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

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.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

THE INFLUENCE OF STUDENTS LEARNING STYLE AND LEARNING INTEREST ON THE LEARNING OUTCOMES OF PHYSICS CLASS X IPA DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 9 (3) ◽  
pp. 132-143
Author(s):  
Albert Lumbu ◽  
Bonefasius Y Boy ◽  
Muhamad Akbar
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Significant Influence ◽  
Pearson Correlation ◽  
Physics Learning ◽  
Significance Level ◽  
Pearson Correlation Test ◽  
Learning Interest ◽  
Learning Together

This study aims to determine whether there are: 1) the influence of learning styles on physics learning outcomes, 2) the influence of interest in learning on physics learning outcomes, 3) the influence of learning styles and interest in learning together on physics learning outcomes in class X SMA Negeri 1 Nimboran . This research was conducted at SMA Negeri 1 Nimboran in April - May 2021. The subjects in this study were all 52 students of class X majoring in science and the objects of research were learning styles, interest in learning and physics learning outcomes. The instruments used are questionnaires and documentation. Data analysis was carried out using the Pearson correlation test with a significance level of 0.05 and a regression test which resulted in conclusions as a result of the study. The results showed that, 1) there was a significant influence of learning style on physics learning outcomes with a contribution of 50.8%, 2) there was a significant influence of interest in learning on physics learning outcomes with a contribution of 60.9%, 3) there were significant influence of learning style and interest in learning, together on the learning outcomes of physics with a contribution of 64.3% influence

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

Blended for Student Engagement and Retention

2015 ◽  
pp. 818-835
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John J. Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

Teachers Conceptions and Approaches to Blended Learning

2018 ◽  
pp. 912-934
Author(s):  
Vicki Caravias
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Critical Review ◽  
Research Literature ◽  
Personality Types ◽  
Learning Needs ◽  
Face To Face ◽  
Online Technologies

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.

Blended Learning

2016 ◽  
pp. 17-40
Author(s):  
Virendra Gawande
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Learning Styles ◽  
Blended Learning ◽  
Significant Influence ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Relationship ◽  
Factors Affecting ◽  
Acceptance Model

Higher Education in developing countries like Oman offers several unique circumstances that suggest curriculum delivery using Blended Learning is a rational choice. Research has been conducted to identify the factors affecting blended learning adoption and to determine whether the teaching and learning process is amenable to its adoption at HEIs in Oman. Based on the findings a model, Blended Learning Acceptance Model (BLAM), has been developed. It was inferred from the findings that there is a positive relationship among the demographic factors and behavioral Intention i.e. blended-learning adoption. In addition, the teaching and learning styles also had significant influence on adoption of blended learning. BLAM was primarily intended to be used at HEIs in Oman, but may also be used in other developing countries as a reference for the adoption of blended learning.

Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Ahmed Ead ◽  
Christopher Robson ◽  
Misha Afaq ◽  
Pierre Mertiny
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Engineering Design ◽  
Rapid Development ◽  
Post Secondary ◽  
Face To Face ◽  
Learning Platform ◽  
Before And After ◽  
Second Year ◽  
Face To Face Instruction

With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.

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