scholarly journals THE PROTOTYPE OF 4CS-BASED BLENDED LEARNING CONTENT

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ridwan Mahande ◽  
Jasruddin Malago ◽  
Hartoto Hartoto
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Blended Learning ◽  
Trial Data ◽  
Descriptive Statistics ◽  
The Other ◽  
Learning Activities ◽  
Computer Engineering ◽  
Learning Content ◽  
D Model

This research intended to produce a valid and practical 4Cs-based blended learning content prototype for higher education. This study employed a research and development (R&D) model with a subject validity trial by experts and a practicality trial by lecturers and students of informatics in a computer engineering education program. The trial data were collected through a questionnaire developed from the 4Cs of communication, collaboration, critical thinking, creativity, as well as observations that were then analyzed using descriptive statistics. The validity results of blended learning content for all 4Cs indicators, especially the collaboration indicator, were in the very valid categories. The practicality results of blended learning content for all indicators of 4Cs were in the very practical category, especially the critical thinking indicator from the lecturers and the communication indicator from students. The total results of practicality from lecturers and students showed that a communication indicator was in the very practical category and the highest when compared to the other three indicators. Separated from lecturers and students, the collaboration indicator was in the very practical category, but it was the lowest compared to the other three indicators. Although the results of evaluating the blended learning content for each indicator of 4Cs tended to be different, all indicators met validity and practicality. The results of this research have significant implications for the development of content, the presentation of sources, and the use of blended learning activities to meet the demand to develop 21st century skills as demonstrated by 4Cs.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

scholarly journals PROMOTING STUDENTS’ CRITICAL THINKING THROUGH ONLINE LEARNING IN HIGHER EDUCATION: Challenges and Strategies

2020 ◽  
Vol 8 (1) ◽  
pp. 79
Author(s):  
Tathahira Tathahira
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Critical Thinking ◽  
Online Course ◽  
Journal Articles ◽  
Literature Study ◽  
Study Approach ◽  
Learning Content ◽  
One Step ◽  
Challenges And Strategies

Living in the millennial era has encouraged all the learners to one step ahead maximizing the existed and updated technology for learning. Maintaining autonomous and long-distanced learning should have been introduced and implemented in higher education. Involving in an online learning environment is not enough without the ability to think critically. Critical thinking is the ability that is essentially required for learners in a higher education context. This paper discusses the challenges and strategies for implementing learners’ critical thinking through online learning. This paper used the literature study approach, in which all the information in this paper was obtained from books and journal articles. Briefly, the findings reveal that online learning can be good support for students to improve their critical thinking ability. However, there are also several challenges to do so involving the socio-cultural matter, the students’ previous learning habits, and the familiarity of using updated technology for learning. To end the discussion, the author provides several strategies to overcome those challenges. The well-designed online discussion (interactivity), critical-thinking learning content, and well-maintained instructions are several factors needed by online course instructors in order to improve their students’ critical thinking.

Male vs. Female Mindsets on the Principles of Postmethod Pedagogy: A Case of Iranian EFL Teachers

2020 ◽  
Vol 23 (2) ◽  
pp. 5-23
Author(s):  
Samad Mirza Suzani
Keyword(s):  
Higher Education ◽  
Descriptive Statistics ◽  
The Other ◽  
Teacher Role ◽  
Male And Female ◽  
Female Teachers ◽  
Item Questionnaire ◽  
Significant Difference ◽  
Efl Teachers ◽  
Convenience Sampling

This study aimed to investigate Iranian male and female EFL teachers’ mindsets on the post-method pedagogy and to discover if there was any statistically significant difference between their mindsets on the principles of post-method pedagogy. To this end, 118 Iranian EFL teachers (72 male and 46 female teachers) from four higher education establishments in Shiraz and Ahvaz were selected through convenience sampling. A 22-item questionnaire based on the 5-odd parameters of post-method pedagogy (i.e., particularity, practicality, possibility, teacher role, and learner role) was administered, and the descriptive statistics and the independent sample t-test were utilized to analyze the data. Findings revealed that despite both groups’ holding positive mindsets on the post-method pedagogy, a significant difference existed between their mindsets on the post-method pedagogy in general as well as the principles of practicality and learner role so that the female teachers had significantly more positive mindsets than the male teachers. However, the male and female teachers’ mindsets were not significantly different in terms of particularity, possibility, and teacher role as the other principles of post-method pedagogy.

scholarly journals Det sundhedsprofessionelle kommunikationshjul – udviklingen af et narrativt digitalt læringsobjekt

2016 ◽  
Vol 11 (21) ◽  
pp. 166-176
Author(s):  
Jane Ege Møller ◽  
Gintas Pociunas ◽  
Mads Ronald Dahl
Keyword(s):  
Health Communication ◽  
Blended Learning ◽  
Health Professionals ◽  
Continuing Professional Development ◽  
Communication Training ◽  
The Other ◽  
Learning Activities ◽  
Junior Doctors ◽  
Digital Learning ◽  
The One

Denne artikel beskriver udviklingen af et narrativt digitalt læringsobjekt: Det sund-hedsprofessionelle kommunikationshjul. Dette læringsobjekt er udviklet på Aarhus Universitets adjunktpædagogikums Educational IT-modul med henblik på at indgå i kommunikationsundervisning for sundhedsfagsstuderende og sundhedsprofessionelle under efter- og videreefteruddannelse. Hjulet er blevet udviklet i samspil mellem kommunikationsundervisere og educational IT-ekspertise. Det bidrager til at løse en didaktisk udfordring ved at visualisere et komplementært forhold mellem sundhedskommunikation som færdighed på den ene side og som kontekstbundet kompleksitet på den anden. Kommunikationshjulet er implementeret på videreuddannelseskurser for yngre læger i Region Midtjylland og har gjort det muligt at erstatte en række ppt-oplæg med mere deltageraktiverende øvelser. Dog er modellens potentiale for egentlige ’blended learning’-aktiviteter endnu ikke udfoldet, og artiklen diskuterer, hvordan dette fremadrettet kan finde sted. This article describes the development of a narrative digital learning object, The health professional wheel of communication. The wheel was developed during the Educational IT module of the professional postgraduate teacher training for assistant professors at Aarhus University. Communication educators collaborated with colleagues who had educational IT expertise on the creation of the wheel. The aim was to implement it in health communication training for students and health professionals during continuing professional development. The model seeks to meet a didactic challenge by visualizing a complementary relationship between health communication as skill, on the one hand, and context-bound complexity on the other. Currently, the wheel of communication is implemented on mandatory courses for junior doctors in Region Midtjylland where it has replaced a number of Powerpoint presentations. This has encouraged more active learning, however, the model's potential for 'blended learning' activities has not yet been tested, and the article discusses how this potential might be developed.

scholarly journals Implementasi Blended Learning Melalui Google Classroom Pada Mata Kuliah Media Pembelajaran Geografi

LaGeografia ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 1
Author(s):  
Mega Prani Ningsih ◽  
Iman Hilman ◽  
Fuad Guntara
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Descriptive Statistics ◽  
Student Responses ◽  
Learning Content ◽  
Analysis Technique ◽  
Descriptive Method

Learning is currently still centered on lecturers so that it is not yet effective. Blended learning through google classroom as a learning innovation is expected to help learning be effective. The purpose of this study was to examine 1) the stages of implementing blended learning through google classroom in the Geography Learning Media course and 2) student responses to the use of blended learning through google classroom in the Geography Learning Media course. The method in this research is descriptive method. The analysis technique used is descriptive statistics which are presented in a percentage table. The results of the research are 1) the implementation of blended learning is carried out in five stages, namely, analysis of learning outcomes and materials, designing learning content in google classroom, filling in learning content in google classroom, testing blended learning and evaluating the blended learning process; and 2) The implementation of blended learning through google classrooms received positive responses from students, starting from the good to very good categories, namely 61% -100%. The implementation of blended learning through google classroom is considered effective and needs to be developed to support it in the Geography Media Instructional course.

scholarly journals Digital Transformation Trend in Vietnam Higher Education: Blended Learning Model

2020 ◽  
Vol 6 (07) ◽  
Author(s):  
Sang My Tang ◽  
Hung Nguyen Tien
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Training Model ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Models ◽  
Face To Face ◽  
Face To Face Learning ◽  
Strategic Goal

In the era of digital technology, higher education in Vietnam should plan strategies for developing a blended learning model, in which, besides improving face-to-face learning activities, investing in online learning activities is a strategic goal not only to expand the learners’s market share but also to transform the training model to use technology for modifying and improving the quality of education. The paper focuses on the study of forms and levels of combined learning models, discussing the situation and solutions for applying blended learning models to higher education institutions in Vietnam.

scholarly journals PENERAPAN STRATEGI BLENDED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA PADA ERA REVOLUSI INDUSTRI 4.0

2019 ◽  
Vol 7 (1) ◽  
pp. 30-44
Author(s):  
Supri Wahyudi Utomo ◽  
Liana Vivin Wihartanti
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Blended Learning ◽  
Learning Strategy ◽  
Threshold Level ◽  
Class Action ◽  
Learning Activities ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Study Program

This research carried out blended learning strategy through class action research. The aim of the application of blended learning in class was to encourage the students’ critical thinking skill. The application of blended learning strategy was motivated by evidence that the existing strategy leaved the students passive which entailed in the limited materials as given by the lecturers. Blended learning strategy was expected to develop the lecturers’ instruction in gaining the learning achievement. The subjects of the research covered 35 students of the Accounting Study Program, University of PGRI Madiun. The research was carried out by three-cycles Class Action Research. The data were taken through the learning activities by means of observation guide, and through students’ achievement test. The results showed that the students’ critical thinking skill developed after treatment from 8.4% to 42.2% in the first cycle. In the second cycle, it developed even greater to 92.3%. In the third cycle, the students’ achievement passed the threshold level. The conclusion was then that blended learning was effective in developing the students’ critical thinking skill. AbstrakPenelitian ini merupakan penelitian tindakan kelas dengan fokus masalah tentang penerapan strategi blended learning dalam kegiatan pembelajaran. Tujuan penelitian adalah untuk meningkatkan kemampuan berpikir kritis dan hasil belajar mahasiswa. Rasionalnya adalah bahwa pembelajaran kovensional dirasakan kurang menumbuhkan kemampuan berpikir kritis dan pengetahuan mahasiswa terbatas pada materi yang diajarkan dosen. Penerapan strategi blended learning diharapkan dapat menjadi acuan dosen sebagai strategi yang selalu mengikuti perkembangan dunia pendidikan dan efektif dalam mencapai tujuan pembelajaran. Subyek penelitian ini adalah 35 mahasiswa Program Studi Pendidikan Akuntansi Universitas PGRI Madiun yang menempuh mata kuliah Belajar Pembelajaran. Metode penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang  dilaksanakan dalam 3 siklus. Data penelitian dibuktikan dari penilaian aktivitas belajar dosen dan aktivitas belajar mahasiswa yang diperoleh dari lembar observasi serta hasil belajar yang diukur melalui tes. Hasil analisis data menunjukkan adanya peningkatan kemampuan berpikir kritis mahasiswa dibandingkan sebelum dilakukannya perlakuan (treatment).  Dari yang semula 33,8% meningkat sebesar 8,4%, menjadi 42,2% pada siklus-1, meningkat lagi menjadi 71,9% untuk siklus-2, dan pada siklus-3 meningkat menjadi 92,3%. Hasil analisis penerapan blended learning pada siklus ketiga menunjukkan peningkatan yang cukup signifikan karena mahasiswa mencapai ketuntasan dalam kegiatan belajarnya. Kesimpulan hasil penelitian menunjukkan bahwa penerapan strategi blended learning efektif untuk meningkatkan kemampuan berpikir kritis dan hasil belajar mahasiswa.

scholarly journals CORRELATION BETWEEN STUDENTS’ ACADEMIC PERFORMANCES IN CHEMISTRY FOR ENGINEERS LECTURE AND LABORATORY

2020 ◽  
pp. 159-163
Author(s):  
Aileen I. Atienza ◽  
Marivic G. Molina ◽  
Maculeta E. Omiles
Keyword(s):  
Higher Education ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Positive Association ◽  
Descriptive Statistics ◽  
Tertiary Level ◽  
Computer Engineering ◽  
The Core ◽  
Core Subjects ◽  
Academic Year

As mandated by the Commission on Higher Education (CHED), one of the core subjects being taken by the engineering students at tertiary level in any academic institutions, whether private or government is the Chemistry for Engineers which is offered as lecture and laboratory classes. This study primarily focused on the identification of the association between the academic performances of the engineering students in the subjects Chemistry for Engineers Lecture and the corresponding Chemistry for Engineers Laboratory. Five hundred eighty five (585) engineering students from the nine (9) different fields who enrolled the said subjects in the Academic Year 2019-2020, 1st semester served as respondents in the study, namely Civil Engineering, Chemical Engineering, Computer Engineering, Electronics and Communications Engineering, Mechanical Engineering and Manufacturing Engineering. The overall grades were gathered and subjected to Spearman’s rho Correlation analysis aside from the analysis made under descriptive statistics. Results show that there is a significant but weak positive association in the academic performances of the students in the lecture and laboratory subjects. KEYWORDS: Chemistry for Engineers, Correlation, Laboratory class, Lecture class

scholarly journals Teacher Perceptions of Critical Thinking among Students and Its Influence on Higher Education

2020 ◽  
Vol 10 (4) ◽  
Author(s):  
Ammar Hussein Yasir ◽  
.Prof. Bushra Saadoon Mohammed Alnoori
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Information Processing ◽  
Teacher Perceptions ◽  
Cognitive Ability ◽  
Subject Matter ◽  
Cognitive Abilities ◽  
Classroom Behavior ◽  
The Other ◽  
Intellectual Stimulation

A few decades ago, taxonomies included the concept of critical thinking. Critical thinking is a difficult process that necessitates advanced cognitive abilities in information processing. Teachers' judgments of students' critical thinking have an impact on their classroom behavior. Teachers believe they are teaching critical thinking to their pupils and that critical thinking will give the intellectual stimulation that will allow critical thinking, according to research. The ability of students to articulate ideas and concepts in their own terms was seen as proof of critical thinking. The capacity to analyze logically and solve problems through novel techniques, on the other hand, is a valuable asset. The process through which a student gains understanding of the content delivered is not an indication of the student's higher-level cognitive ability. Teachers did not appear to comprehend the needs for instilling critical thinking in children. Teachers may believe they are encouraging critical thinking in the classroom, but they are really focusing on subject matter comprehension.

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