teacher would not be enough if it is not supported by technology usage. Online learning in this case has been a powerful tool to help language learners during their learning progress.  It is said that that online instruction raised the good and average student’s reading performance and the performance of the lowest-performing as well. In listening and speaking, online learning can help students improve their pronunciaton as well the comprehension skill. Therefore, the following study is designed to find out the students’ perceptions towards the use of both online and face-to-face learning in listening and speaking classroom. There are 30 students from the 1<sup>st</sup> and 3<sup>rd</sup> semester of English Language and Culture Departement and they joined the class for 1 semester. Online learning platform used was taken from Cambridge Learning Management System integrated with Unlock 2 and Unlock 4 books as the source of learning. The result shows that most of the students see online learning as an alternative tool to help them during their learning process.<strong></strong></p><strong>Keywords: </strong>blended learning, online learning, face-to-face learning, language learning

scholarly journals EFL Learners' Perceptions on Schoology Use in the Reading Class

2021 ◽  
Vol 5 (1) ◽  
pp. 10-26
Author(s):  
Ahmad Ridho Rojabi ◽  
Keyword(s):  
Online Learning ◽  
Reading Comprehension ◽  
Blended Learning ◽  
English Language ◽  
Study Program ◽  
Efl Learners ◽  
Face To Face ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Share Information

Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes.

Student Perceptions of Online Learning During the Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Jesi Jecsen Pongkendek ◽  
Dewi Satria Ahmar ◽  
Haris Munandar ◽  
Muhammad Fath Azzajjad
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Student Perceptions ◽  
Random Sampling ◽  
Face To Face ◽  
Question Item ◽  
The Future ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Made In

Due to the COVID-19 pandemic, lectures must be conducted online. This research is a survey research to find out the perception of students in participating in online learning. Survey of Musamus University students in 6 faculties with a total of 262 respondents. Respondents were selected by proportionate stratified random sampling. The instrument used is a questionnaire made in google form with a total of 21 questions. Data analysis was carried out by calculating the percentage of each answer for each question item. Through this research, the results obtained are (1) Students realize online learning is a learning solution during the Covid-19 pandemic; (2) Students are happy with participating in online learning; (3) Students are enthusiastic to complete assignments; (4) Students realize that through the assignment of lecturers their knowledge is increasing; (5) Students find online learning beneficial for them; (6) Students have mastered the use of online learning platforms; (7) Students hope that online learning will no longer be carried out in the future. Students also prefer face-to-face learning compared to blended learning and online learning, but some students have realized that the blended learning model is an alternative in learning that can be applied in the future

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.

Blended Learning

2011 ◽  
pp. 85-87
Author(s):  
Kathleen P. King
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Delivery System ◽  
The Other ◽  
Face To Face ◽  
Technological Context ◽  
Face To Face Learning

Blended learning goes by several names, the other major one being hybrids. What is meant by these various terms is that more than one delivery system is being used for one course. And in most cases educators are referring to face-to-face learning and online learning being paired in some combination when they use the term blended learning in a technological context.

Implementing and Promoting Blended Learning in Higher Education Institutions

2010 ◽  
pp. 70-87 ◽  
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Current Trend ◽  
Face To Face ◽  
Peer Editing ◽  
Academic Reading ◽  
Face To Face Learning

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.

PENERAPAN LMS-GOOGLE CLASSROOM DALAM PEMBELAJARAN DARING SELAMA PANDEMI COVID-19

2020 ◽  
Vol 10 (1) ◽  
pp. 38-46
Author(s):  
Ommi Alfina ◽  
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
Student Activities ◽  
Face To Face ◽  
Technological Efficiency ◽  
Student Questionnaire ◽  
Face To Face Learning ◽  
And Control

This research aims to (1) find out the results of the implementation of Learning Management System (LMS)-Google Classroom in the online learning process for Informatics Engineering students, Universitas Potensi Utama during the COVID-19 pandemic; (2) learn about students' responses to online learning using LMS-Google Classroom. This research is based on the transformation of the course process from face-to-face learning to remote learning (PJJ) by relying on technology as a substitute for learning media, known as distance learning and online learning. This research was conducted using case study methods. This research was conducted on informatics engineering students in multimedia courses. Sampling techniques using purposive sampling methods. The results showed that the application of LMS-Google Classroom to online learning for Informatics Engineering students during the COVID-19 pandemic had a positive effect, especially in terms of absorption related to understanding lecture materials. Based on the results of student questionnaire calculations, it was obtained that as many as 23% of students find it difficult to attend lectures using LMS-Google Classroom which is reviewed in terms of technological efficiency and material understanding level. Meanwhile, 77% of students are happy and enthusiastic about gaining a new learning experience after using LMS-Google Classroom to participate in multimedia lectures. It can be concluded that the implementation of LMS-Google Classroom in online learning during the COVID-19 pandemic is one of the solutions that can be used so that the lecture process can continue. However, it is necessary to provide assistance and control over student activities to keep students motivated in following the lecture process in the context of online learning.

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