Building Effective Small-group Team Working Skill through Blended Learning at Malaysia Tertiary Institution

Ali, Mohd Fadzli; Joyes, Gordon; Ellison, Linda

doi:10.1016/j.sbspro.2014.01.1261

Cited by 10 publications

(8 citation statements)

References 22 publications

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“…Kashefi [18] concluded that the cooperation skills showed significant results that there were differences before learning and after learning by using learning through blended learning when students cooperate and communicate in working on a project. In line with other researchers [19] concluded that learning through blended learning is effective in developing small group collaborative skills because group discussions are more focused, discussions are successful with each group member responding to opinions and work more quickly completed. Designing problem based learning activities shows that it can improve students' cooperation skills during learning by looking during learning that students in collaboration with their groups and should be well prepared in terms of learning environment and facilitating teachers [20].| The result of the research of other researchers [21] concluded that an inquiry based learning model involving students in active, interactive and cooperating activities with other students.…”

Section: Descriptive Analysis Results Of Before and After Researchs Osupporting

confidence: 83%

Inquiry Based Learning Module to Empower Cooperation Skills

2018

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The education in the 21 st century focuses on knowledge and encourages students to generate information and encourage developing new skills. The framework of 21 st century learning skill is communication, collaboration, critical thinking, creativity and innovation. A cooperation skill in the world of education is an important thing to be done in learning. Therefore, a solution is needed to optimize student empower cooperation skills process by using the teaching material in the form of module. The objective of this research is to know the effectiveness of inquiry based learning module to empower cooperation skills. This research was conducted in one of high school in Surakarta, Indonesia. The research method is quasi experiment, used pretest and posttest design by using two randomly selected classes those were experimental class used an inquiry based learning module and control one used a modules made by biology teachers in Surakarta. The results showed that there were significant differences of learning outcomes between the control and the experimental classes based on the independent samples t-test test results, also seen with the n-gain scores that obtained at 0.78 (middle) in the control class and 0.87 (high) in the experimental class. As the study concluded, using inquiry based learning module in the learning process in effective to empower cooperation skills.

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Section: Descriptive Analysis Results Of Before and After Researchs Osupporting

confidence: 83%

Inquiry Based Learning Module to Empower Cooperation Skills

2018

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“…Research was conducted by blended learning as a means to implement an effective open learning model of the traditional to integrated learning model where the environment and electronic resources are widely used. Research by (Ali, Joyes, & Ellison, 2014) ) introduces a new method on how to measure online learning and face-to-face activities in a mixed concept in colleges, to promote the use of e-learning among lecturers and students in developing collaborative work skills as an effective team. The results are excellent as well as each group works as a team both online and face-to-face in completing their task.…”

Section: Introductionmentioning

confidence: 99%

The Impact of The Development of Blended Learning Models Using Computer applications in Higher Education

Tubagus¹,

Muslim²,

Suriani³

2019

International Journal of Educational Research Review

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This study showed that the impact of development of blended learning models can improve student learning outcomes, the learning process that utilizes information technology in the form of computers which equipped with telecommunications facilities (Internet, intranet, and multimedia (graphics, audio, video) as a medium in the delivery of materials and interactions between teachers and learners. This method of research was R&D (Research and Development), which research was to produce products and test the effectiveness of the product. There were four phases of e-learning making, including (1) system analysis including hardware, software, learning and student development materials (2) designing, including instructional design analysis, teaching materials and media (software) (3) Implementation, namely the product and development of the resulting Learning Management System, (4) evaluation, which was the assessment stage by experts to test the feasibility of the System. This research was conducted at the Institute of Islamic Religion (IAIN) Manado Faculty of Economics and Islamic Business. Data collection techniques were conducted in three ways, namely (1) observation, (2) document analysis, and (3) interviews. The data validity technique in this study was the triangulation technique.

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“…León and Castro [66] developed a career guidance project in a music conservatoire in Madrid (Spain). Ali et al [67] developed a qualitative case study research based on the theoretical framework of constructive alignment. Turk et al [68] proposed a case-based blended learning framework, synergistically combining textbook, e-learning cases and a simulated patient course in medical education.…”

Section: E Methodologymentioning

confidence: 99%

Review on Blended Learning: Identifying the Key Themes and Categories

Wei¹,

Chang

2017

IJIET

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Abstract-Blended learning is getting popular nowadays. Even though many studies have been conducted on online learning, studies specifically on blended learning are still scarce. This paper reports on a systematic literature review about blended learning of 103 journal research articles. The purpose of the review is to explore the status of blended learning research, and identify their themes and categories according to their contents. Twelve themes are identified of the articles examined in this paper. Findings showed that these researches mainly belong to six categories: design, strategy, factors, evaluation, methodology and review. Researches in each category are discussed in this paper. Future directions for research are discussed.

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Building Effective Small-group Team Working Skill through Blended Learning at Malaysia Tertiary Institution

Cited by 10 publications

References 22 publications

Inquiry Based Learning Module to Empower Cooperation Skills

Inquiry Based Learning Module to Empower Cooperation Skills

The Impact of The Development of Blended Learning Models Using Computer applications in Higher Education

Review on Blended Learning: Identifying the Key Themes and Categories

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