scholarly journals استراتيجيات التعلّم المدمج في جامعة الحستن بن طلال بالأردن من وجهة نظر أعضاء هيئة التدريس بالأردن

2017 ◽  
Vol 13 (1) ◽  
pp. 198-268
Author(s):  
د. منال عبد الرحمن العتيلي ◽  
أ.د. عبد الرحيم أحمد سالم
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
High Speed ◽  
Point Of View ◽  
Faculty Members ◽  
Teaching Staff ◽  
Inductive Methods ◽  
Strong Relation ◽  
E Learning ◽  
Good Relation

The objective of the study was to reveal the Blended learning strategies reality at Al Hussein Bin Talal of Jordan University from the point of view of the faculty members (field study). The study populations consist of the staff of the university. (312) faculty members had been chosen randomly from the teaching staff (79) males and (13) females. A measure consists of (34) paragraphs had been applied distributed into five fields as follows: scientific research through the searching machines (internet). Technical usage of e-learning, financial challenges and administrative barriers of e-learning, challenges of e-learning, planning and designing of e-learning.The methodology of the study: it followed the descriptive analytical, and inductive methods. In style of case study which was appropriate style with the aim of the study. The results of the study: The degree of agreement in the strategies followed by the faculty member was as followed: The degree of agreement in the first and second field was high, the third, fourth and the fifth was medium. The answers of the sample in all fields with high degree of agreement which mean there is a good relation between the answer s of the sample and the study fields. The research recommended also existence of strong relation between the demographic variables and the samples’ answers. The researcher recommended establishing workshops at the universities explaining the concept of Blended learning its importance how setting up courses and developed preparing trained human cadres , provision of infrastructure and speedy communication lines , equipment and devices with high speed and high storage.  

scholarly journals The necessary requirements needed for employing e. learning in the (teaching staff) in the faculty member of education, from the point of view of the teaching staff in sudan university

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
Hatem Abdel Maged El-Sadek , Rehab Bashir Hassan Al-Awad
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Point Of View ◽  
Teaching Staff ◽  
University Faculty ◽  
Educational Design ◽  
Staff Members ◽  
E Learning ◽  
The University ◽  
Descriptive Method

The study aimed to identify the necessary requirements needed for employing e. learning in the (teaching staff) in the faculty memberof education, from the point of view of the teaching staff. In this study the researcher employed the analytical descriptive method and the size of the sample in which the study was applied was (127) individualsof the teaching staff with a degree of Assistant Professorand above The researcher has employed questionnaire technique as a study tool. The most important findings of the study are: The study has come to the fact that the majority of the researchers managed to answer the study areas which are summarized in (the requirements needed for employing e. learning by the teaching staff، which was specified by this study، these requirements are vitally important from the point of view of the teaching staff. The most important requirements for the use of e-learning in the university faculty member. It consists in possessing the competencies of preparing courses electronically, which means designing the content or electronic curriculum in accordance with the principles of educational design. The most important recommendations of the study are: Providing all the requirements needed to put e. learning into practice (for the teaching staff members) which was determine by the study to employ e. learning in the institutions of the higher education in Sudan.  

Evaluation of the Teaching Performance of Baghdad University and Salahaddin University From The Point of View of Their Department Heads ( Comparative Study )

2021 ◽  
Vol 8 (1) ◽  
pp. 398-432
Author(s):  
Shawbo Shamsaldeen Sulayman ◽  
Thiqa Ali Abdulwahid
Keyword(s):  
Comparative Study ◽  
Point Of View ◽  
Faculty Members ◽  
Future Research ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Department Heads ◽  
Validity And Reliability ◽  
Chi Square ◽  
Chi Square Test

The objective of the research was to evaluate the performance of the teaching staff of the Baghdad and Salahaddin University-Erbil from the point of view of the heads of their departments in a number of different colleges as a comparative study. The research community was (247) individuals from the heads of departments in the above universities, and a sample size was chosen randomly was(197) unit, and (134) individuals from the department heads at the University of Baghdad, and (63) unit from the department heads at Salahaddin University-Erbil. To achieve the research objectives, a (closed — open) questionnaire was prepared consisting of (49) paragraphs distributed into six specific fields of alternatives. To answer it and one open question in the questionnaire, the validity and reliability of the questionnaire was verified. The data was analyzed using the (weighted mean equation, the percentage weight equation and the chi-square test). The results showed there was no differences between the responses of department heads in evaluating the teaching performance of faculty members in the research sample in two universities. In addition, a number of proposals were presented to develop the performance of faculty members from the point of view of department heads in both universities. The two researchers made a number of recommendations as well, as well as a number of proposals to conduct future research for researchers in this field.

scholarly journals MERANCANG MODEL BLENDED LEARNING DESIGNING BLENDED LEARNING MODEL

2019 ◽  
Vol 17 (4) ◽  
pp. 053
Author(s):  
Uwes Anis Chaeruman
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Information And Communication ◽  
E Learning

Dalam era komunikasi instan dewasa ini, cara belajar dan proses pembelajaran telah berubah. Kondisi ini membawa pembelajaran ke era e-learning di mana upaya belajar dan membelajarkan dapat difasilitasi dengan teknologi informasi dan komunikasi. Mengkombinasikan teknologi informasi dan komunikasi yang tepat (blended learning) merupakan salah satu isu penting dalam merancang e-learning yang baik. Oleh karena itu diperlukan semacam panduan (framework) yang dapat menjadikan acuan dalam memilih dan menentukan blended learning yang tepat sesuai kondisi dan tujuan yang ingin dicapai. Artikel ini mencoba memberikan framework untuk menjawab permasalahan tersebut. Framework yang coba ditawarkan dalam artikel ini mengacu pada konsep e-learning, empat kuadran seting belajara menurut Noord, dua kontinum strategi pembelajaran menurut Smaldino dkk., dan empat standar proses pembelajaran yang penulis adaptasi dari Horton. Framewrok tersebut adalah bahwa dam merancang blneded learning perlu mempertimbangkan beberapa unsur sebagai berikut: 1) upaya memfasilitasi pengalaman belajar sebagai esensi dari e-learning; 2) optimalisasi empat standar proses pembelajaran dalam konteks e-learning; 3) pemilihan dan penentuan strategi pembelajaran yang tepat; dan 4) pemilihan dan penentuan teknologi dan tool TIK yang tepat dalam empat kuadran seting belajar. In the era of instant communication, today, learning and instructional process has changed. This condition has led learning into a new era called e-learning, where learning process can be facilitated with proper use of information and communication technology. Combining information and communication technology appropriately to facilitate learning has become an impportant issue in e-learning design context. Therefore, we need such a kind of framework as a guidance in selecting and determining the appropritae blended learning strategy to address the learning objectives to be achieved. The framework offered in this article refered to the essential concept of e-learning itself, four quadrants of learning seting offered by Noord, two continuum of instructional strategy offerd by Smaldino et. al., and four standard of e-learning process adapted by author from the work of Norton. The framework offered are that in designing blended learning, we should consider the following aspects: 1) efforts to facilitate learning experiences as the essence of e-learning; 2) optimalization of the four learning process standard in the context of e-learning; 3) selection and determination of appropriate learning strategies; and 4) selection and determination of apropriate learning seting and ICTs used in four quadrants of learning seting. 

scholarly journals PENERAPAN E-LEARNING DI PERGURUAN TINGGI

2018 ◽  
Vol 32 (1) ◽  
pp. 51-66
Author(s):  
Santi Maudiarti
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Learning Strategies ◽  
San Francisco ◽  
Online Discussion Forum ◽  
E Learning ◽  
Research Findings ◽  
Ict Infrastructure ◽  
Media Group

This research was aimed to describe the application of e-learning at the Department of Educational Technology, Faculty of Education Science, Jakarta State University. This research used case study research method with multiple data collection. Research findings revealed that (1) there are 20 courses conducted using e-learning by 7 lecturers; (2) blended learning was used; (3) e-learning itself developed through analysis, design and development phases; (4) analysis phase including students characteristics analysis, e-elarning environment analysis and content analysis; (5) design phase including online leaerning design (designing content, discussion for online discussion forum, assignment for online assignment, and test item for online evaluation) and face-to-face learning design including deep discussion, case study, and demonstration and practices; (6) student acceptance on blended was high; (7) there were several barriers in implementing e-learning due to lack of policy and ICT infrastructure support; and (8) supporting factors of implementation e-learning were the high commitment from lecturers and students, and the familiarity of students toward ICT. Based on research findings, Department of Educational Technology was recommended to have a minimum standard of development and implementation of e-learning and to enhance ICT infrastructure support, esp. access adequate internet connectivity.   References Chaeruman, U.A. (2008). Penerapan blended learning. Diakses melalui http://www.teknologipendidikan.net/2008/11/27/contoh-penerapan-blended-learning/ Clark, R.C. & Meyer, R.E. (2003). E-learning strategies: Design, delivery, implementation and evaluation. San Francisco: John Wiley & Sons, Inc. Dabbagh, N. & Bannan-Ritland, B. (2005). Online learning: Concept, strategies, and application. New Jersey: Pearson education, Inc. Gredler, M.E. (2011). Learning and instruction: Teori dan aplikasi. Terjemahan Tri Wibowo B.S. edisi keenam. Jakarta: Kencana Prenada Media Group. Holmes, B. & Gardner, J. (2006). E-learning concepts and practice. London: SAGE Publication, Ltd. Khan, B. (2005). Managing e-learning strategies: Design, delivery, implementation, and evaluation. USA: Idea Group, Inc. Miarso,Y. (2005). Menyemai benih teknologi pendidikan. Jakarta: Kencana. Morrison, G.R., Ross, S.M., & Kemp, J.E. (2007). Designing effective instruction. USA: John Wiley&Sons, Inc. Prawiradilaga, D.S. (2007). Prinsip desain pembelajaran. Jakarta: Kencana Prenada Media Group. Prawiradilaga, D.S & Siregar, E. (2004). Mozaik teknologi pendidikan. Jakarta: Kencana. Siregar, E., & Nara, H. (2010). Teori belajar dan pembelajaran. Ciawi, Bogor: Ghalia Indonesia. Wahono, R.S. (2008). Meluruskan salah kaprah tentang e-learning. Diakses melalui http://romisatriawahono.net/2008/01/23/meluruskan-salahkaprah-tentang-e-learning/ Yin, R.K. (2008). Studi kasus: Desain dan metode. Jakarta: PT. Grafindo Persada.

E-Learning Strategies for Emerging Economies in the Knowledge Era

2019 ◽  
pp. 150-171 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Literature Review ◽  
Learning Strategies ◽  
Emerging Economies ◽  
Point Of View ◽  
Theory Approach ◽  
Computer Based Training ◽  
E Learning ◽  
Computer Based ◽  
Learning Platforms ◽  
Grounded Theory Approach

With the coming of the digital age over a period of the last three decades, the letter “e” is used to refer to the electronic world. Formerly known as computer-based training, e-learning has also come of age and is increasingly oriented to real-time learning, that is, activities facilitating simultaneous interaction between learners and instructors. Further, the knowledge explosion makes it more a necessity than a luxury even for emerging economies to consider the e-learning platforms and adopt e-learning strategies. The objectives of this chapter are to understand the essentials of effective e-learning strategies and identify the barriers and facilitators in embedding e-learning for emerging economies so as to align well in this knowledge era. The methodology adopted is in depth literature review and grounded theory approach. Contextual analysis and is restricted to effectiveness of e-learning from an emerging economy point of view.

Institutional factors for faculty members' implementation of blended learning in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bokolo Anthony Jnr.
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Institutional Theory ◽  
Teaching Quality ◽  
Faculty Members ◽  
Quantitative Methodology ◽  
Content Type ◽  
E Learning ◽  
Faculty Department ◽  
Practical Implications

PurposeThe aim of this study is to develop a model grounded by the institutional theory to investigate blended learning (BL) implementation among faculty members in higher education and further validate the model.Design/methodology/approachQuantitative methodology was employed, and data were gathered through questionnaires among 188 e-learning directors, managers and coordinators at faculty/department in institutions, which implement BL.FindingsFindings reveal that BL implementation by faculty members is significantly influenced by coercive, normative and mimetic pressures. Findings from this study also identified institutional initiatives that influence BL implementation. Accordingly, findings from this study provide insights into the institutional theory perspective toward BL. The findings support higher education to plan and initiate BL policies.Research limitations/implicationsData were collected from faculty members in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explore BL deployment from the lens of faculty members.Practical implicationsThis research contributes to the existing literature on the institutional theory and BL by presenting significant initiatives as practical suggestions for educationalist and policymakers. Therefore, this study provides practical implications to better understand BL initiatives by providing insights into how institutions can improve faculty members' satisfaction levels, improving course management, enriching teaching quality and enhancing learning content.Social implicationsThe findings provided in this study can be employed to design practices, policies and a culture that support continuance use of BL systems among faculty members to achieve an effective institutional outcome.Originality/valueThis study contributes to existing BL adoption and develops a model to examine faculty member implementation of BL approach. This research has several suggestions for higher education in terms of practice to support adoption of BL. The developed model can also be employed by academics, administration and institutions to determine success initiatives for achieving an appropriate change in adopting BL in their institutions.

scholarly journals Reflections On Music Therapy Training Within E-learning Education Contexts

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Imogen Nicola Clark ◽  
Grace Anne Thompson
Keyword(s):  
Music Therapy ◽  
Blended Learning ◽  
Rapid Expansion ◽  
University Education ◽  
Future Research ◽  
Teaching Staff ◽  
Learning Technology ◽  
Teacher Student ◽  
E Learning ◽  
The University

The rapid expansion of e-learning technology is transforming the availability and delivery of university education. In Australia, e-learning offers opportunities for students to study music therapy while living in remote locations across a vast country. Students enrolled in the Masters of Music Therapy at the University of Melbourne may choose traditional on-campus learning or blended learning, which involves a combination of face-to-face intensives and e-learning. This article focuses on blended learning with reflections from music therapy students and teachers at the University of Melbourne. A description of the music therapy program is provided with a detailed explanation of one subject to illustrate how e-learning is managed. Our experiences of teaching blended learning students are discussed, and we identify key challenges including teacher-student rapport, regular communication, student-to-student engagement, and user friendly on line learning tools. We then reflect on student feedback from an informal evaluation, and explain students’ experiences of collaborative learning, interaction with teaching staff, and staying on track with learning. In conclusion, we discuss the future of music therapy education over an online forum, taking into consideration challenges and advantages for students, teaching academics and learning institutions, and offer ideas from which future research projects might be developed.

scholarly journals Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Uwes Anis Chaeruman ◽  
Santi Maudiarti
Keyword(s):  
Blended Learning ◽  
Conceptual Model ◽  
Learning Strategies ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
Instructional Designers ◽  
Face To Face ◽  
Synchronous Learning ◽  
E Learning ◽  
Face To Face Learning

Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.

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