Blended-Learning: the Responses From Non-English Students in the Indonesian Tertiary Context

The process of language teaching and learning has undergone major changes due to the developments of technology. The use of technology in education field has paved the way for higher education institution to innovatively shape their modern media in a language teaching and learning. Subsequently, the implementation of blended-learning has aroused at the Universitas Teknokrat Indonesia for approximately one and a half year ago to maximize the use of technology. Most lecturers in all study programs have increasingly utilized the social network sites such as Instagram, Facebook, WhatsApp, etc. for the successfulness of blended-learning. This present study aims at exploring the students' responses on how blended-learning might be used to develop their language learning and discovering their attitudes towards the implementation of blended-learning as an interactional teaching and learning tool in English for Business course. Employing a qualitative in form of a case study, eighty-two undergraduate students from study program of Informatics Engineering were observed, interviewed, and distributed questionnaires. The data were performed to collect the students' responses and students' attitudes toward the implementation of blended-learning in the process of their language learning. The findings were found out that most students from Informatics Engineering major showed their positive responses and positive attitudes using blended learning for the language teaching and learning. They also gained some educational benefits for their English language development. Thus, this blended learning brings us to the new trend for language teaching and learning media in order to motivate the students in enhancing their language acquisition

IMPLEMENTASI PEMBELAJARAN BLENDED LEARNING BERBASIS APLIKASI WHATSAPP KELAS 5 SDN GEDANGAN 7 KABUPATEN MALANG

This blended learning model is a model that combines teaching models, ways of presenting material, learning styles and media used for support. This model is done by combining face-to-face learning and online learning. Blended learning is considered as a refinement of the e-learning method that specializes learners to conduct a full learning process with an online system. Therefore, blended learning is considered to be more effective and does not make learners feel bored because they still have the opportunity to communicate two-way directly. Blended learning model is a learning model that is implemented by using two methods at once. This learning model usually uses a learning model system that combines technology both online and offline. Blended learning is interpreted as a model that combines learning by using a learning media, but it also combines theories, methods and dimensions of teaching. Based on the results of the research, it can be concluded that the blended learning model is a learning model that in its application combines two methods, which can be done face-to-face in class or online while still paying attention to the learning objectives to be achieved

INTEGRATING BLENDED TEACHING INTO EDUCATION CURRICULUM

The onset of the 21st century has brought about tremendous changes in all areas of the world, whether it's education, technology, economy, or society. Recently, there has been a shift in the educational landscape from teacher-centered to learner-centered education approaches to enhance the active participation of students for effective learning. The COVID 19 pandemic is also throwing up a lot of challenges for individuals to cope with its impacts, especially in education. Blended learning has been adopted widely as it seems to be a promising approach to address most of the 21st-century challenges; however, no meaningful learning takes place without meaningful teaching. Research and literature on blended learning seem to be expanding with less increase in research on blended teaching. This has, however, left educators and instructors wondering how they can effectively carry out blended teaching for effective blended learning. As blended learning becomes more prevalent, opportunities for research into blended teaching should also increase. Educators need to know how they apply blended teaching effectively in this era. To remedy this situation, this review synthesizes how teachers can integrate blended teaching into an education curriculum to guide learning experiences and activities of students properly for effective learning. Concepts such as curriculum, integration, blended teaching, and ways of integrating blended teaching into an education curriculum were discussed. The models and approaches of blended teaching, principles for integrating blended teaching into the curriculum, and factors determining the integration of blended teaching into the curriculum of an education programme were identified. The paper concludes by discussing the various challenges to integrating blended teaching into an education curriculum

Blended teaching and learning: Exploring the concept, barriers to implementation and designing of learning resources

With the advent of the coronavirus disease 2019 (COVID-19), several institutions worldwide have adopted the blended mode of teaching and learning. However, literature on this concept in South Africa and on the African continent is scarce. This scoping review explores the concept of blended approach to training and how to design resources for the blended teaching and learning approach. In addition, the review investigates barriers to the implementation of blended learning. The findings of this study demonstrate that the understanding of the concept of blended teaching and learning is not homogenous and is often left to individual academics to decide on the approach. The review identified several hurdles that need to be addressed for successful implementation of blended teaching and learning, however these are not specific to South African institutions. Available literature on studies done elsewhere and in South African, suggest that some of the identified barriers to adoption of blended teaching and learning are real, while others are perceived or imagined. Lastly, the authors observed that there are several approaches to designing learning resources for the blended mode of teaching and learning. The choice of approach is dependent on the intended purpose for which the specific design is adopted. There is a need for studies that specifically investigate blended learning in Universities in South Africa and on the continent to help identify barriers to adopting blended teaching and learning among institutions that are specific to the South African and African context. Institutions adopting the blended teaching and learning mode of delivery, need to be unambiguous in their philosophy of blending teaching and learning and not leave it to the implementing academics. Policymakers can use the information generated in this review to recommend minimum requirements for a blended delivery mode in public institutions of higher learning

Situational Leadership Theory as a Foundation for a Blended Learning Framework

Ultimately with the raise of computer technology, blended learning has found its way into teaching. The technology continues to evolve, challenging teachers and lecturers alike. Most studies on blended learning focus on the practical or applied side and use essentially pedagogical concepts. This study demonstrates that the leadership sciences can enrich pedagogy in building a framework for teaching in a blended learning setting. At the core, the study transforms situational leadership theory (Hersey, Blanchard and Johnson, 2008) into a framework for blended learning. The model presented helps in organizing a situationally correct employment of blended learning and crystallizes appropriate teaching methods for specific learning goals. Keywords: blended learning; situational leadership; teaching; adult educatio

Proposing a Framework for Blended and Flexible Course Design

This paper proposes a Framework for Blended and Flexible Curriculum Delivery. Following a brief introduction about how this project came together, a literature review is undertaken where various terms related with learning and teaching through technology are explained and distinguished. The proposed Blended Learning Framework is explained, discussed, analyzed and mapped to educational practices and their underpinning learning theories. The paper is then summarized and concluded

Net gen or not gen? Student and Staff Evaluations of the use of Podcasts/Audio Files and an Electronic Voting System (EVS) in a Blended Learning Module.

At the authors’ institution, blended learning is defined as “educational provision where high quality e-learning opportunities and excellent campus-based learning are combined or blended in coherent, reflective and innovative ways so that learning is enhanced and choice is increased. Students are at the centre of this vision”. This paper outlines work undertaken to investigate the impact of integrating podcasts/audio file downloads and use of an electronic voting system (EVS) to transform module delivery from a traditional mode to a blended delivery. The purpose being to introduce a measure of flexibility in how, when and where students study; to increase interactivity and engagement in classroom sessions, and to enhance students' learning. The student cohort is diverse in respect of age – the majority or students are direct entry students of the so-called net generation, whilst a significant number of students (35%) are mature students. Would age be an influencing factor on the students’ preference for the learning methods employed, or their willingness or ability to engage with the technologies? An interim student evaluation was undertaken at the midpoint of the taught module, to provide formative, illustrative data to the module leader and teaching team about student opinion of the teaching methods and learning technologies. Given the option of returning to the traditional delivery method, 77.5% of students either “agreed” or “strongly agreed” that the module should continue to run in its blended format. The final evaluation discovered no discernable differences in the behaviour of the direct entry students compared to the mature students. Both groups accessed the podcasts easily, generally at home, and spent longer than if blended learning technologies had not been used. It was discovered that 16% of the mature and 24% of the direct entry students would have preferred lectures to podcasts, although the students were positive about the flexibility offered. Both groups of students were virtually unanimous on the benefits of the EVS to support learning. The teaching team concluded that the blended learning technologies increased the students’ engagement with their learning

Institutional and Student Transitions Into Enhanced Blended Learning

This presentation provides an overview of the ‘Transitions into blended learning’ project, which has focused on three areas: developing an institutional transition framework, researching student experiences, and identifying interventions to support effective transitions. The framework identified external drivers for blended learning, a set of considerations for institutions, and a set of processes to facilitate change involving three stakeholder groups at the heart of the model. The work included learner experience research with students newly engaged in blended learning. This work identified support needs around access (to technology and learning materials), attitudes (towards learning online) and attributes (skills) needed to engage autonomously in blended learning. The institution-wide Enhancement themes team identified a set of interventions or ‘anchor points’ to prevent the institution ‘drifting back’ into purely traditional approaches to learning and teaching. These included the recognition and promotion of good practice through case studies, development of an institutional e-learning framework, and an event to encourage staff and students to share good practice in blended learning. This three-year project was largely led by a PhD student (JA), working with the principal investigator (VHD) and the institutional representative (KG)

Blended learning as an effective pedagogical paradigm for biomedical science

Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science. DOI: 10.18870/hlrc.v3i4.16