scholarly journals Blended Learning-Effectiveness and Application in Teaching and Learning Foreign Languages

2019 ◽  
Vol 09 (02) ◽  
pp. 129-144
Author(s):  
Joel Laffita Rivera
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Learning Effectiveness

scholarly journals Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation

2019 ◽  
Vol 24 (6) ◽  
pp. 3433-3466 ◽  
Author(s):  
Bokolo Anthony ◽  
Adzhar Kamaludin ◽  
Awanis Romli ◽  
Anis Farihan Mat Raffei ◽  
Danakorn Nincarean A/L Eh Phon ◽  
...  
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Empirical Investigation ◽  
Higher Learning ◽  
Learning Effectiveness ◽  
Institutions Of Higher Learning

scholarly journals Mediated Effect of Blended-Learning Strategy in Relationship between Adult Learner-Based Interaction and Learning Effectiveness: New Appointed Fire-Fighter Education

2021 ◽  
Vol 35 (2) ◽  
pp. 115-123
Author(s):  
Joo-Wan Seo ◽  
Hee-Dong Kim
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Linear Regression Analysis ◽  
Learning Effectiveness ◽  
Effect Analysis ◽  
Learning Group ◽  
Mediated Effects ◽  
Learning Content ◽  
The Relationship

The purpose of this study is to examine the mediated effect of the blended-learning strategy in the relationship between the interaction and learning effectiveness of new firefighters. The Baron and Kenny method of mediated effect analysis was applied to 259 collected samples, and SPSS 18.0 was used to perform linear regression analysis. It was found that the blended-learning group was more effective in learning than the non-blended-learning group. The interaction and learning effectiveness between the targets showed significant results, and the learning strategy of blended-learning exhibited partial mediated effects in the relationship between interaction and learning effectiveness. In particular, the learning attitude of the learning strategy was the combination of learners, learning content, and learning effectiveness during an interaction and partial mediated effects on learning persistence were identified. Based on these results, practical implications on envisioning teaching and learning design from the learner's perspective as a learning strategy to enhance learning effectiveness in a blended-learning situation are presented.

scholarly journals Enhancing Blends and Linguistics Courses

2017 ◽  
Vol 5 (4) ◽  
pp. 120-130
Author(s):  
Inas Youssef Mahfouz
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Learning Effectiveness ◽  
Teaching And Learning Environment ◽  
And Linguistics ◽  
At Home

Linguistics courses in universities are largely dependent on lecturing where the professors explain linguistic theories and dry ideas to students.  If students are lucky, they may get a chance to do some practice. This often takes the form of exercises or analyses that students prepare at home and discuss in class. Consequently, students consider linguistics courses boring. The paper describes a case study where Blended Learning (BL) techniques are used to enhance the teaching of linguistics. By the end of the course, the success of these techniques is measured through two of the five Sloan-C pillars namely, learning effectiveness and student satisfaction. The findings suggest that BL enriches the teaching and learning environment leading to better results.  

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students

2015 ◽  
Vol 39 (3) ◽  
pp. 158-166 ◽  
Author(s):  
Saramarie Eagleton
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Community Support ◽  
First Year ◽  
Learning Effectiveness ◽  
Anatomy And Physiology ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
Teaching Anatomy ◽  
Physiology Students

Lecturers have reverted to using a “blended” approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also “grade oriented” rather than “learning oriented” as they indicated that they were more concerned about results than “owning” the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

scholarly journals The System Analysis in Language Teaching and Learning for Technical Students in Russia

2015 ◽  
Vol 10 (5) ◽  
pp. 22 ◽  
Author(s):  
Tatiana Sidorenko ◽  
Vladimir Yampolsky
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
System Analysis ◽  
Foreign Languages ◽  
Special Focus ◽  
Engineering Programs ◽  
Technical Students ◽  
Language Courses ◽  
University Level ◽  
Personal Skills

Integration of the Russian system of engineering education into the global educational domain compelled Russian universities to enhance the importance of humanities in engineering programs with a special focus on foreign languages. However, it must be admitted that the system of language training in Russia at a university level comes up against serious problems of historical, economic or political backgrounds, for which reason there are processes in the system that hamper a solution of the tasks set before the university and the society. The solution requires strong and decisive initiatives capable to improve the situation with the language proficiency among the graduators. Therefore, there is a rapid need in essentially new approaches to teaching foreign languages attain the desired outcomes for engineers, which reflect not only subject-oriented knowledge but also personal skills and the ability to effectively communicate with an opponent or a partner. The need to identify barriers towards high-quality language courses at a university level motivated the authors to carry out a special research based on the methods that are typical to system analysis.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

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