Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles

Tambunan, Hamonangan; Silitonga, Marsangkap; Sidabutar, Uli Basa

doi:10.4018/ijmbl.2021070104

Cited by 9 publications

(8 citation statements)

References 74 publications

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“…It is essential to take into account the composition of online and face-to-face learning when implementing BL since it is not only based on the simple integration of face-to-face teaching with digital media, but it involves responding to diverse learning needs according to the training requirements. This highlights BL because it supports learning patterns and learning materials that are diverse in a flexible way to assist students in their learning (Tambunan et al, 2021).…”

Section: Strengths and Challenges For The Implementation Of Blended L...mentioning

confidence: 99%

Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario

et al. 2022

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After more than 2 years of the pandemic caused by COVID-19, a gradual return to face-to-face teaching has been taking place. Therefore, administrators need to establish procedures to facilitate and ensure the quality of teaching during this process. The purpose of this article is to describe the strengths and challenges of implementing Blended Learning (BL). The design used is consistent with a secondary investigation of a narrative review. As a result, several recommendations are presented for building institutional frameworks that enable the implementation of high-quality BL models in the context of a gradual return to face-to-face courses in higher education. From a theoretical and contextual perspective, considerations for transitioning to this model are discussed, based on lessons learned from emergency remote education. We conclude that the present post-pandemic scenario constitutes a pivotal moment for determining the way education is delivered in higher education.

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Section: Strengths and Challenges For The Implementation Of Blended L...mentioning

confidence: 99%

Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario

et al. 2022

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“…Online training has been gaining in importance due to the improvement in communication technologies. Blended learning (Tambunan et al , 2021) emerged as an extension to the online learning. The process has got accelerated due to the Covid-19 pandemic that has affected the entire world and has pushed almost all learning activities, cutting across demographic groups, online (Cheung, 2021).…”

Section: Discussionmentioning

confidence: 99%

Motivation to learn, mobile learning and online learning climate: moderating role of learner interaction

Swain¹,

Jena²,

Dash

et al. 2021

EJTD

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Purpose The purpose of this paper is to empirically exhibit the moderating effect of learner interaction (LI) on motivation to learn (MTL), mobile learning (ML) and online learning climate (OLC), so as to bring in enhanced rigour to the virtual knowledge dissemination during the times of crisis. Design/methodology/approach A total of 784 valid responses were considered for the confirmatory factor analysis to test the proposed hypotheses. Findings The study found that MTL and ML contributed to improved OLC and high LI moderated the positive relationship between MTL, ML and OLC. LI also directly contributed to an improved OLC. Practical implications Measures need to be designed to crowbar motivation to ensure heightened interaction of learners, to gear up the ML reach soaring heights achieving a dynamic OLC. Acclimatization of the OLC will be the visionary solution to tackle learning disruption during today’s pandemic times and also many other challenges to come in near-far future. Originality/value The current study established the moderating role of LI in influencing OLC, and also motivating facilitator’s for designing upgraded content, and thereby fuelling the intention to learn.

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“…Blended learning consists of two types of learning: synchronous and asynchronous. Synchronous learning is learning that is conducted at the same time despite being in different locations, while asynchronous learning is learning activities that are conducted at different times and places for the same material [23][24][25]. Blended learning can be set with a composition of 50% for facetoface learning activities and 50% online learning or some use a composition of 75%: 25% or 25%:75% [26,27].…”

Section: Amri Hartantomentioning

confidence: 99%

Development of blended learning based learning module: Benefits to physical education learning outcomes

Dewanti,

Nopembri,

Widiyanto

et al. 2024

Fiz Pol

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This research will first produce a product in the form of a learning module based on blended learning and its benefits to Physical Education (PE) learning outcomes. This research is a research and development model used is ADDIE. Subjects of expert validation using expert lecturers of PE learning with minimum qualifications of Doctoral degrees totaling 7 people. Subjects to determine the effectiveness of the product are 6 elementary schools that are determined by random sampling. Subjects totaled 79 students, of which 41 experimental class students and 38 control class students. The feasibility level of the PE learning module based on blended learning from the evaluation data of experts. Effectiveness testing using t test independent samples test. The results showed that the blended learning-based learning module developed was feasible and effective in improving PE learning outcomes. The module is web-based, utilizes text, audio, video, and multimedia and can be done during self-study. The development of blended learning-based learning modules is a means and motivation for learning in facilitating the learning process in improving student learning outcomes. Other researchers can conduct further research using blended learning-based learning modules covering more aspects and applying them to different learning materials.

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Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles

Cited by 9 publications

References 74 publications

Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario

Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario

Motivation to learn, mobile learning and online learning climate: moderating role of learner interaction

Development of blended learning based learning module: Benefits to physical education learning outcomes

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