Blended Learning Experience of Students Participating Pedagogical Formation Program: Advantages and Limitation of Blended Education

Saltan, Fatih

doi:10.5430/ijhe.v6n1p63

Cited by 39 publications

(35 citation statements)

References 19 publications

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“…Classes that are taught using blended learning are more independent than traditional classes. Blended learning classroom has a potency to improve learning outcomes better than traditional classes [12]. Google classroom has the ease and benefits of its use [13].…”

Section: Previous Studiesmentioning

confidence: 99%

The Analysis of the Critical Thinking Skills between Blended Learning Implementation: Google Classroom and Schoology

Sulisworo¹,

Ummah²,

Nursolikh³

et al. 2020

ujer

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One of the characters of the globalization era is the rapid changes in various aspects of life. One of them in the advancement of science and technology, especially Information and Communication Technology (ICT) has much positive influence on the progress of education. The advantage offered not only lies in the speed factor and the ease of getting information or material resources, but some multimedia facilities can make the learning process more exciting and interactive. However, the use of this technology in learning still needs to be improved and socialized among educators. Regarding the learning problem, this study aims to see the effect of blended learning assisted by Google Classroom and Schoology applications. The objective of this research is to impleme n t more effective blended learning model using specific Learning Management System (LMS) to increase student learning achievement following the needs of the present era. The research design of this study was the posttest-only control group design. Two groups were given different learning. One group was as a class taught using Schoology. The other group was as a class taught using Google Classroom. The independent variable of this study is the learning strategy. The dependent variable is critical thinking skills. The instrument for measuring the critical thinking skills was problem-based question that validated the difficulty level and power of determination. The study population was students of a high school in Indonesia. The sampling technique used simple cluster random sampling. The sample in this study consisted of two classes. Testing the hypothesis of the effect of blended learning was on the results of critical thinking skills using ANOVA. From the results of this study, it can be concluded that in the case of blended learning, students who were taught to use Schoology as LMS obtained a score of critical thinking skills that were relatively higher compared to students who used Google Classroom.

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Section: Previous Studiesmentioning

confidence: 99%

The Analysis of the Critical Thinking Skills between Blended Learning Implementation: Google Classroom and Schoology

Sulisworo¹,

Ummah²,

Nursolikh³

et al. 2020

ujer

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“…Arab World English Journal www.awej.org ISSN: 2229-9327 203 learners' interest more into face-to-face learning hours is clear through the results (Table 7) that signify clear ration of (42.3%) n=60 learners in favor of having integration of '60% face-to-face and 40% online' sessions' (Saltan, 2017). The learners perceive that BL platform has potential to improve the teaching and learning process in an educational environment and it can be a convenient way of ELT and learning (Neumeier, 2005).…”

mentioning

confidence: 91%

EFL Learners’ Perception about Integrating Blended Learning in ELT

Bukhari¹,

Basaffar²

2019

Preprint

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The study highlights English a Foreign Language (EFL) learners' perceptions about integrating Blended Learning (BL) to facilitate them completing their foundation year English courses at a Saudi university. The focus of the study was to investigate "the EFL learners' perception about integrating blended learning in their English Language Teaching (ELT) process". For this purpose, a survey was constructed in three subsections investigating the learners' viewpoints about BL as a platform: a) to improve learners' interaction, b) to increase their interests, and c) to provide autonomous learning. A mixed approach was adopted for the study to be conducted in one of the largest universities in Saudi Arabia. The participants (n=120) taken as sample were studying intensive English courses at four different levels as per the Common European Framework of Reference (CEFR) during their first year at university. The data was collected by using the designed survey consisting sixteen closed and an open-ended question to investigate the learners' perceptions in depth. The results indicate an overall positive attitude of the learners towards BL integration. ANOVA analysis of the variables shows insignificant effect of the 'level of computer proficiency' and the 'level of learners' language skills' on their perceptions. The results conclude that the learners' perceptions are found in favour of BL. Thus, it is recommended to integrate BL to increase the learners' interest, interaction, and autonomy.

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“…The identification process using smartphone-based internet data has limited data, making it difficult for students to identify birds in research locations. The use of smartphones has contextual limitations that result in difficulty in obtaining complete data [21,24] Network services are a very important factor in using smartphones to obtain data from the internet. Inadequate network services will have an effect on data retrieval access in search of broader topics.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, the decline of bird populations indirectly affects ecology and conservation efforts are needed with various approaches [20]. The Internet provides a variety of data that we need, but not all data can be presented completely, it is a flame [21,22] for that it needs to be developed special features [23,24,25]. This study aims to describe the ability of identification and classification of students in studying the various species of birds found around the location of observations by using smartphone-based internet data.…”

Section: Introductionmentioning

confidence: 99%

How can Smartphone-Based Internet Data Support Animal Ecology Fieldtrip?

Kurniawan

Tapilow²,

Hidayat³

2017

J. Phys.: Conf. Ser.

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Abstract. Identification and classification skills must be owned by the students. In animal ecology course, the identification and classification skills are necessary to study animals. This experimental study aims to describe the identification and classification skills of students on animal ecology field trip to studying various bird species using smartphone-based internet data. Using Involving 63 students divided into 7 groups for each observation station. Data of birds were sampled using line transect method (5000 meters/station). The results showed the identification and classification skills of students are in sufficient categories. Most students have difficulties because of the limitations of data on the internet about birds. In general, students support the use of smartphones in field trip activities. The results of this study can be used as a reference for the development of learning using smartphones in the future by developing application about birds. The outline, smartphones can be used as a method of alternative learning but needs to be developed for some special purposes.

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Blended Learning Experience of Students Participating Pedagogical Formation Program: Advantages and Limitation of Blended Education

Cited by 39 publications

References 19 publications

The Analysis of the Critical Thinking Skills between Blended Learning Implementation: Google Classroom and Schoology

The Analysis of the Critical Thinking Skills between Blended Learning Implementation: Google Classroom and Schoology

EFL Learners’ Perception about Integrating Blended Learning in ELT

How can Smartphone-Based Internet Data Support Animal Ecology Fieldtrip?

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