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

Rianto, Agus

doi:10.21093/ijeltal.v5i1.574

Cited by 27 publications

(35 citation statements)

References 28 publications

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“…These obstacles are the same as previous studies (Manurung et al, 2020) that EFL students had obstacles when learning hybrid: bad internet connection, slow feedback, confusing instruction; electrical instability and nervousness; and challenging learning materials. A good blended learning design must be providing clear learning instructions, be accessible at any time, assist in completing lessons, provide userfriendly features and comprehensive learning materials, clearly define learning objectives, and provide the necessary learning materials (Rianto, 2020). Therefore, the learning material on blended learning must have a clear indication for each topic, be defined in sufficient depth, provide a clear summary for each topic, include problemsolving examples and areas for online discussion, and provide a relationship between the indicators, content, and assignment.…”

Section: Discussionmentioning

confidence: 99%

Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom

Abdillah

Sueb²

2022

Pioneer. J. Lang. Lit

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As the situation of the Covid-19 pandemic in Indonesia is gradually recovering, schools may reopen for limited face-to-face learning under particular measures during this transition period to the post-pandemic. This study aims to describe the implementation of blended learning and student motivation in secondary schools in limited face-to-face classes. This qualitative study collected the data through observation and questionnaires, involving two classes of junior high school students (N=70) of one urban public school in Sidoarjo, East Java, where blended learning was mandatory during the transition period. The results show a clear difference between the two modes; students who participated during the in-person learning session are more enthusiastic, engaged, and active during teaching and learning activities, while students who studied at home seemed quieter and less motivated to learn during the blended learning session. Students further considered blended learning as a way to increase their learning motivation. They were more interested in the subject and had an easier way to find material online. Furthermore, various types of activities such as group and pair work, collaborative learning, and individual learning can be used to increase students’ engagement and interests during communicative language practice. The extrinsic and intrinsic factors of students as learning drivers should be considered by the teacher before applying certain learning methods and learning approaches, especially for English learning after the pandemic.

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Section: Discussionmentioning

confidence: 99%

Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom

Abdillah

Sueb²

2022

Pioneer. J. Lang. Lit

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“…Journal on English as a Foreign Language, 11(1), 152-174 p-ISSN 2088-1657e-ISSN 2502-6615 In Indonesia, few studies (Rerung, 2018;Rianto, 2020) showed students' positive attitudes towards blended learning. Rianto (2020) used a questionnaire to ask students' opinions of using a university e-learning system in their course.…”

Section: Introductionmentioning

confidence: 99%

“…Challenges in using digital tools in online learning, however, are evidenced in some studies. First, students' lack of IT knowledge (Holley & Oliver, 2010;Okaz, 2015), other technical issues, and insufficient network stability (Rerung, 2018;Rianto, 2020;Sari & Wahyudin, 2019;Yamin 2020), are challenges, which might hinder students from learning successfully. Moreover, there might be limited opportunities for the students to practice spoken communicative skills.…”

Section: Introductionmentioning

confidence: 99%

EFL students’ perceptions of blended learning in English language course: learning experience and engagement

Simbolon

2021

J. Eng. Foreign. Lang.

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The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom. Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning.

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“…To face the change, integrating face-to-face learning (direct interaction) and technology-based learning (digital communication) becomes promising (Garrison &Vaughan, 2008;Rianto, 2020). Therefore, it is urgent to identify how the teachers and students were prepared to meet this new teaching and learning phase.…”

Section: Introductionmentioning

confidence: 99%

“…However, full e-learning did not give students a massive impact yet, and lately, they have become less motivated since it provided no real communication (Mese & Sevilen 2021). Integrating face-to-face learning (direct interaction) and technologybased learning (digital communication) becomes promising (Garrison &Vaughan, 2008;Rianto, 2020). This study explored the perspectives of 3 pre-service teachers and 27 students towards the blended learning (BL) practices in the EFL context.…”

mentioning

confidence: 99%

The ongoing convergence of blended learning classroom in new normal: Teachers� and students� perspectives in higher education

Ramli

Setyawan

Ridwan

et al. 2022

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Since Covid-19 was declared a pandemic, educational technology has become trended by playing E-learning. Teachers and students are forced to transform from traditional classes into E-classrooms. However, full e-learning did not give students a massive impact yet, and lately, they have become less motivated since it provided no real communication (Mese & Sevilen 2021).�Integrating face-to-face learning (direct interaction) and technology-based learning (digital communication) becomes promising (Garrison &Vaughan, 2008; Rianto, 2020). This study explored the perspectives of 3 pre-service teachers and 27 students towards the blended learning (BL) practices in the EFL context. The setting was the English education department, Universitas Borneo Tarakan. The data were collected using online interviews to gain in-depth information. The findings uncovered that the teachers and students gave positive perspectives to apply this model to the new normal. In addition, BL could reshape the teachers' roles by applying multiple technology use in the teaching and learning process. BL �was also able to broaden students' learning experience and provide them with a technology-based world. This study highlighted some implications, including the need for pre-service teachers' professional development that ultimately will help teachers assist students in succeeding in blended learning.

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

Cited by 27 publications

References 28 publications

Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom

Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom

EFL students’ perceptions of blended learning in English language course: learning experience and engagement

The ongoing convergence of blended learning classroom in new normal: Teachers� and students� perspectives in higher education

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