The Effect of Mastery-Based Blended Learning on the Independence and Creativity of Students

Pamungkas, Mey Tias Andry; Basori,; Maryono, Dwi

doi:10.2991/assehr.k.200521.012

Cited by 1 publication

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“…Students are equipped with self-regulated and self-directed learning and can access instruction methods such as blended learning and art-based methods (Contreras et al. , 2020; Pamungkas et al. , 2019).…”

Section: Discussion and Suggestionsmentioning

confidence: 99%

“…Teachers should offer guidance to students with more interaction (Driver, 2001) and be aware of students' creativity (Guo et al, 2021). Students are equipped with self-regulated and self-directed learning and can access instruction methods such as blended learning and art-based methods (Contreras et al, 2020;Pamungkas et al, 2019). This study focussed on students' SRL and SDL, as well as blended learning and art-based methods.…”

Section: Research Limitationsmentioning

confidence: 99%

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Enhancing the effects of creativity training for business school students through art-based methods and blended learning

Kuo

Tien²

2022

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PurposeThe content of training (art-based method) and instructional strategies (blended learning) can improve business school students' creativity and attempts to determine how training can be maintained using longitudinal tracking. The study aims to answer (1) whether the incorporation of art-based methods enhances the creativity of students compared to traditional face-to-face (F2F) teaching, and (2) whether such creative training and blended teaching methods have a higher transfer of training.Design/methodology/approachThis study adopted a two-stage design (1) it adopted a 2 × 2 (with or without art-based methods * blended teaching or F2F teaching) between-subject design of experiments with 221 participants and (2) a one-year follow-up study was conducted (participants who were employed for 6 months to one year after graduation) with 187 participants and their directors.FindingsThe results showed that the inclusion of art-based methods in the creative training of students strengthens creative ability of the students; there were no significant differences between blended and traditional learning. The authors examined the effect of transferring creative training through a questionnaire analysis of participants and employers of the participants. Self-regulated and self-directed learning positively influence motivation to transfer, which positively influences creative performance.Originality/valueThe higher the level of self-regulated and self-directed learning of students, the more effective the transfer of creative training is over time.

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Section: Discussion and Suggestionsmentioning

confidence: 99%