Application Of Blended Learning Research Articles

Application of mobile-assisted blended learning to College English teaching

The development of information and communication technology in education requires interactive and individualized teaching and deep learning. The current classroom teaching of College English fails to meet the new requirements of the digital era, which leads to a low level of learner engagement and unsatisfying learning outcomes. To meet the needs of millennial students, a mobile-assisted blended course model is designed for College English teaching following the basic tenets of Constructivism and Activity Theory. The model incorporates the strengths of self-directed online learning and face-to-face offline instruction to maximize results by strengthening the role of the teacher as facilitator and defining a clear division of labor between students and the teacher at the pre-class, in-class and post-class learning stages. An experiment with the blended model was carried out in one of the author’s College English classes of 28 students for a whole semester and the experimental data were collected through tests and questionnaires. A comparison between the pre-test and post-test scores reveals that students’ English language proficiency improves after mobile-assisted blended learning was used for teaching. The survey conducted at the end of the experiment shows that mobile-assisted blended learning helps to motivate students’ interest in English learning, increase the degree of learner engagement, and improve learning outcomes. The findings suggest that to produce optimal learning outcomes, the instructor must seek to empower every student to become an active participant in the learning process by breaking traditional boundaries of classroom instruction and embracing new advances in learning technologies. Keywords: Blended learning, mobile-assisted, college english, blended course model, learner engagement, learning outcomes.

Edmodo as Media to Support the Plumbing Theory Courses in Vocational Education Learning

The purpose of the study was to determine the effectiveness of edmodos e-learning as supporting learning in the Plumbing Theory course in Vocational Education of Building Construction students. The research was conducted as the application of blended learning that carried out in an integrated manner at the Faculty of Engineering in 2019. The research method used the Quasy Experiment Method. Data collection techniques used were using multiple choice tests and questionnaires. The results of the research showed that Edmodo has been proven effective improve student learning outcomes of participants in the Plumbing Theory course. The post test results showed a significant increase after students were given treatment in the form of Edmodo utilization compared to the pre-test results that had not been given treatment. Edmodo has been proven to increase the learning motivation of students in the plumbing theory course. Edmodo has an advantage in its ease of access. Students participating in the Plumbing Theory courses access Edmodo with high intensity because it utilizes Edmodo in learning. The biggest obstacle experienced by students in accessing Edmodo is the internet network that does not support.

IMPLEMENTATION OF BLENDED LEARNING ASSISTED BY LEARNING VIDEOS TO IMPROVE MATHEMATICS LEARNING OUTCOMES OF CLASS VII.5 SMP WIDIATMIKA

This study aims to improve mathematics learning outcomes of students of class VII.5 SMP Widiatmika. The main topic of the linear equations and inequalities of one variable during mathematics learning through the application of blended learning assisted by instructional videos. There are several factors that affect the learning outcomes of students in grade VII.5 SMP Widiatmika. This research is a Classroom Action Research (CAR) which was conducted in two cycles. Each cycle is carried out for 3 meetings, namely 2 meetings for action parts and 1 meeting to conduct the final cycle test. The test used to collect student learning outcomes is in the form of multiple choice questions consisting of 30 questions. The application of blended learning based on video learning is proven to be successful in improving the mathematics learning outcomes of class VII.5 students of SMP Widiatmika. It can be seen from the average student learning outcomes which have increased from first cycle to the next cycle, the average student learning outcomes in the first cycle is 62,67 with the percentage of completeness is 56%; The average student learning outcomes in cycle II was 80,20 with the percentage of student completeness was 80%

CAN BLENDED LEARNING HELP IMPROVE STUDENTS' CRITICAL THINKING SKILLS?

The flow of information is currently spreading very quickly, and massively, so critical thinking skills are needed to obtain valid information. Based on the 2015-2019 Ministry of Education and Culture Strategic Plan, learning activities in Indonesia have not yet facilitated the development of students' critical thinking skills. One of the lessons that are thought to be able to improve student's critical thinking skills is blended learning (BL). Therefore, this experimental study aims to determine the effectiveness of BL in terms of students' critical thinking skills. Data were collected through written tests and interviews. This study involved 68 eighth-grade junior high school students. The main instrument in this study is a mathematics test (pre-test and post-test) which consists of five essay questions. The independent sample t-test was used to compare the difference in average scores between the experimental class and the control class, followed by using the normalized gain (n-gain) score from the pretest and posttest to test the effectiveness of BL in terms of students' critical thinking skills. Based on the independent sample t-test, there is a significant difference in the average value of critical thinking skills between the BL class and the conventional class. The average n-gain score for the experimental class (BL) is categorized as less effective. The average n-gain score for the control class (conventional) is included in the ineffective category. So in conclusion, the application of BL in mathematics learning is categorized as less effective in terms of critical thinking skills.

Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning

The application of blended learning in higher education has practically increased through the years, this is however aimed to develop the students rare 21st century skills. Furthermore, the present study investigates the differences in learning process across one semester, and the research design comprised of quasi experimental method without conducting any pre-test, particularly for the conventional and blended learning class. Therefore, self-evaluation questionnaire on 21st century skills were distributed, and the experimental outcome revealed the significant skill practice performed by students in blended learning classes compared to the counterparts in conventional programmes. This learning method was assessed to contain soft and hard skills, in addition to an increased GPA. The aim of this study, therefore, is to investigate the impact of blended learning in course application, with the goal of optimizing students’ 21st century skills and GPA.

Project Based Blended Learning To Improve Students Creativity In Sepak Takraw

Creativity is a demand in 21st-century learning but is often ignored by lectures in the learning process of Sepak Takraw. So that we need a way to improve creativity in students through appropriate learning models. The purpose of this research is to improve the creativity of physical education students in developing Sepak Takraw learning materials. The research method used was classroom action with two cycles. The subjects in this study were students in the seventh-semester physical education, totaling 33 students. Data collection techniques and instruments used observation sheets to assess the product of the resulting project, namely the Sepak Takraw learning video. The results showed that in cycle 1 the classical completeness of the students was 70%, and in cycle 2 the classical completeness of the students was 90%. The conclusion in this study is that the application of project-based blended learning can increase creativity for students making Sepak Takraw learning videos.

Online and Blended learning application in Psychiatric and Mental health Nursing Practice Program among Nursing Students

Online and Blended learning application in Psychiatric and Mental health Nursing Practice Program among Nursing Students

The Attitudes of Social Work Students towards the Efficacy of Applying Blended Education

The current study aims at identifying students' attitudes towards blended education in achieving theoretical knowledge in addition to practice skills for the casework .It also tends to determine the benefits of applying blended learning. This study is a quantitative research and uses a measure of social service assessing students 'attitudes toward the effectiveness of blended learning application. The study has taken place at the Higher Institute of Social Service in Alexandria, and the study sample consists of 600 male and female students. The results of the study show that there are differences between male and female attitudes in using blended education in achieving theoretical knowledge and in acquiring practical skills in favor of females. The study also confirms the existence of differences between rural and urban attitudes regarding the use of blended education in gaining theoretical knowledge as well as in developing practical skills for the benefit of urban students. Moreover, the study stresses that there are many obstacles students face in taking advantage of blended learning.

Developing Blended Learning Teaching Model through Online Social Media Platform as Learning’s Support

Technology develops rapidly and it affects the technology development at physical, health, and recreation education study program of IKIP Budi Utomo as this year they uses combination learning approach. Students can study anywhere, anytime, and with whomever. To support the current availability of the facilities, the lecturers are required to develop various learning plan models which are easy and comprehensive; one of them is Blended Learning Model. The objective of this research is to develop blended learning model teaching scenario plan and develop blended learning application using social media as the media to ease the teaching and learning process. Online social media were chosen as the basic platform to distribute learning materials and communicate online because of the determinations of usage affordability, effectiveness, and familiarity. The development of blended learning scenario and application used ADDIE Model because it was a general/common learning system model and one of product development models. There is evaluation in each step of ADDIE model. Evaluation is done through validation process and the collected data were analyzed using percentage technique, they are: per item data tabulation and whole data tabulation. Based on the research result, it could be concluded that the percentage of Blended Learning Teaching Scenario developed was considered as appropriate and able to improve the students’ comprehension significantly.

Blended Learning of Management Courses Based on Learning Behavior Analysis

The development of information and network technologies fundamentally changes the life, learning, and mindset of students. Teaching informatization is a key content of modern education, and the main direction of teaching reform. In this context, blended learning becomes the inevitable trend of teaching form development. Currently, the teaching of management courses in China faces several problems: the lack of overall planning of teaching design and organization, the low learning interest among students, and the failure of cultivating students’ comprehensive quality. To improve the teaching effect of management courses, this paper carries out a questionnaire survey on the learning behaviors of college students and their needs for blended learning. The survey results show that: the students are not accustomed to pre-class preview and after-class review; most students have the awareness and ability to solve problems with online information; most students are willing to accept blended learning, and expect teachers to provide teaching resources in the form of videos and electronic documents. On this basis, the authors developed an evaluation index system for blended learning according to the constituent factors of this teaching model, and designed a blended learning model for management courses through learning behavior analysis. The blended learning model was divided into three phases: pre-class, in-class, and after-class, and the online/offline teaching activities of teachers and students were detailed in each phase. To verify its application effect, the blended learning model was verified through comparative analysis from two aspects: learning behavior and learning effect. The results show that blended learning model achieves better learning participation, and teaching/learning effect than traditional teaching model, and helps to enhance the knowledge and comprehensive ability of the students. The research provides a reference for further research and application of blended learning in management courses, and boasts great theoretical and practical values.

Analysis of student problem solving skills on physics concepts in SMP/MTs through blended learning early teaching during the covid-19 pandemic

This study aims to determine students’ problem solving skills in physics concepts at the SMP/MTs level by teaching blended learning. The research method used was a mixed method with a sequential explanatory strategy. The data were obtained through the provision of problem-solving tests, the data was strengthened by interviews with student representatives who obtained high, medium and low scores. The sample in this study were 20 students of class VIII of the MTs in Gorontalo. The results of the analysis show that the problem solving ability of physics concepts on the topic of light is in the low category. The average percentage of students’ problem solving abilities was 52, 58%. For each problem solving indicator, the percentage is as follows: 72, 50% for the problem focus indicator; 14.66% for physical description indicators; 64.50% for indicators planning completion; 54.75% for indicators of implementing the plan; and for indicators evaluating the completion reached 56.50%. From the results of the interview, there were various obstacles experienced by students in conducting online teaching. Online teaching is carried out using blended learning, namely through virtual face-to-face and non-virtual face-to-face. The low problem solving skills of students for the concept of physics on the topic of light needs to be improved in the application of blended learning, especially related to the obstacles faced by students in implementing blended learning during the Covid-19 pandemic.

POS-826 ENGAGING MEDICAL STUDENTS AND RESIDENTS IN NEPHROLOGY EDUCATION: AN UPDATED SCOPING REVIEW

There is global recognition that interest in nephrology is declining among both paediatric and adult medical trainees, while the burden of chronic kidney disease and end-stage-kidney-disease continues to rise. There is a growing need to engage trainees in nephrology education and attract them to the subspecialty. Given prior reviews on this topic were published in 2016, the primary objective of this updated review was to appraise the current state of literature in nephrology education for medical students and residents, to examine the findings of educational studies in nephrology published in the last six years, and understand major themes from these studies in order to better define the gaps in this field. A systematic literature search was conducted on four major academic search engines including MEDLINE (OvidSp) (1946 – ), ERIC (1966 – ), EMBASE (1974 – ) and Web of Science (1976 – ) until October 22, 2020 with the help of a medical librarian, retrieving a total of 2694 studies. Forty studies published after September 1, 2014 met the inclusion and exclusion criteria (Figure 1). These studies were analyzed based on focus of the study, type of study design, and outcomes.Figure 1. Prisma Flow Chart The studies fell into three main areas of focus: a) factors that influence interest in nephrology careers (28%), b) current gaps in knowledge (7%) and c) innovative educational strategies (65%). Barriers to engaging learners in nephrology education included a lack of exposure, lack of mentorship, and the perceived complexity of nephrology. Baseline awareness was lacking in the areas of management of chronic kidney disease and acute kidney injury. Innovative educational strategies that have shown positive response in increasing knowledge and interest in nephrology include application of interactive learning methods, case-based learning, blended learning, and technology-assisted learning (Figure 2).Figure 2. Educational Strategies Novel ways of inspiring and teaching this complex specialty are essential to the ongoing recruitment and growth of nephrology. Ultimately, application of active learning strategies may better engage learners and reduce the perceived barriers to interest in nephrology and gaps in knowledge.

THE IMPLEMENTATION BLENDED LEARNING METHOD USING ARTICULATED STORYLINE IN CLASS 4 FRACTION LEARNING, MUHAMMADIYAH PRIMARY SCHOOL, PANGKALPINANG

This study aims to describe the implementation of multimedia learning in blended learning in mathematics in grade 4 elementary schools on the topic of fractions. Articulated storyline is an effective medium for elementary school students that is easily developed as one of the multimedia blended learning used in the blended learning method. In our research we examined how the impact of implementation blended learning using multimedia articulated storylines, In this case, it is also discussed how the influence of multimedia articulation storylines as one of the multimedia that can be developed easily to help teachers in distance learning, especially mathematics learning in schools. Primary school related to fraction learning. In this research, students are taught how to interpret the understanding of the concept of fraction problems and proof in life related to mathematics learning problems, so that they can describe mathematical problems and can understand the concept of fractions using logical reasoning so that they are able to prove reasoning about fraction problems according to their abilities. The use of reasoning is needed to determine the concepts that have been made based on the understanding of the concept of fractions that the students have. This study was designed to see the effect of blended learning which is applied as a learning model used to teach logical reasoning in mathematics learning, especially about fraction problems, and how the effect of the application of blended learning on learning outcomes of primary school students at Muhammadiyah Elementary School Pangkalpinang

Blended Learning as a Means of Foreign Students’ Integration into a University Educational Process

This paper considers the problem of blended learning as a means of foreign students’ integration into higher school environment. This process is not that simple, it demands special methods to help foreign students to be integrated easily. The use of blended learning in education facilitates easy students’ integration and leads to positive learning results. However, the application of blended learning is connected with challenges both educators and foreign students can face. The aim of the article is to consider and assess the use of blended learning at the lessons of English implemented into a university educational process. For that purpose, we applied such methods as a needs analysis (among lecturers of English from South Ural State University), a questionnaire and an interview (among three groups of students from similar bachelor’s programs). The findings show that the majority of those surveyed do understand the importance of blended learning as a means of foreign students’ integration, but they are not familiar with the types and how to use them. Based on the results of this analysis, the authors applied blended learning into the process of English teaching, such as flipped classroom, station rotation, and a new online language development course, “Methodological support to the textbook by McCarthy, M. “Touchstone”. The drawn conclusions indicate that blended learning allows not only to boost foreign language skills, but to promote easy foreign students’ integration into the educational process of the university.

Blended Learning with Jigsaw in Increasing Interest, Motivation, and Learning Outcomes in Sports Sociology Learning

The purpose of this study was to increase the interest, motivation, and learning outcomes of students in learning sports sociology by applying blended learning with the jigsaw method. The research method used was an action classroom with two cycles. The research subjects were students of the fifth semester with a total of 39 students. The results showed that in the pre-cycle students' interest in learning was in the low category, learning motivation was in the sufficient category. The results of cycle 1 showed that interest in learning student increases in the high category with a percentage of 70%, learning motivation was in the high category with a percentage of 75%, learning outcomes were in the high category with a percentage of 70%. The results of cycle 2 showed that student interest in learning increases in the high category with a percentage of 80%, learning motivation was in the high category with a percentage of 85%, learning outcomes were in the category high with a percentage of 85%. So it can be concluded that the application of blended learning with the jigsaw method can increase the interest, motivation, and learning outcomes in learning sports sociology.

Motivational Components of a Blended Learning System for Teachers and Students

The relevance of the study of the problem of blended learning and the motivational component is conditioned by its increasing publicity among modern scientists and teachers. The purpose of this study is to reflect the scenario of modern educational trends, namely the gradual transition to a hybrid learning format, which is inevitable for modern society. Theoretical, empirical, and comparative research methods were used to study the problem of motivation of students and teachers in the application of blended learning. These methods helped to deeply explore the subject matter, to identify and analyse the individual elements of the problem and to understand the main idea of the object under study. Blended learning has been found to be a new educational approach that combines the advantages of the conventional system of knowledge acquisition and e-learning. It is demonstrated that such training is considered an effective approach and is popular among educational institutions due to its positive impact on student motivation. It is substantiated that the hybrid form helps teachers to involve students in learning and promotes the development of social and practical skills. It is confirmed that with the development of blended learning, students feel more confident and motivated, and teachers develop professionally and become good professionals. Technology has simplified young people's lives and brought teachers closer to students. It is proved that with the development of blended learning it is possible to obtain materials with relevant information, practice of the so-called hard skills is carried out using modern technology, new versions of educational software. Thus, the study reproduced the problem of blended learning as such, and argued the need for a detailed consideration of any scientific problem, considering all its primary factors and further consequences

Developing the Course Outline and Lesson Plans for the General Education Module through Blended Learning: A Case Study at University of Education, Ho Chi Minh City, Vietnam

The article demonstrates a study at Ho Chi Minh City University of Education in order to improve the General Education module with the application of Blended learning. Questionnaires have been employed with the sample of 200 students who participated in the pedagogical training program to examine their perceptions and needs on related issues. In addition, theoretical study and empirical research methods were also used to establish the theoretical foundation and confirm the effectiveness of the developed products. The development of the General Education Module with Blended learning has been conducted in 5 steps: analyzing the current situation, developing detailed outlines, designing lesson plans, testing – implementing and evaluating the module. In the context of changing university training programs in Vietnam, the development of modules such as Blended Learning for General Education in the form of Blended Learning is necessary. It can contribute to the increase of the efficiency, the higher outcomes of self-study, the gain of the opportunities for interaction, therfore, the learning results are enhanced.

Blended learning to improve students’ independence in learning basic Korean

Although previous research has demonstrated the significance of blended learning in foreign language learning, little attention is devoted to examining the influence of blended learning on students’ basic Korean learning process. This research aims to investigate the students’ perceptions of blended learning model in learning basic Korean. A quantitative and qualitative research method was employed by collecting data from questionnaires and interviews. This research involved 20 students in a Donasi Sambil Belajar (DOSILA) program. The DOSILA program was included as a learning program that used a blended learning model with a composition of 30% of e-learning and 70% of face-to-face learning. In addition, students’ perceptions of the blended learning model were examined. The results revealed that the application of blended learning as a new learning model could improve students’ learning independence properly. The students also informed that blended learning model assisted them to learn basic Korean easily with satisfaction. However, they encountered some obstacles such as forgotten schedules and poor internet connection. The results of this research can be a reference for future research to formulate more rigorous teaching framework.

Optimalisasi Pembelajaran Jarak Jauh pada Pelajaran Prakarya dengan Penerapan Blended Learning melalui Kegiatan Tilik Siswa

Tujuan best practise ini untuk mengoptimalkan pembelajaran jarak jauh melalui kegiatan tilik siswa, mengevaluasi pelaksanaan kegiatan tilik siswa, dan mendeskripsikan kendala dan solusi pada pembelajaran jarak jauh melalui kegiatan tilik siswa. Subjek best practise ini adalah peserta didik kelas VII SMPN 1 Semin tahun ajaran 2020/2021 sejumlah 145 peserta didik. Pembelajaran dengan penerapan blended learning melalui kegiatan tilik siswa mampu mengoptimalkan pembelajaran Prakarya. 90,3% peserta didik lebih memahami materi budidaya tanaman sayuran melalui kegiatan tilik siswa selama pembelajaran jarak jauh. Sebanyak 92,4% peserta didik senang jika guru melakukan kegiatan tilik siswa selama pembelajaran jarak jauh sebagai pengganti tatap muka di sekolah. Kendala kegiatan tilik siswa ini antara lain tidak bisa menjangkau semua peserta didik karena keterbatasan waktu, keterbatasan kemampuan guru dan kondisi geografis tempat tinggal peserta didik yang jauh dari sekolah dan agak sulit dijangkau. Solusi yang diterapkan adalah pelaksanaan kegiatan bisa dilakukan di luar jam pelajaran, dilakukan secara berkala dan tidak hanya pada satu materi saja.

Penerapan Model Pembelajaran Blended Learning dalam Meningkatkan Hasil Belajar Siswa Sekolah Menengah Kejuruan

The purpose of this study, namely to improve student learning outcomes in the subject of ledger class XA Accounting at SMK Negeri 1 Ende through the application of blended learning. This type of research used in this research is classroom action research (CAR). The subjecs of this research were 32 students of class XA SMK Negeri 1 Ende. At the same time, the data collection techniques used in this study were: (1) testing, (2) observation, (3) documentation. The research data obtained were analyzed descriptively using simple descriptive statistics. Based on the findings of researchers that learning Basic Accounting, Ledger teaching materials have been done well. In the cognitive domain, it was 18.64% from cycle I to cycle II. In the affective domain, it was 58.90% from cycle I to cycle II. Meanwhile, the psychomotor domain was 27.72% from cycle I to cycle II.