Building effective blended learning for Engineering studies

Mujacic, Samra; Mujacic, Muhdin; Mujkic, Samira; Demirovic, Dinko

doi:10.1109/ithet.2013.6671047

Cited by 2 publications

(3 citation statements)

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“…This is because, it is observed that when learning technologies are introduced, the attention of blended learning is usually concentrated on the technology implementation per se (Chen & Yao, 2016) rather than stressing the innovative pedagogies and learning objectives (Shand et al, 2016). As there has been little, if any, research into linking blended learning with the underlying principles of twenty-first century pedagogy and the capabilities of technology in learning and instruction, despites it values (see Ayob et al, 2020;Mahalli et al, 2019;Mujacic et al, 2013), this techno-pedagogy mapping could be useful in reducing the pressure in adopting right merging of technology and pedagogy for immersive blended learning. According to Ata (2016) and Rasheed et al (2020), the challenges for instructors to adopt immersive blended learning is due to digitally illiterate, and limited time for exploring, tweaking, and creating immersive…”

Section: Discussionmentioning

confidence: 99%

“…While the values of technological tools and pedagogies are apparent in optimising blended learning (see Ayob et al, 2020;Mahalli et al, 2019;Mujacic et al, 2013), there has been little, if any, research into linking blended learning with the underlying principles of twenty-first century pedagogy and the capabilities of technology in learning and instruction. The existing blended learning models also put little emphasis on what constitutes immersion, thus present challenges for instructors to design instructions to improve and contextualise deep learning experiences for twenty-first century students through blended learning approach.…”

Section: Blended and Immersive Learning Environmentmentioning

confidence: 99%

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Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review

2022

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Blended learning is widely known for its ability to improve learning, nevertheless little is still known about the best ways of designing effective blended learning environment which can support immersive learning such as greater learning experience and accessibility to education. In this respect, this study investigates the mapping of the principles of three Education 4.0 innovative pedagogies, namely, heutagogy, peeragogy, and cybergogy, with the capabilities of three technological learning tools, that is, Facebook (FB), Learning Management System (LMS), and Blog, via a systematic literature review technique. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used as the methodology, and the literature was further selected using Gough's Weight of Evidence criteria, resulting in 59 studies. The results show that cognitive factor is the most linked pedagogical principle to the four main capabilities of technological learning tools, that is, time, self-related, learning task, and learning community-related. This mapping is useful for instructors to plan learning and teaching by choosing the technological learning tools that match with appropriate Education 4.0 pedagogies for optimising the immersive blended learning practices.

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Section: Discussionmentioning

confidence: 99%

Section: Blended and Immersive Learning Environmentmentioning

confidence: 99%

Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review

2022

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“…Konsep B-Learning berangkat dari ide bahwa belajar tidak hanya satu waktu melainkan suatu proses yang terjadi secara terus menerus agar pengetahuan yang diperoleh menjadi berguna dan dapat diterapkan (Mujačić, Mujkić, Mujačić, & Demirović, 2013;Singh, 2003) di masyarakat. B-Learning memberikan kesempatan kepada peserta didik agar belajar mandiri, berkelanjutan, dan berkembang sepanjang hayat sehingga belajar akan menjadi lebih efektif, lebih efisien, dan lebih menarik.…”

Section: Blended Learning (B-learning)unclassified

Pengembangan Sistem Layanan Pembelajaran Kecakapan Abad Xxi

Rosmansyah

Bakhrun

2017

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ABSTRAKDewasa ini, sebagian besar pendidik di berbagai belahan dunia terus bergiat mencari cara terbaik dalam mengajarkan kecakapan abad XXI (21 st century skills) kepada anak-anak usia sekolah dasar. Pembelajaran pemrograman komputer banyak dipilih karena dapat melatih anak-anak untuk berpikir kritis,belajar menyelesaikan masalah, kreatif dan imajinatif, komunikatif, dan kolaboratif. Kecakapan ini merupakanlimakecakapan utama yang sangat diperlukan pada abad XXI khususnya dalam menyelesaikan permasalahan yang terkait dengan Teknologi Informasi dan Komunikasi (TIK). Bagi anak-anak, belajar pemrograman komputer dapat menjadi media kreativitas dan inovasi untuk mengekspresikan ideide alamiah mereka. Penelitian ini mengembangkan sebuah framework blended learning dengan mengombinasikan framework analysis, design, development, implementation, evaluation (ADDIE) dan framework Information Technology Infrastructure Library (IT-IL). Framework ini digunakan untuk membangun sistem layanan pembelajaran kecakapan abad XXI melalui pemrograman komputer yang sesuai dengan kebutuhan murid sekolah dasar, sekaligus mengelola layanan tersebut agar berkesinambungan dan berkembang terus. Pengujian dilakukan dengan membagikan kuesioner kepada 20 murid sekolah dasar kelas 1 dan 2 pada akhir periode percobaan pembelajaran. Hasil kuesioner menunjukkan bahwa belajar pemrograman komputer dapat meningkatkan kreativitas (85%), melatih berpikir rasional (95%), melatih berpikir kritis (85%), meningkatkan komunikasi aktif (80%), meningkatkan kolaborasi (80%), dan meningkatkan keterampilan murid sekolah dasar dalam menggunakan TIK (100%). Kata kunci: ADDIE, IT-IL, kecakapan abad XXI, blended learning, pemrograman Scratch ABSTRACT Today, most educators in different parts of the world have been continuously working on finding the best way to teach the XXI Century (21st century) skill to children of elementary school age. Computer programming lessons have been chosen because they can train children to think critically, learn about problems, be creative and imaginative, communicative, and collaborative. This skill is an indispensable mainstream of the XXI century, especially in solving problems related to Information and Communication Technology (ICT). For children, learning computer programming can be a medium for their creativity and innovation to express their natural ideas. This research has developed a blended learning framework by combining framework analysis, design, development, implementation, evaluation (ADDIE) and the framework of Information Technology Infrastructure Library (IT-IL). This framework is used to build the XXI century skills learning

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Building effective blended learning for Engineering studies

Cited by 2 publications

References 2 publications

Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review

Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review

Pengembangan Sistem Layanan Pembelajaran Kecakapan Abad Xxi

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