Evaluation of Blended Learning

Hubáčková, Šárka; Semrádová, Ilona

doi:10.1016/j.sbspro.2016.02.044

Cited by 95 publications

(80 citation statements)

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“…A los estudiantes que no les gusta la modalidad semipresencial para los cursos de Matemáticas, no realizan las metas asignadas (tareas), con la premisa de que el uso efectivo de esta modalidad está en gran parte influenciado por la voluntad y la responsabilidad del estudiante para trabajar en una tarea (Hubackova y Semradova, 2016;Buran y Evseeva, 2015). Estos estudiantes consideran insuficientes los recursos didácticos propuestos por el docente y no asisten a asesorías.…”

Section: Discusionunclassified

Percepción de los Estudiantes acerca de la Modalidad Semipresencial en la Enseñanza de las Ciencias Básicas de la Ingeniería. Un Estudio de Caso Universitario

et al. 2019

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ResumenEl presente estudio describe y analiza las percepciones de los estudiantes de la Facultad de Ingeniería de la Universidad Autónoma de Baja California en México, acerca de la modalidad semipresencial en la enseñanza de las ciencias básicas de la ingeniería. La población la conforman estudiantes que cursaron asignaturas de las ciencias básicas en la modalidad semipresencial durante los períodos 2016-2 y 2017-1, identificando los perfiles de los estudiantes con más dificultad para aprender y que podrían reprobar el curso. Para recolectar percepciones estudiantiles, se diseñó un cuestionario y se aplicó a 261 estudiantes. Se utilizó un análisis de frecuencias para describir sus percepciones y un análisis de conglomerados para generar una explicación acertada de los tipos de respuesta de los estudiantes y asociarlos con su desempeño académico. Los resultados demuestran que los estudiantes consideran que los temas del área de las humanidades son más adecuados para esta modalidad que los del área de las matemáticas. Palabras clave: estudios universitarios; expediente escolar; medios de enseñanza; modalidad semipresencial Perception of Students about the Blended Learning in the Teaching of the Basic Engineering Sciences. A University Case Study AbstractThe present study describes and analyses the perceptions of students of the Faculty of engineering of the Universidad Autónoma de Baja California in México, about blended learning in the teaching of the basic engineering sciences. The sample was formed by students who attended courses in basic science in a blended program during 2016-2, 2017-1, identifying the profiles of student with more problems to learn and that could fail the course. To collect student perceptions, a questionnaire was designed and applied to 261 students. A frequency analysis to describe their perceptions and a cluster analysis was used to generate an adequate explanation of the responses of the students and associate them with their academic performance. The results show that students considered that the topics of the area of humanities are more suitable for this modality than the area of mathematics.

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Section: Discusionunclassified

Percepción de los Estudiantes acerca de la Modalidad Semipresencial en la Enseñanza de las Ciencias Básicas de la Ingeniería. Un Estudio de Caso Universitario

et al. 2019

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“…Thus, this study contributes to guiding the educators to choose and new develop formative assessment tool in the blended learning environment. In [17] shows that students very enjoyable and suitable for blended learning. The students of today accept new technology rapidly and learn easily to handle it.…”

Section: Introductionmentioning

confidence: 98%

A Systematic Review of Formative Assessment Tools in the Blended Learning Environment

Febriani¹,

Abdullah²

2018

IJET

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An effective method of student assessment technique is necessary for assessing student knowledge. Nowadays, the utilization of formative assessment tools in blended learning is increasing because it can enhance the learning quality. The main aim of this study to identify and classify existing research through the research approach, assessment tools type, and assessment specialty on formative assessment tools in a blended learning environment. This study guiding the educators in choosing and developing new assessment tools. The methodology of this research using a systematic review. This method using the inclusion and exclusion process to make a systematic review focused and choose appropriate studies. The result shows that the highest usage of assessment tool type is automatic assessment with the percentage of 87%. Semi-Automatic assessment has 13% and manual assessment 0%. It proves that technology is an important part of education and teaching because significantly transform the method of assessment from manual to automatic assessment type. This is a great transformation from the traditional method to the modern method of assessment. We recommend to further improve methods for online formative assessment and develop computer-based testing in a blended learning environment for future work.

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“…There is the number of related studies discussed these topics, such as model, media, strategy, and blended learning content development [5][6][7]. The research about blended learning has also been through blended learning assessment [8,9]. This study evaluated the blended learning implemented.…”

Section: Introductionmentioning

confidence: 99%

The Models of Assessment to Accommodate Instructional Domain in Blended Blended Learning

Bentri¹,

Rahmi²,

Hidayati³

et al. 2019

Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)

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This article is written as a report of the design phase of assessment instrument models of blended learning in higher education. This study is to identify the assessment models which accommodate three instructional domains, namely: cognitive, affective, and psychomotor. It is important work to be designed and developed remembering the massive increase of the blended learning implementation, especially in higher education and the complexity of the skills must be mastered by the undergraduate students to survive in a digital era. The design stage of this research is based on the framework of ADDIE Model, states that the design should be conducted with the result of need analysis, such as a) undertaking an inventory task, b) composing performance objectives, c) generating testing strategies, and d) considering the effectivity and efficiency of developed instruments. From the findings, it then was drawn a result the map of a brief design of blended learning assessment model. Therefore, the researchers embody it to be triangle formation involving self-assessment, peer assessment, and lecturer assessment. This triangle model is expected to accommodate the three domains of learning in the implementation of blended learning assessment.

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Evaluation of Blended Learning

Cited by 95 publications

References 1 publication

Percepción de los Estudiantes acerca de la Modalidad Semipresencial en la Enseñanza de las Ciencias Básicas de la Ingeniería. Un Estudio de Caso Universitario

Percepción de los Estudiantes acerca de la Modalidad Semipresencial en la Enseñanza de las Ciencias Básicas de la Ingeniería. Un Estudio de Caso Universitario

A Systematic Review of Formative Assessment Tools in the Blended Learning Environment

The Models of Assessment to Accommodate Instructional Domain in Blended Blended Learning

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