A Blended Learning Environment for Enhancing Meaningful Learning Using 21st Century Skills

Zurita, Gustavo; Hasbún, Beatriz; Baloian, Nelson; Jerez, Oscar

doi:10.1007/978-3-662-44188-6_1

Cited by 23 publications

(15 citation statements)

References 18 publications

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“…In addition, blended learning has a medium level effect size on students' levels of academic achievement. Zurita, Hasbun, Baloian, Jerez (2015) in their study: A Blended Learning Environment for Enhancing Meaningful Learning Using 21st Century Skills, found that there is a significant increase in meaningful learning by the end of the course that was supported by blended-learning, their study illustrates the potential that blended-learning environments offer for higher education. Nagwa A. Soliman (2014) in her study: Using E-Learning to Develop EFL Students' Language Skills and Activate their Independent Learning revealed that E-Learning is an essential tool that should be used to supplement the EFL face-to-face class.…”

Section: Literature Reviewmentioning

confidence: 87%

Pros & Cons of Using Blackboard Collaborate for Blended Learning on Students Learning Outcomes

Hamad¹

2017

HES

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Blackboard Collaborate was introduced to King Khalid University recently in the last decade, instructors and students were trained to use it in an effective way. The objective of this study is to find pros & cons of using Blackboard Collaborate for Blended Learning and its effect on students learning outcomes. The researcher used the experimental and descriptive methods to conduct this study; the population of this study was twenty two female-students studying at College of Science & Arts/Muhayil, English Department in the 5th level who were studying Speech Workshop Course in the 1st semester 2016-2017. Two instruments were used to collect the data of this study: 1) Paper test and electronic test. 2) Students' questionnaire. The findings of this study are: 1) Students' results in the electronic test are much better than the paper test. 2) In spite of students' preference to traditional classroom lectures, the students agreed that using blackboard for blended learning helped them: a) Get lesson-materials or to watch recorded lectures in case they are absent. b) Learn from their classmates' mistakes in discussion blogs. c) Learn according to their learning styles. D) Feel dependent and secure to have regular contact with their instructor and get quick feedback for their questions and confidential tests grade results. The findings above helped to reinforce students' motivation towards learning and affect their learning outcomes positively, however, bad access of net affects using Blackboard Collaborate in blended learning negatively.

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Section: Literature Reviewmentioning

confidence: 87%

Pros & Cons of Using Blackboard Collaborate for Blended Learning on Students Learning Outcomes

Hamad¹

2017

HES

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“…Furthermore, it can help students develop important twenty-first century skills such as communication, information literacy, creativity and collaboration and develop the ability to use digital technologies for a range of purposes (Zurita, Hasbun, Baloian, & Jerez, 2015). While these are important skills, students' ability to acquire these skills will depend on their readiness to learn in a blended learning environment.…”

Section: Introductionmentioning

confidence: 99%

Student Teachers' Attitudes towards Blended Learning

Birbal¹,

Ramdass²,

Harripaul³

2018

JEHD

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This study investigated the attitudes of student teachers towards several dimensions of blended learning to determine their readiness for blended learning. The study also sought to find out if teachers' attitudes towards blended learning were related to age, sex, year group, student specialization, part-time or full-time status and place of residence. The study adopted a survey research methodology to examine students' attitudes towards blended learning. Respondents consisted of 807 student teachers from two campuses of a university in Trinidad. Analyses for the research questions consisted of t-tests, analysis of variance, Pearson Correlation Coefficient using the Statistical Package for Social Scientists (SPSS-V. 17). Exploratory factor analysis with varimax rotation was used to determine the underlying factor structure of the blended learning scale. Exploratory factor analysis supported six factors that explained 56.3% of the variance. Reliability estimates ranged from .731 to .857. Results indicated that teachers viewed learning flexibility and technology as the most important or valued aspect of blended learning. There were also significant differences in students' attitudes based on sex, part-time/full-time status, primary and secondary specialization, age and year group. There was a significant positive correlation between online learning and online interaction and technology. Significant negative correlations were found between online learning and classroom learning and online environment. Implications and recommendations for improvement were suggested for creating an improved survey instrument and providing a more supportive blended learning environment.

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“…To determine the students' perception of technical usability of EthicApp-RP, the SUS questionnaire, based on 10 Likert 1-5 scale items [36] was administered in online format to the participating students, [57]. A total of 39 responses were gathered, of which two responses were ruled out as invalid, thus 37 responses are considered in this analysis.…”

Section: Technical Usability Of Ethicapp-rpmentioning

confidence: 99%

A Social Platform for Fostering Ethical Education through Role-Playing

Álvarez¹,

Zurita²,

Hasbún³

et al. 2021

Factoring Ethics in Technology, Policy Making, Regulation and AI

Self Cite

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Nowadays the complexity of knowledge, the specialization of labor and the pervasiveness of ICT in human activity, lead individuals to frequently make complex decisions with ethical implications. The educational system has a fundamental role in preparing specialized human capital in every discipline, however, it also faces the challenge of educating individuals with ethical discernment capabilities and behavior. In this book chapter, we describe the design, implementation and validation of EthicApp-RP, a social platform aimed at higher education settings, for fostering reflection and moral reasoning around ethical cases through a role-playing activity. We present an application of EthicApp-RP involving a cohort of undergraduate business students (N = 85), based on a case in which students play political and public leadership roles in the midst of the COVID-19 crisis. The results indicate that students and teachers acknowledge the learning environment’s capacity to stimulate reflection and argumentation around ethical issues, while providing all students with equal opportunities for participation. In addition, the tool offers high technical and pedagogical usability, based on the Systems Usability Scale and the Pedagogically Meaningful Learning Questionnaire. EthicApp-RP can contribute to the improvement of ethics education, especially in scientific and technological disciplines, wherein students are quantitatively inclined by nature, in spite that ethics, a humanistic subject often foreign to them, must live at the core of their preparation.

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A Blended Learning Environment for Enhancing Meaningful Learning Using 21st Century Skills

Cited by 23 publications

References 18 publications

Pros & Cons of Using Blackboard Collaborate for Blended Learning on Students Learning Outcomes

Pros & Cons of Using Blackboard Collaborate for Blended Learning on Students Learning Outcomes

Student Teachers' Attitudes towards Blended Learning

A Social Platform for Fostering Ethical Education through Role-Playing

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