Development of Blended-Learning-Based Semester Credit System Implementation Model to Improve Learning Service

Wahjono, Hari; Wiyono, Bambang Budi; Maisyaroh,; Mustiningsih,

doi:10.3390/info12120511

Cited by 5 publications

(2 citation statements)

References 27 publications

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“…Increasing the intensity of utilizing ICT in the teacher development process can indirectly increase the intensity of teachers utilizing ICT in the learning process. Even the utilization of ICT can also increase the effectiveness of learning management in schools through the blended learning model [38][39][40][41]. In addition, several research results also show that the use of ICT is effectively used to support the implementation of instructional supervision, both for students and teachers [42][43][44].…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes

et al. 2022

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Information and communication technology has been widely used in educational activities, not only in the learning process but also in the teachers’ professional development programs. One of the most popular applied supervision techniques is teacher collegial discussion. Students’ learning outcomes are largely determined by the quality of the teacher’s instructional process, and the quality of the teacher’s instructional process is influenced by the effectiveness of supervision. However, there has not been much research on its effectiveness in development programs and their effects on student learning outcomes. This study aimed at examining the effectiveness of utilizing ICT in collegial discussions as an instructional supervision technique for the teachers’ teaching process and students’ learning outcomes. This research was conducted in the District and Malang City with a sample of 787 junior high school teachers selected randomly from 20 schools. The study used a descriptive correlational research design, and Structural Equation Modeling (SEM) is applied to deal with its data analysis. The results showed that collegial discussion as an instructional supervision technique affected the quality of a teachers’ instructional process. Implementation of ICT in collegial discussions had an effect and a higher coefficient value than the collegial discussions. The utilization of ICT in collegial discussions also affects the intensity of the utilization of ICT in teachers’ instructional processes. Quality of teaching and the utilization of ICT in a teachers’ instructional process had significant effects on student learning outcomes.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes

et al. 2022

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“…Wahjono et al [10] present a model of blended learning based on semester credit system implementation. It combines three main stages, namely, planning, organizing, and teaching-learning process.…”

Section: Introductionmentioning

confidence: 99%

Model of Blended Learning in Higher Educational Institutions: Development, Implementation and Evaluation

Osadcha

Osadchyi

Kruglyk

et al. 2022

ITLT

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The paper examines the problem of blended learning modeling to ensure high-quality vocational training of specialists-to-be of various profiles at higher education institutions of Ukraine. The purpose of the research is to develop a model of blended learning for higher education institutions and to analyze the results of its implementation in the educational process. It was concluded that there are quite a few approaches to the development and practical implementation of blended learning models. In the paper blended learning is considered as a reasonable combination of the traditional educational process in classrooms with distance learning, students' self-study and the use of digital technologies, which takes place according to a certain scheme. The concepts of "blended learning" and "hybrid learning" as well as several existing models of blended learning are analyzed. The generalized model of blended learning at higher education institutions along with its visual representation has been developed. The implementation of this model allows practitioners to combine different types of educational activities in the process of face-to-face and remote classes in exactly the combination that is necessary to achieve the expected results under the conditions of a specific higher education institution. The results of a survey conducted at Bogdan Khmelnitsky Melitopol State Pedagogical University are given. During the survey attention has been paid to the following aspects: how students understand the essence of blended learning as well as the difference between the use of distance learning elements in the face-to-face learning process and the full application of distance and blended learning technologies during quarantine; students' attitude to traditional, blended and distance learning; how students perceive the educational process organized on the basis of the proposed generalized model of blended learning. In addition, it has been found out which digital technologies are used at universities for the organization of blended learning. In general, according to the results of the survey, the expediency of using the developed model has been confirmed and promising directions of scientific research in the field of blended learning have been determined.

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Transformation of Digital-Based School Culture: implications of change management on Virtual Learning Environment integration

Purnomo,

Imron,

Wiyono

et al. 2024

Cogent Education

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Development of Blended-Learning-Based Semester Credit System Implementation Model to Improve Learning Service

Cited by 5 publications

References 27 publications

The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes

The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes

Model of Blended Learning in Higher Educational Institutions: Development, Implementation and Evaluation

Transformation of Digital-Based School Culture: implications of change management on Virtual Learning Environment integration

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