The ongoing convergence of blended learning classroom in new normal: Teachers� and students� perspectives in higher education

Ramli, Ramli; Setyawan, Farid Helmi; Ridwan, Ridwan; Vega, Nofvia De; Ulfaika, Romlah

doi:10.30659/e.7.1.1-15

Cited by 3 publications

(2 citation statements)

References 21 publications

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“…There are some obstacles faced by the students such as the dropped connection, no internet connection access, poor device, inattentive parent, and a crowded neighborhood while online learning. Ramli et al (2022) stated that online education delivery brings huge limitation and ineffective and inadequate for students' development. Online learning lacks of learning atmosphere (Dong et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Failure of Bloom�s learning domains in online learning: EFL learners� perspectives

Ambalegin

Handayani

2023

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�This naturalistic qualitative research investigated the insufficient performances of cognitive, affective, and psychomotor domains in online-class learning and the paradigm shifts of Bloom�s learning domains from face-to-face teaching learning process to internet-based teaching learning process. This research adapted the theory of Bloom�s taxonomy which discussed the cognitive, affective, and psychomotor domains. The data was taken by semi-structured interview with the university students about the online learning experience and the analysis was done by categorizing to get the grand theory. It was found that the online learning brought several positive sides such coming to class on time, saving cost for transportation, and paperless, and the negative sides of online learning were the limited reach, limited facilities, and over-cost of internet connection. Then, the cognitive failure in online learning affected the understanding, the affective failure in online learning affected the receiving, responding, valuing, organization, and characterization. The psycho-motoric failure in online learning affected fundamental movement, perceptual abilities, physical abilities, and skilled movement. The paradigm shift of Bloom�s learning domain is the way to teach, the way to behave, and the way to socialize.

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Section: Introductionmentioning

confidence: 99%

Failure of Bloom�s learning domains in online learning: EFL learners� perspectives

Ambalegin

Handayani

2023

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“…They seldom collaborate with their friends and enjoy their learning based on the virtual meeting held in online learning. The blended learning implementation is a must in pandemic COVID-19 (Ramli et al, 2022). Teachers should know how to solve problems and deal with their students' engagement and the joy of their learning.…”

Section: Introductionmentioning

confidence: 99%

Musical colossal drama project-based learning to boost students’ engagement in English language learning

Hastuti¹

2022

Erudita

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Various factors influence students to be active in learning English. One of them is role-playing and drama in learning songs. The present study aims to showcase EFL students’ emotions in learning English as a foreign language by adopting musical colossal drama project-based learning Nested in a qualitative case study, the eleventh-grade students of a senior secondary school in Purbalingga, Central Java, Indonesia were recruited to participate. Data were garnered through semi-structured interviews and classroom observation. The data were analyzed by employing data reduction, data display, and conclusion verification. Findings of the study demonstrate that the senior high school EFL students showed positive emotions when they engaged in learning English, particularly adopting songs, in the frame of musical colossal drama project-based learning. Another finding reveals that musical colossal drama project-based learning boosted the EFL students’ 21st century skills, i.e., critical thinking, creative thinking, communicating, and collaborating. This study promotes some empirical evidence for how musical colossal drama is organized to foster students’ involvement in a project-based English language learning.

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Perceptions of Dental Teachers about Blended Learning: A Qualitative Analysis

Lele,

Sikdar

2024

International Journal of Clinical Pediatric Dentistry

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A bstract Objective This qualitative study was conducted to explore the perceptions of dental teachers about utilizing blended learning (BL) in undergraduate teaching following the COVID-19 pandemic. The objectives were to study their willingness to move to BL and to identify the reasons for their willingness or lack thereof for this transition. Materials and methods This descriptive qualitative study is part of doctoral research that was conducted among health sciences teachers from the state of Maharashtra, India. The population for this study included all dental teachers from the 38 dental colleges in the state. To ensure proper representation of teachers, a proportionate stratified sampling method was used. The research tool used in this study was developed and validated, and data collection was conducted online using SurveyMonkey. Results The results showed that 137 (97.16%) teachers were inclined toward utilizing BL. Thematic analysis of the responses received was carried out using NVivo software. Around 10 main emergent themes were identified, which were grouped under four key areas. The majority of the dental teachers were appreciative of the benefits of BL in terms of accessibility, flexibility, and learner engagement, but some preferred traditional teaching methods. Conclusion For the dental teachers to continue with BL in instruction, there is a need to empower them via faculty development programs for successful adaptation to technology-enhanced instruction and to overcome the limitations and challenges associated with technology integration in education. The transformation from traditional face-to-face to technology-enhanced BL seems to be a worthwhile opportunity for future dental education. How to cite this article Lele G, Sikdar M. Perceptions of Dental Teachers about Blended Learning: A Qualitative Analysis. Int J Clin Pediatr Dent 2024;17(5):532-538.

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The ongoing convergence of blended learning classroom in new normal: Teachers� and students� perspectives in higher education

Cited by 3 publications

References 21 publications

Failure of Bloom�s learning domains in online learning: EFL learners� perspectives

Failure of Bloom�s learning domains in online learning: EFL learners� perspectives

Musical colossal drama project-based learning to boost students’ engagement in English language learning

Perceptions of Dental Teachers about Blended Learning: A Qualitative Analysis

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