scholarly journals The Effectiveness of the Blended Learning in Enhancing EFL Learning and Collaboration

2021 ◽  
Vol 12 (1) ◽  
pp. 92
Author(s):  
Faiza Abdalla Elhussien Mohamed
Keyword(s):  
Blended Learning ◽  
Learning System ◽  
Future Research ◽  
Face To Face ◽  
Warm Environment ◽  
Collaborative Community ◽  
Continuous Feedback ◽  
Face To Face Learning ◽  
Learning And Collaboration ◽  
The University

This descriptive-analytical study investigates undergraduates' perceptions and reflections toward adopting the Blended-Learning system in the university instructions. For this goal, the study employed two tools to collect data. Firstly, a) (n=38) pre-service teachers wrote reflection essays, and b) Google forms closed-ended five scales' questionnaire investigated the academic and interaction indicators, each consisting of thirty items, distributed among (n=110) pre-service teachers. The participants were majoring in English as a Foreign language at multi-stages, Saudi Arabia, 2020/2021. The study employed the content and the SPSS analysis. The questionnaire's results showed the undergraduates' positive perceptions toward combining online and face-to-face learning and how this environment improved their learning outcomes, created a collaborative community, fostered openness for sharing, asking, expressing, and getting talk-worthy ideas. The essays' content analysis reflected the undergraduates' experiences and how they enjoyed transitioning between online and face-to-face learning; they were satisfied by the ability to track their scores. These results created a continuous feedback loop correlated with their academic progress through various activities. However, they encountered a few challenges in online classes like a) missed face-to-face warm environment, b) lost attention, and c) missed instructors' nonverbal cues. Generalized, blended learning facilitated learners' knowledge by reducing education costs, distance, efforts, and time without reducing the students' benefits. The study recommends that the BL instructors have to show some enthusiasm and inspiration. The study proposes future research.

scholarly journals Penggunaan Media Pembelajaran Google Classroom Untuk Meningkatkan Motivasi Belajar Mata kuliah Atletik Lanjutan

2021 ◽  
Vol 2 (1) ◽  
pp. 41-54
Author(s):  
Jan Bobby Nesra Barus
Keyword(s):  
Student Motivation ◽  
Learning System ◽  
Learning Program ◽  
Study Program ◽  
Face To Face ◽  
Education Study ◽  
Presidential Decree ◽  
Face To Face Learning ◽  
The Republic ◽  
The University

Referring to the Presidential Decree, the Ministry and Culture of the Republic of Indonesia (Kemendikbud RI) launched a home learning program, so all educational institutions including the University of Quality Berastagi have changed face-to-face learning to online-based learning. The current situation requires all students to adapt to the learning process, change the learning system until the Covid-19 emergency ends. Online-based learning is a solution so that learning continues as usual during the Covid-19 emergency, one of the online-based learning media used at Quality Berastagi University to be precise in the Sports Education Study Program is the google classroom. The purpose of this study was to determine the level of student motivation using google classroom learning media in advanced athletic courses. Data collection techniques using learning outcomes tests and student motivation questionnaires. The population in this study were all students of the Sports Education Study Program FKIP Quality Berastagi University who took advanced athletic subjects, then the sample used total sampling, which means that all students will be used as research samples as many as 21 students. The results showed that the level of student learning motivation using google classroom at the University of Quality Berastagi was in the high category (76.19%).

scholarly journals SOSIALISASI PENGGUNAAN METODE PEMBELAJARAN BLENDED LEARNING DI MASA PANDEMI BAGI GURU DI MA ALKAHFI BOGOR

2021 ◽  
Vol 1 (3) ◽  
pp. 202-209
Author(s):  
Maya Nurfitriyanti ◽  
Fatwa Patimah Nursa’adah ◽  
Aulia Masruroh
Keyword(s):  
Blended Learning ◽  
Learning System ◽  
Internet Technology ◽  
Learning Method ◽  
Face To Face ◽  
Distance Learning System ◽  
The Subject ◽  
Face To Face Learning ◽  
The Government ◽  
New Policies

The Covid-19 pandemic has forced us to make habits that we never imagined before. This also triggers changes in the learning system from primary education to higher education. One of the changes in the education system is the distance learning system (PJJ). In this condition, teachers must quickly adjust the new policies issued by the government, namely by learning activities and teaching students from home to prevent the spread of COVID-19. One of the efforts to do so that learning runs effectively is the blended learning method. Blended learning combines computer and internet technology offered by online learning and face-to-face learning participation to provide the most effective and efficient experience. Using the correct learning methods, overcoming learning obstacles due to COVID-19 can be overcome. With the blended learning method, students learn independently, and teachers can continue to explain the subject matter using learning media such as the internet.

scholarly journals E-learning and Blended Learning in Orthodontic Education

2017 ◽  
Vol 7 ◽  
pp. 188-198 ◽  
Author(s):  
Avinash Kumar
Keyword(s):  
Blended Learning ◽  
Large Scale ◽  
Future Research ◽  
Learning Program ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
Manual Skills ◽  
Face To Face Learning ◽  
Better Than

The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student’s attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

scholarly journals THE CONTENT OF THE CONCEPT “BLENDED LEARNING”

2021 ◽  
pp. 156-160
Author(s):  
Денис Андреевич Драндров ◽  
Герольд Леонидович Драндров
Keyword(s):  
Blended Learning ◽  
System Integration ◽  
Educational Material ◽  
Learning Technologies ◽  
Learning System ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Distance Learning Technologies ◽  
Planning Development

Ситуация с пандемией обострила необходимость более широкого применения дистанционных образовательных технологий в рамках системы смешанного обучения. Цель нашей работы заключается в раскрытии сущности и содержания понятия «смешанное обучение». Реферативный обзор отечественной и зарубежной научно-методической литературы показал, что смешанное обучение рассматривается исследователями по-разному: как система обучения, интеграция форм обучения, интеграция традиционного преподавания и онлайн-обучения, образовательная программа, педагогический подход. Мы полагаем, что специфика смешанного обучения не может быть сведена к своеобразию отдельных его элементов - только его содержания или методов и форм его организации. «Смешанное обучение» рассматривается нами как целостная педагогическая система, которая характеризуется качественным своеобразием содержания учебного материала, средств, методов и форм организации процесса его освоения и усвоения учащимися. Она интегрирует дидактические возможности традиционного очного обучения и электронного дистанционного обучения и предполагает активное участие учащегося в планировании, освоении и усвоении учебного материала, в применении знаний в практической деятельности, в контроле пути, времени, места, темпа и траектории обучения. The pandemic situation has exacerbated the need for greater use of distance learning technologies in blended learning. The purpose of our work is to reveal the essence and content of the concept of blended learning. An abstract review of domestic and foreign scientific and methodological literature showed that blended learning is considered by the researchers in different ways. They are learning system, integration of forms of education, integration of traditional teaching and online learning, educational program, pedagogical approach. We believe that the specifics of blended learning cannot be reduced to the originality of its specific elements: only its content, or methods and forms of its organization. Blended learning is considered by us as an integral pedagogical system, which is characterized by a qualitative originality of the content of educational material, tools, methods and forms of organization of the process of its development and assimilation by students. It integrates the didactic possibilities of traditional face-to-face learning and e-learning, involving the active participation of the student in the planning, development and assimilation of educational material; application of knowledge in practical activities, control of the path, time, place, pace and trajectory of learning.

Blended Learning Application in Higher Education: EFL Learners’ Perceptions, Problems, and Suggestions

2020 ◽  
Vol 5 (1) ◽  
pp. 55
Author(s):  
Agus Rianto
Keyword(s):  
Blended Learning ◽  
Learning Assessment ◽  
Future Research ◽  
Study Program ◽  
Technical Problems ◽  
Efl Learners ◽  
Face To Face ◽  
Face To Face Learning ◽  
Assessment Problems ◽  
Blended Course

This study sought to explore Indonesian university students' perceptions, problems, and suggestions of the application of blended learning in their EFL courses. A questionnaire consisting of 6 categories (benefits of online learning, benefits of face-to-face learning, learning assessment, problems in blended learning, suggestions for quality improvement of blended learning, and open-ended questions) was used as the research instrument. The collected data were analyzed descriptively and qualitatively. The results showed that most of the students perceived positively both the online and face-to-face modes used in their blended EFL courses, although they tended to have negative views on certain online technical aspects. Internet connectivity was the main problem and the solution of all technical problems was the main suggestion reported by the students. As this research was conducted only with students from one study program, the results should not be generalized and future research is suggested to be more focused on the comparison of students’ preferences for other blended course formats and relate them to students’ EFL achievement.

scholarly journals Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Sanja Bauk ◽  
Snežana Šćepanović ◽  
Michael Kopp
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Learning System ◽  
Kano Model ◽  
Web Based ◽  
Face To Face ◽  
Web Based Learning ◽  
Survey Results ◽  
Face To Face Learning ◽  
Students Satisfaction

Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dys)functional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

Examining Individual Students' Perceptions of Curiosity Utilizing a Blend of Online and Face-to-Face Discussions

2010 ◽  
pp. 125-145 ◽  
Author(s):  
Ronnie H. Shroff
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Behavior ◽  
Future Research ◽  
Individual Student ◽  
Face To Face ◽  
Qualitative Research Methodology ◽  
Face To Face Learning ◽  
The Impact

Research has established that the exploratory behavior of an individual student has a positive effect on learning and academic achievement. However, very little is known about the impact of a blended learning approach on individual student curiosity and whether combinations of online and face-to-face learning activities significantly enhance student exploratory behavior. This chapter assesses the effects of blended learning on perceived individual student curiosity, utilizing a blend of online and face-toface discussions. This research collates elements from the theories of curiosity. A qualitative research methodology was utilized for the purpose of the research. Data were obtained through in-depth and semi-structured one-on-one interviews with undergraduate students. Results from the qualitative study showed that individuals’ perceptions of curiosity were strongly supported. The results of our study may suggest that future research should explore more deeply, the importance of technology on learning and academic achievement (Alavi & Leidner, 2001). For example, specific studies could address various aspects of online learning and instruction, such as an individual’s patterned ways of thinking, feeling and reacting. These interconnected thoughts, feelings and behaviors, may reflect the differences in motivational behavior between an individual and groups.

scholarly journals Implementing E-Learning as a Tool: Solution for Pandemic Disease in Case of Wollega University

2020 ◽  
pp. 65-71
Author(s):  
Etana Fikadu Dinsa
Keyword(s):  
Educational Institution ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Approaches ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
High Level ◽  
The University

Wollega University is a public higher educational institution established in February 2007 in western part of Ethiopia. After that, the university is making a valuable contribution to the overall development of the country by producing high-level professionals, conducting problem-solving research and providing services to the surrounding communities, working in partnership with all stakeholders. This university provides teaching learning system face to face learning approaches. Due to this during this pandemic disease the university closes the teaching learning method to reduce transmissions of the virus. The researcher can able to propose E-learning as a solution to keep the continuity of education during this pandemic disease. In this paper the benefits of e-learning, features and the challenges to advancement and implementation of new educational system (E-learning) opportunities for this university are also briefly outlined.

scholarly journals ANDROID-BASED-GAME AND BLENDED LEARNING IN CHEMISTRY: EFFECT ON STUDENTS’ SELF-EFFICACY AND ACHIEVEMENT

2020 ◽  
Vol 39 (3) ◽  
pp. 507-521
Author(s):  
Nur Fitriyana ◽  
Antuni Wiyarsi ◽  
Jaslin Ikhsan ◽  
Kristian Handoyo Sugiyarto
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Learning System ◽  
Face To Face ◽  
Use Of Technology ◽  
Eleventh Graders ◽  
Post Test ◽  
Learning Instruction ◽  
The Media ◽  
Face To Face Learning

The 21st century learning system demands the use of technology in learning instruction. This research focuses on the comparison between the use of android-based-game and blended learning in the Chemistry subject on the hydrocarbon lesson toward students’ self-efficacy and achievement. A quasi-experiment with post-test only design was adopted in this research. A number of 143 eleventh graders from two public senior high schools in Purworejo Regency, Indonesia were selected in a cluster random sampling as the research sample. The sample was classified into three groups depending on the media used, i.e. android-based-game only on face-to-face learning (ABG-FTFL), blended learning only (BL), and both android-based-game and blended learning (ABG-BL). Self-Efficacy Scale (SES) was used to obtain the data of students’ self-efficacy while the hydrocarbon test was used to obtain students’ achievement. One-way Analysis of Variance, Kruskal Wallis test, and descriptive quantity technique were performed in the data analysis, and it is found that the use of these technologies has a significant effect on the students’ self-efficacy and achievement. The use of ABG-BL is better in improving students’ self-efficacy while BL is better in enhancing students’ achievement. Therefore, the use of android-based-game and blended learning can be emphasized as media in chemistry learning to gain better self-efficacy and achievement among students.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Sign in / Sign up

Export Citation Format

Share Document