Supporting Blended Learning Using Mobile Instant Messaging Application: Its Effectiveness and Limitations

Abstract

This paper discusses the effectiveness of mobile instant messaging (MIM) Line in supporting a blended learning model and elaborates students' opinion regarding the limitations of the MIM. A total of 62 pre-service physics teachers were enrolled in an introductory physics course. Line-supported blended learning was implemented in an experiment group whereas learning management system (LMS)based blended learning was as the control group. Data were collected through test, questionnaire, and interview. The test and questionnaire consisted of 20 multiple choice questions and five open-ended questions, respectively. Meanwhile, the interview was a semi-structured interview performed through a focus group interview. The analysis results have given the information that there is no significant difference in the overall improvement of learning outcomes between the two groups. However, students in experiment group have significantly higher improvement of analy¬sis skills than their counterparts in control group.

Comparing student achievement in traditional learning with a combination of blended and flipped learning

“…The advantages and disadvantages of online learning have been reported in the literature (Daniel, 2018; Dellana, Collins, & West, 2000; Hubackova & Semradova, 2016; Jones, Kukulska‐Hulme, & Mwanza‐Simwami, 2006; Kustijono& Zuhri, 2018; Mestan, 2019; Suana et al, 2019; Wang, 2010). Fully online or web‐based learning provides advantages such as flexibility, more student‐centred learning, a variety of learning pedagogies and self‐paced learning, but comes with disadvantages such as inhibiting face‐to‐face communication with other peers and requiring self‐regulated and self‐motivated students (Abrahamson, 1998; Browne, 2005).…”

“…One way to achieve student‐centred learning is to make use of technology by incorporating interactive learning, video lessons and online interaction, where students can take the initiative in the learning process. Student‐centred learning can be achieved by either fully online courses or blended learning courses; the choice primarily depends on the institution's goals (Mestan, 2019; Suana, Distrik, Herlina, Maharta, & Putri, 2019; Vertejee, Somani, Allana, & Dias, 2015).…”

“…Several studies have investigated the effectiveness of blended learning (Akyüz & Samsa, 2009; Allen & Seaman, 2008; Haripersad & Naidoo, 2008; Hsu, 2011; Hsu & Hsieh, 2011a; Hsu & Hsieh, 2011b; Suana et al, 2019; Sugar, Martindale, & Crawley, 2007; Tynan, Ryan, & Lamont‐Mills, 2015; Vernadakis, Antoniou, Giannousi, Zetou, & Kioumourtzoglou, 2011; Woltering, Herrler, Spitzer, & Spreckelsen, 2009). “Effectiveness” generally means the student's academic achievement as measured by student grades in course assessments and examinations.…”

Aplicativos de Mensagens Instantâneas em Contextos de Aprendizagem

“…O "blended learning" se refere a uma abordagem de aprendizagem combinada ou mista, por meio da interação entre as modalidades presencial e a distância on-line assíncrona e/ou síncrona (SUANA; DISTRIK; HERLINA; MAHARTA; PUTRI, 2019). Suana et al (2019) relataram que o Line é um dos aplicativos de mensagens instantâneas mais usados entre eles para comunicação social na Indonésia. Nessa perspectiva, os autores acreditam que suas potencialidades pedagógicas podem ser exploradas.…”

Assisting Personalized Healthcare of Elderly People: Developing a Rule-Based Virtual Caregiver System Using Mobile Chatbot

“…The most significant change made to this version is the addition of implementation with the mind monitoring service, and experimental evaluation of the collected responses and feedback messages. Unlike the existing approach with the general computer, we advocate implementing the mind monitoring service using the mobile chatbot (i.e., LINE application [ 48 , 49 , 50 ]). Referring to the definition of health from the World Health Organization (WHO), the light spot of this paper is to integrate a rule-based virtual caregiver system with the physical, mental, and social questionnaires [ 51 , 52 , 53 ] into the mobile chat application.…”