An effective blended online teaching and learning strategy during the COVID-19 pandemic

Lapitan, Lorico DS.; Tiangco, Cristina; Sumalinog, Divine Angela G.; Sabarillo, Noel S.; Diaz, Joey Mark S.

doi:10.1016/j.ece.2021.01.012

Cited by 417 publications

(384 citation statements)

References 55 publications

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“…The blended online learning approach is a practical strategy to combine the usage of both synchronous and asynchronous modes of learning [51][52]. Lapitan et al [51] discussed one such strategy. The Discover, Learn, Practice, Collaborate and Assess (DLPCA) is an effective strategy that allows both synchronous and asynchronous sessions, and gives a "whole-class" teaching experience.…”

Section: The Conception Of Blended Learningmentioning

confidence: 99%

Blended Learning Tools and Practices: A Comprehensive Analysis

et al. 2021

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Blended learning incorporates online learning experiences and helps students for meaningful learning through flexible online information and communication technologies, reduced overcrowded classroom presence, and planned teaching and learning experience. This study has conducted surveys of various tools, techniques, frameworks, and models useful for blended learning. This article has prepared a comprehensive survey of student, teacher, and management experiences in blended learning courses during COVID-19 and pre-COVID-19 times. The survey will be useful to faculty members, students, and management to adopt new tools and mindsets for positive outcomes. This work reports on implementing and assessing blended learning at two different universities

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Section: The Conception Of Blended Learningmentioning

confidence: 99%

Blended Learning Tools and Practices: A Comprehensive Analysis

et al. 2021

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“…One way to increase student achievement is with an effective learning strategy (Koh, 2006;Lapitan, Tiangco, Sumalinog, Sabarillo, & Diaz, 2021;Sumarni, Hapizah, & Scristia, 2020). Effective learning strategies can be seen in Figure 1.…”

Section: Figure 1 Strategies For Getting Good Math Scoresmentioning

confidence: 99%

Review lessons with mind mapping by The help of 6 Questions Cognitive Model help Students Learn Better

Zhou

Chen

et al. 2021

JELMaR

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Review lessons after class can help students increase student achievement but not necessarily students know how to review effective and efficient learning. This learning goal is to explain how to review effective and efficient lessons using Mind Mapping and 6 Cognitive Model Questions. The subject on this study is a junior high school student. The topic of Linear Mathematics Equations in Two variables is described using a qualitative tendency. Study shows that Mind Mapping and 6 Cognitive Model Questions can improve critical thinking skills, high order thinking abilities and systematic thinking skills. Mind Mapping and 6 Cognitive Models Helping Students to review Linear Equations in Two Variables and get Deep Learning.

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“…The United Nations Educational, Scientific, and Cultural Organization acknowledged in early March 2020 that the Covid-19 pandemic also impacted the education sector (Chhetri et al, 2021;Lapitan et al, 2021). Furthermore, in mid-May 2020, UNESCO stated that more than 1.2 billion students at all levels of education worldwide had stopped attending face-to-face classes.…”

Section: Introductionmentioning

confidence: 99%

The Determinant Factor of Learning Motivation on High School Students' Learning Outcomes in Covid-19 Outbreak in Indonesia

2021

JEP

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During the pandemic, students are at home and learning from home online. Learning through online methods requires teachers and students to adapt and motivate themselves to live it. This study aimed to determine the determinants of learning motivation factors on high school students' achievement in the era of the Covid-19 pandemic in Indonesia. The research method was quantitative research conducted on 60 students of class XI SMA class 2 of high school in three private high schools in Surabaya, Indonesia. By selecting purposive sampling based on the researcher's inclusion criteria and the data collection using google form. Then the collected data were processed using statistical methods using the correlation approach (correlational research) and linear regression. This study was to test the hypothesis related to the correlation between learning motivation variables and learning achievement during online learning in the Covid-19 pandemic era. Based on the correlation analysis of motivation on learning achievement, the correlation coefficient (r) = 0.458 with a significant value of 0.000 <0.05. Because with a significance value of 0.000 <0.05, Ho was rejected, and H1 was accepted. There was a very significant relationship between the two variables between learning motivation and learning achievement. Meanwhile, from the coefficient value of 0.458 (in the range 0.41 -0.6), it could be concluded that the correlation between learning motivation scores and learning achievement was moderate. In other words, the higher the motivation to learn, the higher the learning achievement of students. Then according to the t-test, it could be seen that the significance value of 0.000 was smaller than 0.05; it could be concluded that Ho was rejected and H1 was accepted, which meant that there was a significant influence between learning motivation and students achievement.

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An effective blended online teaching and learning strategy during the COVID-19 pandemic

Cited by 417 publications

References 55 publications

Blended Learning Tools and Practices: A Comprehensive Analysis

Blended Learning Tools and Practices: A Comprehensive Analysis

Review lessons with mind mapping by The help of 6 Questions Cognitive Model help Students Learn Better

The Determinant Factor of Learning Motivation on High School Students' Learning Outcomes in Covid-19 Outbreak in Indonesia

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