A blended learning model with IoT-based technology: effectively used when the COVID-19 pandemic?

Siripongdee, Kobchai; Pimdee, Paitoon; Tuntiwongwanich, Somkiat

doi:10.17478/jegys.698869

Cited by 61 publications

(43 citation statements)

References 61 publications

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“…This was due to the emergence of the COVID-19 pandemic, which required learning to take place online from home. This is in line with Kobchai's research (2020) which says blended learning that combines face-to-face meetings with online and offline assignments is the best solution for learning at all levels of education during the pandemic and the new normal period after the COVID-19 pandemic (Siripongdee et al, 2020;Mali & Lim, 2021;Megahed & Hassan, 2022). Blended learning also provides an independent space for students to learn.…”

Section: Resultssupporting

confidence: 83%

Assessment on Digitalization of Basic Physics Courses: Need Analysis on the Use of Digital-based Assessment

Nurlina

Marisda

Riskawati

et al. 2022

JPII

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Assessment is essential to measure students' achievement of learning objectives. Assessments in Basic physics courses are still categorized as manual, unstructured, and outdated. Using descriptive statistics, this study aims to investigate the need for digital assessments in Basic physics courses. The samples were taken from two public universities, two private universities, and a university with Physics Education Study Programs. They were half of each university students’ number per class. The number of respondents from Public university A, Public university B, Private University C, Private University D, and University E were 91, 49, 25, 20, and 29 students, respectively. Data collection was carried out using a questionnaire via a google form. Data obtained was analyzed by calculating the percentage for each indicator. Research indicators consist of the availability of teaching materials, the application of blended models, students' interest in basic physics, and the availability of assessments of the physics learning process. The results show that the five institutions that provide Basic Physics courses have not implemented digital assessments optimally. Of the five tertiary institutions that became the research sample, only one institution achieved the minimum target, with a score of 55.31% in the class of 2021 at university A. Meanwhile, the other four tertiary institutions did not achieve 50% in the last five batches. Therefore, lecturers must develop digital assessments in basic physics courses using the Kahoot application.

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Section: Resultssupporting

confidence: 83%

Assessment on Digitalization of Basic Physics Courses: Need Analysis on the Use of Digital-based Assessment

Nurlina

Marisda

Riskawati

et al. 2022

JPII

View full text Add to dashboard Cite

show abstract

“…In contrast, the practical courses should be conducted face to face to ensure best teaching practices in monitoring and guiding students. Therefore, technology can make larger classes flexible and suiting students' needs (Siripongdee et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021

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COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

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“…According to [12], education apps are no longer just an assistant for students' learning outside the school classroom but have become a powerful "magic tool." In [13], they pointed out that although mobile education apps can influence traditional education faster than computer Internet platform products, it is believed that it is difficult to create a strong learning atmosphere in the classroom by looking at a cold cell phone screen and completely abandoning offline face-to-face teaching, parental supervision, teacher's discipline, and mutual encouragement and influence of partners around.…”

Section: Related Workmentioning

confidence: 99%

Curriculum Reform and Adaptive Teaching of Computer Education Based on Online Education and B5G Model

Tian

Tang

2022

Wireless Communications and Mobile Computing

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At present, my country’s information and computer technology is developing rapidly, and the world has been widely integrated into the Internet age. Under the Internet teaching mode, the reform of computer courses is imminent. Teachers must reverse the traditional backward and lecture-style teaching methods, effectively integrate with information technology, and continue to expand. In this context, this paper briefly analyzes the reform and adjustment of computer education courses based on the B5G model and network education model and proposes specific reform strategies. Undoubtedly, its impact on education will be more direct, and the combination of B5G and artificial intelligence as representatives of emerging technologies will certainly pose new challenges to the educational thinking mode and will also lead to profound changes in the educational ecological model.

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A blended learning model with IoT-based technology: effectively used when the COVID-19 pandemic?

Cited by 61 publications

References 61 publications

Assessment on Digitalization of Basic Physics Courses: Need Analysis on the Use of Digital-based Assessment

Assessment on Digitalization of Basic Physics Courses: Need Analysis on the Use of Digital-based Assessment

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

Curriculum Reform and Adaptive Teaching of Computer Education Based on Online Education and B5G Model

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