Exploring Undergraduates' Learning Engagement via BYOD in the Blended Learning Classroom (EULEBYODBLC)

He, Wei; Zhao, Li

doi:10.18178/ijiet.2020.10.2.1356

Cited by 11 publications

(2 citation statements)

References 34 publications

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“…Blended learning has gained widespread acceptance in higher education due to its numerous advantages, such as lower tuition, better learning environment, and more effective teaching. Its ability to enhance students' learning engagement and sense of belonging has been identified by prior studies (Bouilheres, Le, McDonald, Nkhoma, & Jandug-Montera, 2020;Fisher, Perényi, & Birdthistle, 2021;He & Zhao, 2020). The adoption of blended learning is likely to be the leading teaching strategy in the next twenty -first century (Poon, 2014;Seage & Türegün, 2020), nonetheless, little is known about its sustainable opportunity, specifically post COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

Sustainability of educational technologies: An approach to ratio and feedback

Mahmud,

Mat,

Manap

et al. 2023

5052

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Blended learning is a driving force behind new pedagogical approaches. While many studies have shown the positive effects of blended learning on the students’ learning outcomes, the extent and breadth of its sustainability remains an interesting question, given the rapid evolution and diversification of technology post COVID-19 pandemic. In this study, we examined the ratio of technological interventions in blended learning studies, and their corresponding students’ feedback by categorizing 37 compliant articles. With a defined set of inclusion and exclusion criteria, and a clear search strategy, we employed systematic reviews to comprehensively and systematically identify, evaluate, and synthesize relevant evidence to probe on a specific research question. The results advocate the notion of ratio, regardless of its specific percentages, predominantly proffering positive feedback, indicating that the integration of technology is essential for supporting sustainable strategies in teaching and learning approaches. Overall, these findings provide a comprehensive body of high-quality evidence that blended learning has the potential to meritoriously support sustainable education model. It has significant practical significance in addition to its implications for empirical research. Additionally, it produces structured guidelines as a result of its thorough analysis, which may help to accelerate the adoption of blended learning.

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Section: Introductionmentioning

confidence: 99%

Sustainability of educational technologies: An approach to ratio and feedback

Mahmud,

Mat,

Manap

et al. 2023

5052

View full text Add to dashboard Cite

show abstract

“…Support from principals, teachers to develop the relevance of varied learning on the blended learning system in schools (Tayag, 2020). Learning with a blended learning system can increase the involvement of students to take part in learning (He & Zhao, 2020) (He & Zhao, 2020).…”

Section: Introductionmentioning

confidence: 99%

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Prafitasari

Sukarno

Muzzazinah

2021

International j.of Elementary Education

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The COVID-19 pandemic has caused all fields to face a situation that challenging. critical thinking skills must still be integrated into science learning with the situation because it is one aspect of 21st-century learning. An alternative to reducing face-to-face activities is that schools carry out mixed-system learning. The purpose of this study was to evaluate the integration of critical thinking skills in science learning using a blended learning system in elementary schools given the limitations in learning during the covid-19 pandemic. This research is a case qualitative research with descriptive proportion with a sample of 19 elementary school fifth-grade students. Data collection techniques used are observation, documentation, questionnaires, and interviews. Triangulation of sources and techniques used to validate data. The results showed that critical thinking skills in elementary school science learning using a blended learning system are still relatively low with data (Mo<Md<Me), mean = 14.10, and the largest percentage distribution of 47.37%. The percentage of the majority of the questionnaires answered never with details on the aspects of formulating the problem52.63%, analyze arguments and solve problems 48.42%, evaluate 57.89%. In conclusion, the integration of critical thinking skills with blended learning systems in elementary schools in science learning still needs to be considered because there are still obstacles in its implementation. The results of this study have implications for finding solutions to improve critical thinking skills in science learning with blended learning system learning to be more effective. The recommendation in this study is that teachers are more creative in implementing blended learning system learning strategies for success critical thinking skills in learning science students can be achieved well.

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Design-based implementation research: milestones and trade-offs in designing a collaborative representation tool for engineering classrooms

Jung,

Mercier

2023

Education Tech Research Dev

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Exploring Undergraduates' Learning Engagement via BYOD in the Blended Learning Classroom (EULEBYODBLC)

Cited by 11 publications

References 34 publications

Sustainability of educational technologies: An approach to ratio and feedback

Sustainability of educational technologies: An approach to ratio and feedback

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Design-based implementation research: milestones and trade-offs in designing a collaborative representation tool for engineering classrooms

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