Implementation of the blended learning approach in lathe machining learning

Abstract

The purpose of this research is to conduct an empirical study to analyze the influence of the aspects related to the application of the blended learning approach and individual student characteristics, especially origin school, on learning outcomes of Lathe Machining. This research is a Quasi Experiment using the Treatment by Level design. The research data analysis was conducted using 2-way ANOVA with one treatment variable and one attribute variable. This research was conducted at the Machining Workshop, Department of Mechanical Education, Faculty of Engineering, Universitas Negeri Yogyakarta. The results of this study indicate; 1) The learning outcomes of students who take learning using the Blended Learning approach are higher than students who take learning using the conventional approach; 2) There is an interaction effect between the learning approach and the origin of the school on learning outcomes of Lathe Machining; 3) The learning outcomes of students from vocational high schools who take blended learning approach are higher than students from vocational schools who take conventional approaches; 4) The learning outcomes of senior high school students who take learning with the blended learning approach are not different from those from vocational high school students who take the conventional approach.

Blended learning model towards vocational students’ learning outcomes: A scoping review

“…There are three types that are most widely used: i) The flipped classroom model, the proportion was 41%; ii) The station-rotation model, the proportion was 25%; and iii) The self-blend model, the proportion was 22%. [21], [24], [25], [30], [34], [47], [48] Lab-rotation model 1 (3.1%) [41] Flipped classroom model 13 (41%) [22], [26], [27], [31], [32], [36], [37], [39], [42], [46], [49], [51], [52] Individual-rotation model --2.…”

“…Some of the advantages of using flipped classroom: i) Flipping model answers the challenges of today's students; ii) Flipping helps students who have a lot of activities outside of school; iii) Flipping helps students who want to try to understand the learning material; iv) Flipping helps all students to be the best; v) Flipping allows educators to understand students better; vi) Flipping improves the interaction between students; and vii) Flipping educates parents [53]. With various advantages and conveniences possessed by this flipped classroom, it has an impact on optimizing the learning outcomes of vocational students [22], [26], [27], [31], [32], [36], [37], [39], [42], [46], [49], [51], [52].…”

Learning Behaviors and Cognitive Participation in Online-Offline Hybrid Learning Environment

“…Formula (11) shows that the simple correlation coefficient λab falls in [-1, 1]. If λab>0, the cognitive participations of the two learning dimensions are positively correlated; if λab<0, the cognitive participations of the two learning dimensions are negatively correlated.…”

“…The rapid development of online technology and information technology has brought certain changes to the learning environment, learning contents, and learning methods in the field of education [1][2][3][4][5][6]. Hybrid learning, which is in line with the national strategy of information-based education, can promote the autonomous learning ability, cooperative learning ability, and personalized development of students [7][8][9][10][11]. Thanks to the quick proliferation of online learning platforms in schools at all levels, the online learning of hybrid learning is blessed with a strong technical support [12][13][14][15].…”