Blended Learning Innovation Model among College Students Based on Internet

Jia, Zhang

doi:10.3991/ijet.v13i10.9454

Cited by 9 publications

(7 citation statements)

References 21 publications

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“…Consequently, these findings were consistent with the results of [23], [22], [49], as well as numerous other studies conducted worldwide to assess the efficacy of blended learning during the COVID-19 pandemic. These results further confirmed the superiority of blended learning over traditional teaching and learning methods, which aligns with the findings of Zhang [50].…”

Section: Students' Performance Based On the Mann-whitney Testsupporting

confidence: 88%

Effectiveness of Blended Learning for Civil Engineering Students’ Performance during COVID-19: A Case Study of a Rural University in South Africa

Phesa

2024

Int. J. Emerg. Technol. Learn.

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In this study, the effectiveness of blended learning on the learning of civil engineering students during the COVID-19 pandemic was evaluated at a rural university in the Eastern Cape Province of South Africa. The imposition of lockdown due to the global spread of COVID-19 left educational institutions with no choice but to find alternative methods of teaching and learning. Students were sent home in order to control the spread of the virus. Secondary data were used to examine the students’ performance in 2019, prior to the COVID-19 pandemic, and in 2020, during the COVID-19 pandemic. Furthermore, primary data was obtained through questionnaires to assess the students’ opinions on blended learning. The Mann-Whitney U test was used to determine the extent of the difference in students’ performance before and during COVID-19. Descriptive analysis results indicated the superiority of blended learning over face-to-face teaching methods, with blended learning achieving a 67% success rate compared to the 33% achieved by face-to-face methods. Similarly, the Mann-Whitney U test also showed a significant difference between blended and face-to-face teaching methods. In contrast to the descriptive analysis and Mann-Whitney U test, students’ sentiments indicated otherwise. 80% of students neither agreed nor disagreed with blended learning methods as a preference over face-to-face teaching methods. The results of this study demonstrated the effectiveness of the teaching methods used during the COVID-19 pandemic. Furthermore, it revealed and, further, showed the sentiments of students regarding the teaching methods employed during this period.

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Section: Students' Performance Based On the Mann-whitney Testsupporting

confidence: 88%

Effectiveness of Blended Learning for Civil Engineering Students’ Performance during COVID-19: A Case Study of a Rural University in South Africa

Phesa

2024

Int. J. Emerg. Technol. Learn.

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“…Some scholars oppose autonomous learning to a blended learning model, representing the combination of traditional and e-learning educational approaches and allows one to manage the training process independently [12]. Mobile learning for these purposes may look most preferable due to mobile devices' total penetration into the social environment.…”

Section: Literature Reviewmentioning

confidence: 99%

The Intelligent Platform of Autonomous Learning in Post-Secondary Education

Samusenkov

Klyushin²,

Prasolov

et al. 2021

Int. J. Interact. Mob. Technol.

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The aim of the study was to develop and test the effectiveness of an autonomous learning intelligent platform in post-secondary education. It was conducted on the basis of the Institute of Dentistry named after E.V. Borovsky in I.M. Sechenov First Moscow State Medical University (Moscow, Russia) and Humanitarian and technical academy (Kokshetau, Kazakhstan). This research involved 59 teachers and 390 students, who comprised the total sample of 449 respondents. The experiment consisted of three stages – introductory, experimental, and final. The introductory stage included the distribution of enrolled students into the experimental and control groups. Besides, at the introductory stage, the development of questionnaires directed at identifying students’ and teachers’ readiness to implement autonomous learning was performed. Apart from this, the involved educators were required to fill the learning platform with predetermined training content. The considered intelligent learning platform was developed by programmers by prior agreement with educational institutions under study. The experimental stage was aimed at introducing the designed model of autonomous learning based on the created intelligent platform. The final stage implied surveying of all study participants according to the developed questionnaires. After the introduction of the created autonomous learning model, it was revealed that 51.5% of enrolled teachers were ready for self-directed education at a high level, 20.4% – at a satisfactory level, 18.4% – at a moderate level, and 9.7% – at a low level. Among the students of Sechenov University, 21% of respondents had a high level of readiness for autonomous learning based on intelligent platforms, 27% of students had a sufficient level, 35% – moderate, and 17% – low. Among the Humanitarian and technical academy students, 29% had a high readiness for autonomous learning, 30% were ready at a sufficient level, 25% at a moderate, and 16% at a low level. This study provided an opportunity to use the developed questionnaires and the model of autonomous learning in post-secondary education for further research on the implementation of self-directed training.

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“…Vygotsky stressed the importance of the social aspects of learning because social interaction with others spurs the construction of new ideas and enhances students' intellectual development [44][45]. The results of research on the use of ICT in learning can improve student learning outcomes [51][52][53][54][55].…”

Section: Phase 1: Iots and Big Data-based Orientationmentioning

confidence: 99%

Blended Web Mobile Learning (BWML) Model to Improve Students’ Higher Order Thinking Skills

Prahanı

Jatmiko

Hariadi³

et al. 2020

Int. J. Emerg. Technol. Learn.

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The results of literature review show that Problem Based Learning (PBL) and Hybrid Learning models have been proven to increase students’ higher order thinking skills (HOTS), but also still have weaknesses that need to be refined. To complete the weaknesses in the implementation of the PBL Model and the Hybrid Learning Model, it is necessary to develop an Innovative Learning Model that can increase students' HOTS. The BWML (Blended Web Mobile Learning) Model is a learning model that integrates the Hybrid Learning model with PBL model, which is supported by the use of MoLearn application in each learning activity. The development of the Blended Web Mobile Learning model is supported by the latest learning theories and the empirical foundation of the latest research. The BWML model has five phases, namely: (1) Orientation based on IoTs and Big Data, (2) Investigation, (3) Analyzing, (4) Presenting, and (5) Evaluating, which each phase is carried out and supported by using the MoLearn application. The emphasis on BWML model implementation use percentage of 70% (on the job experience), 20% (mentoring and coaching), and 10% (classroom, course, and reading).

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Blended Learning Innovation Model among College Students Based on Internet

Cited by 9 publications

References 21 publications

Effectiveness of Blended Learning for Civil Engineering Students’ Performance during COVID-19: A Case Study of a Rural University in South Africa

Effectiveness of Blended Learning for Civil Engineering Students’ Performance during COVID-19: A Case Study of a Rural University in South Africa

The Intelligent Platform of Autonomous Learning in Post-Secondary Education

Blended Web Mobile Learning (BWML) Model to Improve Students’ Higher Order Thinking Skills

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