Stein, Jared &amp; Graham, Charles R (2014) Essentials for blended learningRoutledge (New York &amp; London) isbn 978‐0‐415‐63616‐2 210 pp £19.99 http://www.routledge.com/books/details/9780415636162/

Laborda, Jesus Garcia

doi:10.1111/bjet.12177_5

Cited by 4 publications

(4 citation statements)

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“…Universiti Kebangsaan Malaysia (2016) menerangkan di dalam laman sesawangnya bahawa pembelajaran teradun (blended learning) adalah amalan pengajaran yang menggabungkan mod pengajaran bersemuka secara tradisional dengan mod teknologi atas talian berkaitan dengan pengajaran dan pembelajaran. Tambah Laborda (2014) pendekatan BL ini sesuai dengan pembelajaran berpusatkan pelajar iaitu pelajar boleh mengawal kadar pembelajaran di samping mengendalikan pembelajaran melalui media digital dalam talian. Ia juga bagi memaksimumkan keberkesanan sesi pembelajaran di dalam dan luar kelas.…”

Section: Pengenalanunclassified

Inovasi digital dalam pengajaran & pembelajaran program Tahfiz di Universiti Tenaga Nasional (UNITEN)

Shokri

Salihan

Hamid

2021

IJICI

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Galakan universiti melaksanakan pengajaran dan pembelajaran (PdP) melalui metode blended learning (BL), flipped teaching dan problem-based learning (PBL) memacu program tahfiz di Universiti Tenaga Nasional (UNITEN) untuk menerapkannya di dalam pengendalian kelas-kelas subjek. Kajian ini dibuat bagi melihat perlaksanaan BL secara umum di UNITEN serta menilai tahap aplikasi inovasi digital dalam pengajaran dan pembelajaran khusus bagi Program Tahfiz di UNITEN. Kajian ini merupakan kajian kualitatif yang menggunakan metode pemerhatian dan analisa dokumen berkaitan perlaksanaan teknologi digital dalam subjek-subjek terpilih di bawah Program Huffaz Profesional. Terdapat empat (4) tahap aplikasi BL yang dilaksanakan di UNITEN iaitu Technology-Aided Learning, Enhanced Learning, Flipped Teaching and Learning dan Adaptive Learning. Hasil analisa mendapati bahawa terdapat empat (4) bentuk inovasi digital yang diaplikasikan dalam program Tahfiz UNITEN. Empat (4) perkara tersebut adalah memuatnaik bahan kursus di Moodle, penggunaan audio-visual dari sumber yang pelbagai seperti PowToon, Panopto dan YouTube, penilaian berterusan yang dibuat menggunakan platform Moodle dan aktiviti-aktiviti atas talian menggunakan medium yang pelbagai seperti Kahoot, Padlet, Coggle, Mentimeter dan Plickers. Usaha ini dapat membentuk PdP pengajian tahfiz menjadi lebih efektif, menarik dan sesuai dengan perkembangan dan kehendak pembelajaran semasa, serta menyumbang kepada pembentukan generasi yang berkualiti.

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Section: Pengenalanunclassified

Inovasi digital dalam pengajaran & pembelajaran program Tahfiz di Universiti Tenaga Nasional (UNITEN)

Shokri

Salihan

Hamid

2021

IJICI

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“…However, compared to face-to-face learning, online learning is often faced with lower student persistence and consequently graduation rates Therefore, the challenge for teachers is to design learning environments that consider students' online learning readiness and motivation factors so that students remain engaged with the material and their assignments (Bovermann et al 2018). Fully online programs do not require participants to be on campus for course-related purposes, except with the option to use extracurricular resources (Laborda, 2014). In these programs, individuals engage in learning activities in a shared "digital space" using a variety of synchronous and asynchronous means.…”

Section: Introductionmentioning

confidence: 99%

Online learning in supporting students' procedural abilities viewed from a constructivist approach

Asmara,

Rusijono,

Kristanto

2024

JESP

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Purpose the study to explain the perspective online learning in supporting students procedural abilities from constructivist point of view.This study used literature review methodology to elaborate topics online learning procedural skills and constructivist theory.Scopus article search engines such as springer Nature,SAGE, Taylor & Francis and google scholar provide collected literature.There are 350 articles covering search topic. There were 78 additional articles that met variables study. Selected articles were evaluated along with 47 references. Online learning has fundamental principle of constructivism. Constructivism encourages learning process that places students as the source process through concrete procedural empirical and systematic activities. Online learning provides new model how learning process can be carried out without face to face can increase student ability especially in terms practicum that requires ability in every learning process.

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“…The findings of research indicate that blended learning can improve efficiency, convenience, and learning results. Blended learning enables flexibility to participants' schedules, delivers learning benefits through automated and asynchronous online technologies, and can harness the new social Web to encourage learners to explore outside the traditional classroom [2]. Blended learning has considerably increased learners' repertory of learning experiences [3].…”

Section: Introductionmentioning

confidence: 99%

Creative problem-solving through blended learning in basic science concept courses

Adiputra,

Apriyansa,

Nugroho

et al. 2023

J. Phys.: Conf. Ser.

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Basic Concepts of Science is a course for first-semester students of the elementary school teacher program in which there are concepts of biology, physics, and chemistry concepts. Learning strategies aim to achieve goals by integrating creative problem solving in the basic concepts of science. This study aims to understand blended learning in the Basic Science Concepts course. Through meaningful learning with creative problem solving, it is hoped that students and lecturers will become more interactive in applying the blended learning model. The research method used is descriptive qualitative method. This context study explains the characteristics of blended learning and creative problem-solving models. After conducting interviews and distributing questionnaires, it means that there is interaction in the mixed learning model with creative problem solving techniques to improve learning outcomes of basic science concepts, selecting types of online interactions, and optimizing teaching styles. From the results of the first questionnaire, 92% said they responded positively to the blended learning model. It was concluded that students were enthusiastic and motivated in blended learning in basic science concepts courses to solve creative problems in face-to-face and virtual classes.

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Stein, Jared & Graham, Charles R (2014) Essentials for blended learningRoutledge (New York & London) isbn 978‐0‐415‐63616‐2 210 pp £19.99 http://www.routledge.com/books/details/9780415636162/

Cited by 4 publications

References 0 publications

Inovasi digital dalam pengajaran & pembelajaran program Tahfiz di Universiti Tenaga Nasional (UNITEN)

Inovasi digital dalam pengajaran & pembelajaran program Tahfiz di Universiti Tenaga Nasional (UNITEN)

Online learning in supporting students' procedural abilities viewed from a constructivist approach

Creative problem-solving through blended learning in basic science concept courses

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