A Student Self-Evaluation System: Sustaining Outside-of-Class CALL Activities in a University EFL Blended Learning Course

2016 ◽  
Keyword(s):  
Blended Learning ◽  
Evaluation System ◽  
Self Evaluation

scholarly journals Insights into self-care behavior of patients with diabetes: Support using a computerized self-evaluation system

2016 ◽  
Vol 6 (10) ◽  
Author(s):  
Sachiko Waki ◽  
Yasuko Shimizu ◽  
Natsuko Seto ◽  
Mayumi Sugahara ◽  
Yoshiko Yoshida
Keyword(s):  
Evaluation System ◽  
Self Care ◽  
Self Evaluation ◽  
Patients With Diabetes ◽  
Care Behavior

scholarly journals Blended Learning Innovation Model among College Students Based on Internet

2018 ◽  
Vol 13 (10) ◽  
pp. 158
Author(s):  
Jia Zhang
Keyword(s):  
Blended Learning ◽  
Preliminary Investigation ◽  
Learning Model ◽  
Learning Ability ◽  
Learning Performance ◽  
Specific Situation ◽  
Teaching Mode ◽  
Network Teaching ◽  
Self Evaluation ◽  
Innovation Model

In general, over 70% of students can adapt to this blended learning model after experiencing the blended learning model for some time, which can satisfy the in-dividual differences of students in a better way, attain some assistance from it and help to improve learning performance and learning ability. It can be discovered from this research that the blended learning model is superior to the single and traditional teaching mode or the pure network teaching mode in the aspects of in-spiring the learning interest of students, exercising self-management capability of students and self-evaluation ability. It can be seen from the specific situation of investigation data that it is feasible to implement the blended learning model in colleges and universities even though the overall level of students’ ability in the blended learning is low. As this is a preliminary investigation into the blended learning model, specific solutions or strategies have not been provided for some problems. However, it is believed to achieve greater effects if the research is con-tinued on the practice.

SETTING UP BLENDED LEARNING AT SCHOOL: LEADERSHIP PERSPECTIVE

2018 ◽  
Vol 2 ◽  
pp. 240-253
Author(s):  
Maija Kokare ◽  
Karlis Strautins
Keyword(s):  
Blended Learning ◽  
School Readiness ◽  
School Leadership ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Evaluation Tool ◽  
Leadership Challenges ◽  
Self Evaluation ◽  
Leadership Management ◽  
Study Results

Effective, meaningful and balanced use of information communication technologies (ICT) for teaching and learning is essential for meeting challenges of 21st century; however, practices of blended learning (a combination of face-to-face and online instruction) in Latvia are rather developed by particular teachers than organized as evidence-based policies of ICT integration in teaching and learning at schools. The research is aimed to explore the issues related to setting up blended learning as school policy from leadership perspective, and is designed as the case study by combining: 1) piloting results of the program “Curriculum design for Blended Learning” for leadership teams (5 secondary schools in Latvia); 2) developing the self-evaluation tool for school readiness for blended learning; 3) analysis of the main leadership challenges for setting up blended learning in schools. The study results contribute ongoing processes of introducing blended learning at schools by linking both leadership, management and pedagogical perspectives.  

Using a self-evaluation system as a group contingency

1991 ◽  
Vol 29 (4) ◽  
pp. 319-329 ◽  
Author(s):  
Spencer J. Salend ◽  
Catharine Reynolds Whittaker ◽  
Susan Raab ◽  
Karen Giek
Keyword(s):  
Evaluation System ◽  
Group Contingency ◽  
Self Evaluation

scholarly journals National Evaluation System for Higher Education: opportunities for social responsibility in IES’ strategic management

2007 ◽  
Vol 5 (1) ◽  
pp. 23-35
Author(s):  
Patrícia Almeida Ashley ◽  
Roberto Do Nascimento Ferreira ◽  
Helvécio Luiz Reis
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Strategic Management ◽  
Evaluation System ◽  
Evaluation Process ◽  
Education Institution ◽  
University Management ◽  
Ethical Challenges ◽  
Relational Governance ◽  
Self Evaluation

The National Evaluation System of Higher Education (from Brazilian Portuguese Sistema Nacional de Avaliação da Educação Superior evaluation component of the Sinaes, for the adoption of social responsibility in university strategic management in Brazil. As part of the process of institutional evaluation, each higher education institution (HEI) has to create an evaluation commission, with the attribution of guiding the self-evaluation process of the HEI. This paper presents contributions for the Sinaes concerning the concept of social responsibility, on the basis of a broad and relational perspective for social responsibility, recommending, on one hand, the incorporation of suppliers’ and environment dimension and, on the other hand, a relational governance based on ethical challenges as strategic elements of university management.

scholarly journals Implementation of Blended Learning in the Pandemic Period of Arabic Subjects in MTs Negeri 1 Banyumas

2022 ◽  
Vol 10 (01) ◽  
pp. 2081-2087
Author(s):  
Sri Wahyuningsih
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Blended Learning ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Interaction Analysis ◽  
Analytical Techniques ◽  
Analysis Model ◽  
Offline Learning ◽  
Face To Face Learning

Learning Arabic in MTs Negeri 1 Banyumas many encountered various obstacles and obstacles. in the midst of this Covid-19 condition. Using the blended learning model by combining online learning and face-to-face learning (offline) in the Covid-19 pandemic can increase the effectiveness of learning and the learning spirit of learners because in addition to getting online subject matter also still get direct assistance from teachers in the teaching and learning process by paying attention to strict health protocols. This research is qualitative descriptive research because it produces qualitative data. Data collection uses interview, observation and documentation models. Analytical techniques using description techniques with Miles and Huberman's interaction analysis model with flow include data collection, data reduction, data presentation and conclusion withdrawal. The results of the study concluded, the first blended learning planning of Arabic MTs Negeri 1 Banyumas includes preparing a Learning Implementation Plan (RPP) and preparation of facilities and infrastructure supporting blended learning. Blended learning in Arabic subjects in MTs Negeri 1 Banyumas in this pandemic period is carried out with a provision of one day of online learning and one day of offline learning with a maximum capacity of 20 learners per class with a duration of 30 minutes per meeting hour. The learning evaluation system includes self-assessment, UTS or UAS that have been compiled by teachers using googleform and voice notes.

scholarly journals Blended learning and bilingual education

2016 ◽  
Vol 8 (1) ◽  
pp. 79-92
Author(s):  
Elena Firpo
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Latin American ◽  
Cognitive Abilities ◽  
Second Generation ◽  
Actual State ◽  
Self Evaluation ◽  
Computer Competence ◽  
Bilingual Teaching ◽  
Latin American Students

Abstract The purpose of the applied research presented herein is to devise and promote language teaching paradigms that are intended to develop bilingual abilities in second-generation Latin Americans (aged 11-12 years) in the Italian middle school, thereby recovering their original linguistic background, while amplifying their knowledge of Italian, thus redefining a carefully balanced, pluralistic linguistic framework. Moreover, the study aims to establish a bilingual teaching model that may also be applied to different language pairings. The LI.LO (acronym for Italian Language/Native Language) programme was designed and delivered in blended learning on Sybra/CLiRe (Centro Linguistico in Rete) platform of the University of Genoa and it focuses on the development of bilingual skills with respect to academic language, cognitive abilities, and computer competence. It promotes language proficiency and the complete integration of non-Italian, second-generation Latin American students. The first part of the study illustrates Italian linguistic policies, underscoring the need to close the gap between the actual state of the Italian school system and extant norms. The second part of the study shows the theoretical and methodological assumptions of the blended model of the course LI.LO as well as the course activities. The third part of the article shows the results of the evaluation and self-evaluation questionnaires administered after the study’s completion.

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