Towards Implementation of Blended Teaching Approaches for Higher Education in Myanmar

Khine, Phyo Thu Thu; Win, Htwe Pa Pa; Naing, Tun Min

doi:10.5815/ijeme.2021.01.03

Cited by 7 publications

(4 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The research results by Kang & Kim (2021) show that blended learning can improve problem-solving skills more than traditional learning. And supported by the results of Khine's (2021) research showing that blended learning can improve problem-solving skills for industry 4.0 (Khine et al, 2021).…”

Section: Resultsmentioning

confidence: 79%

The Effect of Blended Learning on Problem-Solving Ability in Islamic Cultural History Lessons

2022

View full text Add to dashboard Cite

Blended learning is one of the many learning models that can be applied to learning activities at this time. The study was conducted to determine the effect of blended learning on the ability to solve problems in the subject history of Islamic culture. The study used a quasi-experimental quantitative approach (nonequivalent control group design). The data collection technique used a test (essay) given at the pre-test and post-test; the data analysis used a prerequisite test, namely, the normality test and homogeneity test, followed by an independent sample t-test. The research location was at MTsN 1 Jombang, involving 120 students, 60 students as the experimental group applying blended learning and 60 students as the control group applying conventional learning. The study's results based on the independent sample t-test showed that the pre-test scores of the two groups had no significant difference, namely tcount< ttable (0.393 < 2.001) with sig. (2–tailed) 0.695 > 0.05, it can be ascertained that there is no difference between the pre-test data of the experimental and control groups. And the results of the independent sample t-test showed that the post-test scores of the two groups had significant differences, namely the results tcount> ttable (12.370 > 2.001) with sig. (2-tailed) 0.000 < 0.05. So it can be ascertained that there is a difference between the post-test of the experimental and control groups. The conclusion is that blended learning significantly affects problem-solving ability in the subjects History of Islamic Cultural at MTsN 1 Jombang in the experimental group compared to conventional learning in the experimental group by reviewing the post-test results of the two groups. The pre-test of the two groups was conducted to determine students' initial ability before being given treatment.

show abstract

Section: Resultsmentioning

confidence: 79%

The Effect of Blended Learning on Problem-Solving Ability in Islamic Cultural History Lessons

2022

View full text Add to dashboard Cite

show abstract

“…In this new context, HEIs have to continue cultivating high quality talents, create progressive thinking, inspire young people to explore; stimulate the development, that is to say, to retain its important social functionto ensure progress [ [12]]. The answer at this point could be found in blended learning widely discussed by many educators [ [13]].…”

Section: Resultsmentioning

confidence: 99%

Distance Education and Education Quality at HEIs in Ukraine During Covid-19

Bondar¹,

Varava²

2021

Proceedings of the International Conference on Economics, Law and Education Research (ELER 2021)

View full text Add to dashboard Cite

The article addresses the issue of the quality education provided by the teaching staff members at higher education institutions (HEIs) in Ukraine during the COVID 19 lockdown. It is a comparative study based on the survey conducted by the State Service for the Quality of Education in Ukraine that explained how HEIs transitioned to online teaching and learning in the spring semester of 2020. This study is a follow up, conducted in January 2021 to continue investigating trends and developments that characterized the autumn semester of 2020. The findings prove that although teaching staff members are emotionally challenged by the lack of technological skills and technology to teach online, the need to spend much time to develop online resources, about 92 % of the faculty provided quality online teaching in the autumn semester of 2020. This was possible due to the organized HEIs management strategies that enhanced the transition to online teaching and learning as well as HEIs faculty professional attitude and motivation to overcome challenges that HEIs in Ukraine are currently facing. It is also concluded that HEIs need to reconsider approaches to allocate workload so that faculty could have more time for professional and personal development as well as be able to provide every student with individualized teaching. These factors are likely to become critical for enhancing quality education in Ukraine.

show abstract

“…Therefore, we are likely to be entering a new era within higher education (HE), that of a hybrid teaching model. Such an approach provides a whole host of advantages, such as the enhanced opportunities for personalisation and individualisation of hybrid teaching methods in HE (Khine et al, 2021), that learning developers (LDs) can embrace in their one-to-one support to create a more inclusive learning environment. This is especially relevant for LD tutorials.…”

mentioning

confidence: 99%

“…For example, if students pre-Covid had been hesitant in attending a face-to-face tutorial, a hybrid approach provides greater choice and efficiency in when and how students interact with LD support. Thus, a hybrid approach can help LD support transpose time and space (Khine et al, 2021). From a wider perspective, if one of the key roles of HE is to prepare students for the world of work, then, given the widespread adoption of remote working, this will inevitably impact on the HE environment (Miroshnikov, 2021).…”

mentioning

confidence: 99%

Inclusive learning development practices: the consequences of flexibility and choice in the hybrid era

Kantcheva¹,

Bickle²

2023

JLDHE

View full text Add to dashboard Cite

The Covid-19 pandemic, and the move to online teaching and learning, has provided opportunities for the learning development (LD) community to find new and innovative pedagogical approaches to providing a more inclusive learning environment. Many of these opportunities are now being incorporated into a new hybrid era of teaching, which seeks to build the ‘best of both worlds’. To embrace this new era of flexibility, hybrid learning and teaching strategies need to be developed rather than merely being a reaction to a global health emergency. Based on the experiences of two learning developers at different UK institutions, this paper reflects on the benefits and disadvantages of a hybrid mode of delivery of one-to-one tutorials, one of the cornerstones of LD provision. Within this paper we define hybrid teaching as a combination of online and physical environments (Gamage et al., 2022).

show abstract

Towards Implementation of Blended Teaching Approaches for Higher Education in Myanmar

Cited by 7 publications

References 30 publications

The Effect of Blended Learning on Problem-Solving Ability in Islamic Cultural History Lessons

The Effect of Blended Learning on Problem-Solving Ability in Islamic Cultural History Lessons

Distance Education and Education Quality at HEIs in Ukraine During Covid-19

Inclusive learning development practices: the consequences of flexibility and choice in the hybrid era

Contact Info

Product

Resources

About