Lecturers' Participation in Applying Blended Learning in Islamic Higher Education in Indonesia

Abstract

Digital-based technology has penetrated all aspects of people's lives, including in the world of education, where a learning method called blended learning emerged. This method allows learning to be done anywhere and anytime using the internet. This study aimed to determine the weaknesses and strengths of blended learning in completing curriculum curriculums and lecture programs, as well as to know whether or not the lecturers have participated in implementing it. The method used was qualitative, with a case-study approach, using instruments in the form of observations, interviews, and notes from individual experiences or behavior. The data sources were the researchers themselves, supported by outside observers. This study found that the lecturers had participated in implementing blended learning based on models.

Empathy and Criminal Behaviour of Aggressors at Detention Centre of Kendari, Indonesia

“…Empathy as one's ability to project oneself to others has a profound effect on one's life (Konrath & Grynberg, 2013). Empathy interventions can reduce some types of aggression such as abuse, sexual crime, and victims of bullying (Shamad & Wekke, 2020;Kristiyanti, 2019). Beven, et.…”

Blended Learning as Instructional Model in Vocational Education: Literature Review

“…There are a framework and model of blended learning to carry out the learning process. The blended learning model is divided into several categories consisting of rotation model, lab rotation, flipped classroom, individual rotation, flex model, self-blend model, and enriched virtual model [24][25] [26][27] [28]. Therefore, the instructor can apply the blended models or even develop the model to be used in the teaching and learning process.…”

Blended Learning Implementation and Impact in Vocational Schools

“…When face-to-face learning coupled with online learning is carried out, it makes student learning resources broader, and student interaction and participation increase (Al lHassan & Shukri, 2017;Inggriyani et al, 2019). Besides, blended learning provides flexibility to the teacher and increases the time to provide feedback to students (Margolis et al, 2017;Shamad, Asfiati;Wekke, 2019). Many positive impacts of blended learning have attracted many curriculum implementers' attention to adopt a way of delivering blended learning for their institutions.…”