scholarly journals Blended Learning An Experiment on Students’ Attitudes

2021 ◽  
Vol 16 (6) ◽  
pp. 0-0
Keyword(s):  
Blended Learning ◽  
Research Design ◽  
Undergraduate Students ◽  
Research Study ◽  
Empirical Studies ◽  
Learning Support ◽  
Traditional Course ◽  
Before And After ◽  
Students Attitudes ◽  
Student's Attitudes

The findings of a number of recent empirical studies on blended learning support this pedagogy claiming many advantages such as the facilitation of independent and collaborative learning experiences. This study compares the attitudes towards blended learning of undergraduate students in the UAE before and after a full course exposure to blended learning, comparing results to the attitudes of students in a traditional course. An experimental research design was chosen for this research study, specifically a two-group pretest-posttest research design. Results show that exposure to blended learning serves as a trigger for changing students’ attitudes towards blended learning in a positive manner and that lack of exposure does not change student’s attitudes.

scholarly journals Blended Learning

2021 ◽  
Vol 16 (6) ◽  
pp. 1-12
Author(s):  
Roberta Fenech ◽  
Priya Baguant ◽  
Ihab Abdelwahed
Keyword(s):  
Blended Learning ◽  
Research Design ◽  
Undergraduate Students ◽  
Research Study ◽  
Empirical Studies ◽  
Learning Support ◽  
Traditional Course ◽  
Before And After ◽  
Students Attitudes ◽  
Student's Attitudes

The findings of a number of recent empirical studies on blended learning support this pedagogy claiming many advantages such as the facilitation of independent and collaborative learning experiences. This study compares the attitudes towards blended learning of undergraduate students in the UAE before and after a full course exposure to blended learning, comparing results to the attitudes of students in a traditional course. An experimental research design was chosen for this research study, specifically a two-group pretest-posttest research design. Results show that exposure to blended learning serves as a trigger for changing students’ attitudes towards blended learning in a positive manner and that lack of exposure does not change student’s attitudes.

scholarly journals Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours

2021 ◽  
Vol 18 (19) ◽  
pp. 10180
Author(s):  
Caitlin R. Semsarian ◽  
Gabrielle Rigney ◽  
Peter A. Cistulli ◽  
Yu Sun Bin
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Stages Of Change ◽  
Behavioural Change ◽  
Poor Sleep ◽  
Course Grades ◽  
Before And After ◽  
Students Attitudes ◽  
The Impact

University students consistently report poor sleep. We conducted a before-and-after study to evaluate the impact of an online 10-week course on undergraduate students’ sleep knowledge, attitudes, and behaviours at 6-month follow-up. Data were collected via baseline course surveys (August–September 2020) and follow-up surveys distributed via email (February–March 2021). n = 212 students completed baseline surveys and n = 75 (35%) completed follow-up. Students retained to follow-up possessed higher baseline sleep knowledge and received higher course grades. At the 6-month follow-up, sleep knowledge had increased (mean score out of 5: 3.0 vs. 4.2, p < 0.001). At baseline, 85% of students aimed to increase their sleep knowledge and 83% aimed to improve their sleep. At follow-up, 91% reported being more knowledgeable and 37% reported improved sleep. A novel Stages of Change item revealed that 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was a reduction in sleep latency at follow-up (mean 33.3 vs. 25.6 min, p = 0.015), but no change in the total Pittsburgh Sleep Quality Index score. In summary, completion of an online course led to increased sleep and circadian knowledge and changed sleep attitudes, with no meaningful change in sleep behaviours. Future interventions should consider components of behavioural change that go beyond the knowledge–attitudes–behaviour continuum.

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

Blended Learning Support for Undergraduate Students' Research and Writing Skills Development

2015 ◽  
pp. 537-564
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier's (2004) research on academic engagement.

Teaching a Health Equity Course at a Midwestern Private University—A Pilot Study

2019 ◽  
Vol 40 (3) ◽  
pp. 201-207
Author(s):  
Rob Braun ◽  
Mariah Nevels ◽  
Meredith C. Frey
Keyword(s):  
Health Disparities ◽  
Health Equity ◽  
Undergraduate Students ◽  
Private University ◽  
Individual Responsibility ◽  
Attitudes And Beliefs ◽  
The Social ◽  
Before And After ◽  
Significant Change ◽  
Students Attitudes

Teaching about health disparities and health equity at a 4-year institution is imperative. Unfortunately, there is a lack of empirical research demonstrating this concept and the proper way to develop a course. As a result, this research attempted to assess the effectiveness of developing and teaching this course centered on the social determinants of health (SDH). Using a 30-question Attribution of Health Disparities Assessment, data were collected on students’ attitudes and beliefs about the relevancy of these two concepts before and after they took the health equity course. All participants ( n = 42) were seniors, 80% self-identify as Caucasian and 66% were female. Overall, there was a statistically significant change in attitudes and beliefs about health disparities and the relevancy of these issues. It appears that in the eyes of the students, the SDH are more relevant and related to these issues than a person’s individual responsibility. As a result, the relevancy of many of the SDH discussed in class had a profound effect on the students who took this course as indicated by their statistically significant change. Finally, our research demonstrates how a health equity course could be taught to effectively change undergraduate students’ views on issues related to the SDH.

scholarly journals ESP STUDENTS’ ATTITUDES AND MOTIVATION BEFORE AND AFTER CROATIA JOINED THE ERASMUS PROGRAM

2021 ◽  
pp. 451
Author(s):  
Višnja Kabalin Borenić
Keyword(s):  
Research Study ◽  
Original Study ◽  
Exact Matching ◽  
Academic Mobility ◽  
L2 Motivation ◽  
Economics Students ◽  
Before And After ◽  
Mobility Programs ◽  
Students Attitudes ◽  
The Impact

Results of our research study conducted before Croatia joined the Erasmus program in 2010 suggested that the experience of internationalization might affect ESP students’ attitudes, learning priorities and motivation. To establish whether generations that participated in academic mobility programs differ from their pre-Erasmus peers, we repeated our original study from 2009: Business and economics students’ attitudes to English, L2 motivation and invested effort were measured using the same questionnaire based on sociolinguistic and L2 motivation research rooted in social psychology. The same attitudes and motivation scales were used to compare the two groups. To ensure comparability, the data from the original and the present study were submitted to Coarsened Exact matching, which resulted in two subsets (N=98 each). T-test and correlational analyses revealed significant differences between the two groups, but the findings somewhat disappointed our previous expectations regarding the impact of university internationalization.

scholarly journals UNDERGRADUATE STUDENTS’ PERCEPTIONS TOWARD BLENDED LEARNING THROUGH INSTAGRAM IN ENGLISH FOR BUSINESS CLASS

2019 ◽  
Vol 1 (1) ◽  
pp. 64
Author(s):  
Fatimah Mulya Sari ◽  
Achmad Yudi Wahyudin
Keyword(s):  
Social Network ◽  
Blended Learning ◽  
Language Learning ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
Millennial Students ◽  
Task Instructions ◽  
Students Attitudes

Addressing the needs of the millennial students brings the implemention of blended learning using social network site in the teaching and learning process. Instagram becomes one of the most popular social network sites in Indonesia. It has been a potential teaching platform to help English teachers to facilitate language learning, especially for learners at the tertiary level. This paper is intended to explore the students’ perceptions toward English language learning and the implementation of Instagram in their English for Business class. Students’ attitudes toward English course should be investigated to form a basis for this further study. The subjects were 116 undergraduate students who took general English for Business course at the Faculty of Engineering and Computer Science, University of Teknokrat Indonesia. They were classified into three groups. The data gained were from observation, questionnaire, and interview. The data, then, were analyzed quantitatively and qualitatively. The results indicated that most students showed high positive perceptions in using Instagram in their learning since social network Instagram influenced their motivation, engangement, and attitudes. In addition, internet connection and its speed, misunderstanding, and miscommunication toward the materials and task instructions were considered as the problems that hamper their learning. Instagram might help the students to learn English Language. Thus, it is suggested to improve the teaching of technology skills by preparing suitable digital literacy in academic content.

scholarly journals P131 The impact of an online sleep education program on university students’ sleep knowledge, attitudes, and behaviours

2021 ◽  
Vol 2 (Supplement_1) ◽  
pp. A64-A64
Author(s):  
C Semsarian ◽  
G Rigney ◽  
P Cistulli ◽  
Y Bin
Keyword(s):  
University Students ◽  
Sleep Quality ◽  
Undergraduate Students ◽  
Behavioural Change ◽  
Poor Sleep ◽  
Sleep Education ◽  
Before And After ◽  
Students Attitudes ◽  
The Impact

Abstract Introduction Sleep is essential for optimising health and academic performance, yet university students consistently report poor sleep quality. We conducted a before-and-after study to determine if an interactive, online sleep course improved sleep (1) knowledge, (2) attitudes, and (3) behaviours among university students. Methods Undergraduate students completed the course from August-November 2020. The course involved activities that encouraged students to reflect on their own sleep behaviours and goals. Baseline data was collected through course surveys and students were invited to complete a 6-month follow-up survey via email. Results N=212 students completed the baseline questionnaires and n=75 (35%) completed the follow-up survey. Students retained at follow-up possessed higher baseline sleep knowledge and received higher grades. At 6-months follow-up, sleep knowledge increased from baseline (mean quiz score: 60 vs 84%, p&lt;0.001). 85% of students aimed to increase their sleep knowledge at baseline and 91% reported that they were more knowledgeable at follow-up. 83% of students aimed to improve their sleep at baseline and 37% reported improvement at follow-up. 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was reduction in sleep latency (mean 33.3 vs 25.6min, p=0.015), but no change in total Pittsburgh Sleep Quality Index score at follow-up. Discussion Completion of an interactive sleep education course led to increased sleep knowledge and changes in sleep attitudes, with no meaningful change in sleep behaviours. Future interventions require careful design and evaluation, and should consider components of behavioural change (e.g. motivation, triggers) that go beyond the knowledge-attitudes-behaviour continuum.

scholarly journals The Different Perspectives of Saudi Female Undergraduate Students Towards Linguistic Violence

2019 ◽  
Vol 8 (3) ◽  
pp. 104
Author(s):  
Khawater Alshalan
Keyword(s):  
Undergraduate Students ◽  
Verbal Abuse ◽  
English Department ◽  
Female Undergraduate ◽  
King Saud University ◽  
Verbal Violence ◽  
Students Attitudes ◽  
Student's Attitudes ◽  
The Relationship

This paper explored the relationship between linguistic violence and attitudes of 90 Saudi female undergraduate students in the English department of King Saud University. The study was conducted to identify the most frequent abusive types of phrases and investigate its effectiveness on students’ attitudes by recording their responses. Students were able to identify 270 phrases that evoked their emotions. Quantitative measures were used to analyze the student’s attitudes when being exposed to verbal violence. Results confirm that labeling the person negatively (n=90) was more likely to trigger anger (n=114) and less likely to elicit frustration (n=67), which was the opposite in phrases implied threats that evoked the emotion of frustration more than anger. Regarding the hidden struggle among women in an abusive environment, findings suggest enrolling students in classes that motivate them to take action towards any form of verbal abuse. In addition, this research would raise awareness and decrease the rate of linguistic violence.

scholarly journals Student Teachers’ Acceptance towards Blended Learning in Teaching and Learning Psycholinguistics

2020 ◽  
Vol 3 (1) ◽  
pp. 11-17
Author(s):  
Rosmania Rima
Keyword(s):  
Blended Learning ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Face To Face ◽  
Face To Face Learning ◽  
Students Attitudes

This study aimed at examining student teachers’ acceptance toward blended learning in teaching and learning Psycholinguistics. It focuses on  students’ attitudes toward using SPADA at spada.untirta.ac.id as learning management system combined with face to face learning. The survey involves 118 undergraduate students enrolled in Psycholinguistics course of English Department Untirta. Technological Acceptance Model (TAM), questionaire and interview are used to obtain the data. The learners’ acceptance toward the blended learning in Psycholinguistics course in overall is at a very good level, including the perceived usefulness and the perceived ease of use. For further research, it is suggested to explore the factors that influence teachers' acceptance with blended learning and the proportion between online and face to face learning.

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