scholarly journals Blended Learning at the Faculty of Business in Al-Balqa Applied University

2020 ◽  
Vol 15 (10) ◽  
pp. 14
Author(s):  
Khalil Al-Hyari
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Study Data ◽  
Ease Of Use ◽  
Research Approach ◽  
Structured Interviews ◽  
Face To Face ◽  
Transferable Skills ◽  
E Learning

The purpose of this study is to explore student and lecturer views of blended learning which is based upon an undergraduate courses offered at the faculty of business at Al-Balqa Applied University, which applied the blended learning approach based on the use of face to face F2F, and e-learning. The study is based on the exploratory qualitative research approach, specifically designed to identify students and lecturers' perceptions towards blended learning process, content, and ease of use. The case study data were collected through structured interviews with 40 undergraduate students who were enrolled in different courses and from 10 lecturers from the faculty of business at Al-Balqa Applied University. In comparison to the traditional face-to-face (F2F) approach, both students and lecturers found the blended learning method more flexible and preferred it over F2F in many instances. The study concludes that in general, the lectures/students’ attitudes towards BL were positive in terms of the domain process, and content. Moreover, they believe that blended learning applications are, hardly, challenging to be applied sometimes. The study also presents that, in order for graduates to meet the challenges of entering the workforce of the 21st century, blended learning should be used as a new learning strategy. Findings of this study will be beneficial for policy makers to formulate appropriate and effective policy to assist the higher education institutions. Also this study is important for university students and lecturers, as it makes them very aware of the significance of blended learning and transferable skills in the workplace. This study provides fresh insights into the context of the benefits of blended learning in Middle East, particularly in Jordan. Moreover, the higher learning institution will be capable to determine the blended learning satisfaction level amongst students and lecturers.

The Role of the Tutor in Blended E-Learning

2009 ◽  
pp. 18-34 ◽  
Author(s):  
Rhona Sharpe ◽  
Jillian Pawlyn
Keyword(s):  
Staff Development ◽  
Blended Learning ◽  
Professional Learning ◽  
Interprofessional Education ◽  
Learning Strategy ◽  
Environment Analysis ◽  
Face To Face ◽  
E Learning ◽  
Five Elements ◽  
Uk National Health Service

This chapter reports on an implementation of blended e-learning within three modules in the School of Health and Social Care at Oxford Brookes University. All preregistration students within the school are required to take an interprofessional education module in each year of their study. These three modules have undergone a radical redesign, prompted by the school and university strategies for e-learning and the European and UK National Health Service IT skills agenda. The redesign resulted in a blended-learning strategy that combined face-to-face teaching with online work of increasing sophistication during each of the three modules. In each module, there was an emphasis on collaborative, interprofessional learning. Interviews were conducted with seven members of the course teams to ask them about their perceptions of their roles as tutors in this blended environment. Analysis of the interview transcripts revealed five elements of the tutors’ roles: relationships with students, supporting group work, supporting professional learning, managing the blend, and developing new tutoring skills. The implications are discussed for improving staff development for tutors in this case study and for our understanding of blended learning more generally.

scholarly journals Student Teachers’ Acceptance towards Blended Learning in Teaching and Learning Psycholinguistics

2020 ◽  
Vol 3 (1) ◽  
pp. 11-17
Author(s):  
Rosmania Rima
Keyword(s):  
Blended Learning ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Face To Face ◽  
Face To Face Learning ◽  
Students Attitudes

This study aimed at examining student teachers’ acceptance toward blended learning in teaching and learning Psycholinguistics. It focuses on  students’ attitudes toward using SPADA at spada.untirta.ac.id as learning management system combined with face to face learning. The survey involves 118 undergraduate students enrolled in Psycholinguistics course of English Department Untirta. Technological Acceptance Model (TAM), questionaire and interview are used to obtain the data. The learners’ acceptance toward the blended learning in Psycholinguistics course in overall is at a very good level, including the perceived usefulness and the perceived ease of use. For further research, it is suggested to explore the factors that influence teachers' acceptance with blended learning and the proportion between online and face to face learning.

scholarly journals Model Pembelajaran Blended Learning yang Bermutu pada Mahasiswa di FITK UIN Maulana Malik Ibrahim Malang

2020 ◽  
Vol 4 (2) ◽  
pp. 168-181
Author(s):  
Muh. Hambali
Keyword(s):  
Blended Learning ◽  
Industrial Revolution ◽  
Direct Interaction ◽  
Learning Model ◽  
Research Approach ◽  
Model Learning ◽  
Face To Face ◽  
Offline Learning ◽  
E Learning ◽  
Face To Face Learning

The industrial revolution is all life activies using teknology, including in educational institutions that have to improvise learning model. Learning is a process of imitating the example of educators in teaching students' knowledge, attitudes and skills.Lecturers are educators who have the authority to change the way of thinking and how to act towards the development of superior character, so lecturers need competency in the learning model.The learning model requires direct interaction so that the process of seeding values, culture and language manners occurs correctly.This model can be called an offline-based learning process. Offline learning has limited access to reference sources from websites and learning requires face-to-face learning. The referral source facilities available in the campus library are limited, while the online-based referral resource facilities are provided by UIN Maulana Malik Ibrahim Malang. This learning model provides global and fast access while learning and searching for various reference sources. The learning model is blended learning. Blended learning is mixed learning that combines conventional, face-to-face learning models with remote learning using internet networks. Lecturers use an offline process in the form of face to face at the beginning of the lecture to explain the learning scenario. After that, learning uses the e-learning website facility that is owned by UIN Maulana Malik Ibrahim Malang. This research approach uses qualitative, the type of research is a case study. This research will work to find facts on how the implementation of learning activities through blended learning at UIN Maulana Malik Ibrahim Malang. The findings show that the blended learning model is implemented by developing a combination of conventional approaches, namely face-to-face learning using website-based learning, e-learning at UIN Maulana Malik Ibrahim Malang, which then succeeded in improving the quality of student learning.

scholarly journals STUDENTS’ PERCEPTIONS ON THE USE OF GOOGLE CLASSROOM TO SUPPORT BLENDED LEARNING FOR THE PENGANTAR LINGUISTIK UMUM COURSE

2018 ◽  
Vol 14 (2) ◽  
pp. 49-63
Author(s):  
Todo F. B. Sibuea
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Ease Of Use ◽  
User Friendliness ◽  
Face To Face ◽  
Teachers And Students ◽  
Cross Platform ◽  
K 12

Implementing blended learning strategy in higher education requires a learning management system (LMS) that is stable, well-proven, and accessible by both teachers and students alike. Google Classroom is an LMS that meets the aforementioned criteria and it has a steady growing acceptance because of its cross-platform presence, stability, and ease-of-use. Though Classroom has gained many users in K-12 environment, it has not gained the same progress in higher education. To investigate whether Classroom can bring positive impact in a higher education course, a research was conducted by utilizing Classroom as an LMS to support blended learning strategy in a Pengantar Linguistik Umum class for a semester. Research participants’ were university students who enrolled in PLU class. Then, the course was conducted by combining face-to-face meeting and online learning facilitated by Google Classroom. Class teacher surveyed students’ knowledge and perceptions about blended learning at the beginning of the course and at the end of semester to investigate their perceptions of using LMS in blended learning environment. The Classroom was used to share video podcasts, online quizzes, and assignments. This research showed that Classroom was a satisfying LMS for blended learning in PLU course because of its features, user-friendliness, and appropriateness in higher education program.

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.

scholarly journals Avaliação de um Ambiente Virtual de Aprendizagem de Imunologia

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Adriano Theodoro ◽  
Gerlinde Agate Platais Brasil Teixeira ◽  
Claudia Marcia Borges Barreto
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Classroom Teaching ◽  
First Year ◽  
Face To Face ◽  
Teaching Concept

Descrevemos o processo de criação colaborativa de um ambiente virtual de aprendizagem (AVA) de acordo com os princípios das metodologias ativas de ensino e a sua avaliação. O ambiente virtual foi usado no apoio ao ensino presencial. Participaram dessa experiência híbrida de aprendizagem estudantes da disciplina Imunobiologia, oferecida no primeiro ano de um curso tradicional de graduação em Medicina. Ao término da disciplina, foi aplicado um questionário para avaliar a facilidade de uso e a percepção dos estudantes sobre a qualidade do aprendizado adquirido. A maioria dos estudantes que avaliaram a intervenção pedagógica afirmou que o ambiente foi fácil de usar, atendeu às expectativas de apoio ao ensino presencial e as atividades didáticas foram importantes para o aprendizado de habilidades como reflexão, pesquisa e discussão. Portanto, o ambiente virtual desenvolvido foi bem-sucedido e bem-aceito pelos estudantes.Palavras-chave: Educação a distância, Moodle; Ensino de Imunologia, Mapa conceitual.? Evaluation of a Virtual Learning Environment of ImmunologyAbstractWe herein describe the process of collaborative creation and evaluation of a Virtual Learning Environment of Immunology according to the principles of active learning. The Web-based platform was used in support of face to face classroom teaching. First year Medicine undergraduate students attending Immunobiology? course participated in this blended learning experience. At the end of the course, a questionnaire was applied to evaluate the ease of use and the students' perception of the quality of the acquired learning. Most students assessed the educational intervention said that the environment was easy to use, supports the classroom teaching and the educational activities were important for learning skills such as reflection, research and discussion. Therefore, the developed virtual environment was successful and well accepted by the students. Keywords: Distance learning, Moodle, Immunology teaching, Concept map.

Development and Evaluation of Intelligent Agent- Based Teaching Assistant in E-Learning Portals

2018 ◽  
pp. 798-809
Author(s):  
Saeed Rouhani ◽  
Seyed Vahid Mirhosseini
Keyword(s):  
User Satisfaction ◽  
Intelligent Agents ◽  
Systems Design ◽  
Ease Of Use ◽  
Agent Based ◽  
Face To Face ◽  
Educational Assistants ◽  
Virtual Universities ◽  
E Learning ◽  
Expectancy Confirmation

Today, several educational portals established by organizations to enhance web E-learning. Intelligence agent's usage is necessary to improve the system's quality and cover limitations such as face-to-face relation. In this research, after finding two main approaches in this field that are fundamental use of intelligent agents in systems design and focusing on human-based agents, second method selected and is designed and implemented in a simple way as an educational assistant to answer the students frequently asked questions. Consequently the efficiency of this method is evaluated by Expectancy confirmation-Information technology model. By examining the results of the students interacted with designed agent through the learning management system of Mehralborz institute, and the conceptual model based on e-learning effectiveness, ease of use, user satisfaction, and usefulness variables gained the scores of 55, 58 and 57 percent that represents the overall effectiveness factor is medium. Some applicative suggestions for developing intelligent agents as educational assistants are provided for virtual universities and e-learning portals.

Blended Learning

2017 ◽  
pp. 108-125
Author(s):  
Mark B. Russell ◽  
Irene M. Y. Woon ◽  
Stylianos Hatzipanagos
Keyword(s):  
Online Learning ◽  
Educational Leadership ◽  
Change Management ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategy ◽  
Online Learning Environments ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

Development and Evaluation of Intelligent Agent- Based Teaching Assistant in e-Learning Portals

2015 ◽  
Vol 10 (4) ◽  
pp. 52-62
Author(s):  
Saeed Rouhani ◽  
Seyed Vahid Mirhosseini
Keyword(s):  
User Satisfaction ◽  
Intelligent Agents ◽  
Systems Design ◽  
Ease Of Use ◽  
Agent Based ◽  
Face To Face ◽  
Educational Assistants ◽  
Virtual Universities ◽  
E Learning ◽  
Expectancy Confirmation

Today, several educational portals established by organizations to enhance web E-learning. Intelligence agent's usage is necessary to improve the system's quality and cover limitations such as face-to-face relation. In this research, after finding two main approaches in this field that are fundamental use of intelligent agents in systems design and focusing on human-based agents, second method selected and is designed and implemented in a simple way as an educational assistant to answer the students frequently asked questions. Consequently the efficiency of this method is evaluated by Expectancy confirmation-Information technology model. By examining the results of the students interacted with designed agent through the learning management system of Mehralborz institute, and the conceptual model based on e-learning effectiveness, ease of use, user satisfaction, and usefulness variables gained the scores of 55, 58 and 57 percent that represents the overall effectiveness factor is medium. Some applicative suggestions for developing intelligent agents as educational assistants are provided for virtual universities and e-learning portals.

scholarly journals Communication with patients using negative wound pressure therapy and their adherence to treatment

2019 ◽  
Vol 28 (11) ◽  
pp. 738-756
Author(s):  
Christine J. Moffatt ◽  
Susie Murray ◽  
Aimee Aubeeluck ◽  
Isabelle Quere
Keyword(s):  
Health Professionals ◽  
Patient Adherence ◽  
Study Data ◽  
Adherence To Treatment ◽  
Structured Interviews ◽  
Pressure Therapy ◽  
Face To Face ◽  
Patient Health ◽  
Data Saturation ◽  
Ongoing Support

Objective: The purpose of this study was to explore the challenges of communication between patients and health professionals, and patient adherence to treatment for hard-to-heal wounds when using negative wound pressure therapy (NPWT). Methods: Face-to-face, semi-structured interviews were conducted with patients undergoing NPWT. Specific features of the NPWT device were the priority for discussion although other factors central to communication and adherence were also explored. Results: A total of 24 patients took part in the study. Data saturation was achieved during the analysis. Patients required ongoing support to understand complex and often protracted treatment and this was particularly important when specialist technology was used. A distinction was highlighted between those who decided not to adhere with therapy and those who did so unintentionally. Participants faced difficulties in their communications with health professionals and in ensuring their needs were listened to and addressed. Conclusion: Further research is needed to achieve a better understanding of this distinction and to evaluate interventions which can sustain adherence behaviours. Further exploration of how to establish concordant patient/health professional communications is warranted.

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