Blended learning: Investigating the influence of engagement in multiple learning delivery modes on students’ performance

Baragash, Reem Sulaiman; Al-Samarraie, Hosam

doi:10.1016/j.tele.2018.07.010

Cited by 109 publications

(73 citation statements)

References 54 publications

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“…The similar things were found by [46] on learning in Slovenian Universities which illustrate the variety of backgrounds of students can be overcome by integrating online learning with face-to-face. It can be accommodated as stated by [47], and the difficulties experienced by students in both approaches, online and face to face can be mutually covered as stated by [48].…”

Section: Discussionmentioning

confidence: 99%

Online and Face to Face Composition in the Various Types of Learning Style

Tambunan¹,

Silitonga²,

Sinaga³

2019

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2

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The experiments have been conducted on electro technical teaching for ensuring the most suitable combination of online learning and face-to-face in blended learning on the certain type of learning style. There were 166 participants involved and scattered in five groups. The full online (OL) and full face to face (F2F) were control groups, and there were three combinations of online and face to face in different forms made, namely 25-75, 50-50, and 75-25 OL-F2F. The Learning Style Questionnaire and Electro technical Competencies Test were used in tracing the participants' learning styles and testing their competence. The 2-Way Anova, Sig. 0,05 shown the group of theorist and pragmatist learning style were better learned by the same OL-F2F composition, while the activist and reflector style were by the 75-25 and 25-75 of OL-F2F composition respectively.

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Section: Discussionmentioning

confidence: 99%

Online and Face to Face Composition in the Various Types of Learning Style

Tambunan¹,

Silitonga²,

Sinaga³

2019

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2

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“…A lot of literature states that blended learning is a learning method that is able to improve learning outcomes, critical thinking skills, attitudes, and student selfconfidence (Milic et al, 2018;Mosalanejad, Alipour, Zare, & Koolaee, 2012). Baragash and Al-Samarraie (2018) states that the combination of online learning and face-toface improves student learning performance. Students' engagement in face-to-face sessions has a positive impact on student involvement in online learning.…”

Section: Discussionmentioning

confidence: 99%

The Experience, Task Value and Self-Efficacy of Nursing Students in Attending Blended Learning in Basics Science in Nursing 2 Course in Faculty of Nursing Universitas Padjadjaran

Permana

Adiningsih

2019

INJEC

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Introduction: The implementation of blended learning in nursing education is needed to provide quality and efficient learning. There is a need for an investigation of students’ experience in following blended learning especially in the subject of basic science in nursing 2 including anatomy, physiology, biochemistry, pathophysiology and pharmacology in nursing topics. This study aims to provide an ideal picture for students of the Faculty of Medicine in Indonesia. Methods: This study occupied quantitative descriptive research method with simple random sampling technique. The respondents were 93-second years students of the Faculty of Nursing, UniversitasPadjadjaran. The Learning Experience Questionnaire (LEQ) instrument was used to measure students’ experience. The data were analysed using percentage analysis. Results: More than a half of total respondents had good experience in participating in mixed learning of IDK course. Conclusions: Students’good experience may be influenced by the availability of student access to the internet, and the instructional design of the blended learning. The main obstacle in implementing the course were a large learning credit burden and extensive coverage of the learning material. Technology skills training and habituation of blended learning needs to be given by the faculty before students take part in blended learning.

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“…In most of cases when it is referred to optimization of shares of conventional and electronic interaction of teachers and students, the majority of respondents stick to the opinion that optimum is 60-70 % [7] of electronic learning resources in total time of a course study. Students of respondent higher schools in turn insist on 50:50 ratio considering that about a half of study load can be successfully transferred in a format of electronic interaction [8].…”

Section: Methodsmentioning

confidence: 99%

Digital learning resources: Enhancing efficiency within blended higher education

Lomonosova¹,

Valentinovna²

2018

NSPU Bulletin

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Проблема и цель. Исследуется проблема информатизации высшего образования для повышения эффективности индивидуальной работы студентов. Целью исследования стало выявление оптимальных условий применения электронных образовательных ресурсов в системе смешанного обучения студентов вузов. Методология. Методологическая основа исследования состоит из общетеоретических, эмпирических и статистических методов исследования. В статье рассмотрены основные теоретические и научно-педагогические подходы к современному понимаю термина «смешанное обучение». Представлен анализ основных результатов педагогического эксперимента, осуществленного авторами статьи и направленного на выявление оптимального соотношения использования электронных и традиционных методов взаимодействия педагогов с обучающимися. При помощи общенаучного метода системного анализа выявлены и обоснованы ключевые структурные составляющие системы смешанного обучения студентов. Результаты. Выявлено, что система смешанного обучения студентов представляет собой взаимосвязь таких элементов, как методологическое, административное (нормативно-правовое и финансово-экономическое), педагогическое, технологическое обеспечение; автоматизация всей совокупности процессов в вузе; контроль соблюдения интересов обучающихся; решение социально значимых задач и всесторонняя экспертиза электронных образовательных ресурсов. Эти элементы находятся с системой в отношении принадлежности. С позиции системного подхода каждый элемент системы смешанного обучения трактуется как система. В то же время электронные образовательные ресурсы необходимо рассматривать как основной элемент смешанного обучения, неотъемлемый от целостной образовательной системы, а не в качестве вспомогательного инструментария для традиционного учебного процесса. Совершенствование применения электронных образовательных ресурсов в системе смешанного обучения способно повысить как уровень успеваемости каждого студента, так и качество образовательного процесса в целом. Для этого требуется оптимизация соотношения использования электронных и традиционных образовательных технологий на уровне: 70 % электронных образовательных технологий и 30 % традиционного взаимодействия преподавателей со студентами. Ломоносова Наталья Владимировнаассистент кафедры экономики, заместитель начальника отдела образовательных информационных технологий, Национальный исследовательский технологический университет «МИСиС».

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Blended learning: Investigating the influence of engagement in multiple learning delivery modes on students’ performance

Cited by 109 publications

References 54 publications

Online and Face to Face Composition in the Various Types of Learning Style

Online and Face to Face Composition in the Various Types of Learning Style

The Experience, Task Value and Self-Efficacy of Nursing Students in Attending Blended Learning in Basics Science in Nursing 2 Course in Faculty of Nursing Universitas Padjadjaran

Digital learning resources: Enhancing efficiency within blended higher education

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