'A discussion forum': a blended learning assessment tool to enhance students' learning

Miniaoui, Héla; Kaur, Avneet

doi:10.1504/ijil.2014.064730

“…Learning is attained when knowledge is created based on learners' prior experience and understanding of real-world examples (Koohang, 2008). Thus, learning is a process that brings together experiences and cognitive influences for acquiring, enhancing or making changes in learner's skills (Miniaoui and Kaur, 2014). Accordingly, blended learning (BL) is a mode of learning that integrates face-to-face (F2F) and online learning (Ghazal et al, 2017;Anthony et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Likewise, Garrison and Kanuka (2004) recommended that BL facilitates classroom time to focus on meaningful and more active activities. Also, Miniaoui and Kaur (2014) stated that BL approach increases students' autonomy for learning. The authors stated that the combination of F2F and online learning can result in a transformative academic experience for students.…”

Section: Introductionmentioning

confidence: 99%

Predictors of blended learning deployment in institutions of higher learning: theory of planned behavior perspective

Anthony

¹

,

Kamaludin

²

,

Romli

³

et al. 2020

IJILT

View full text Add to dashboard Cite

PurposeBlended learning (BL) has been increasing in popularity and demand and has developed as a common practice in institutions of higher learning. Therefore, this study develops a model to evaluate the critical predictors that determine students' acceptance and deployment of BL in institutions of higher education based on the theory of planned behavior (TPB).Design/methodology/approachThe empirical analysis entails data collected from 1,811 responses from an online survey questionnaire from students in Malaysian universities, colleges and polytechnics. Partial least square–structural equation modeling (PLS–SEM) was employed for data analysis.FindingsThe results reveal that the attitude, subjective norm, perceived behavioral control and self-efficacy were found to influence students' intention to accept BL. Moreover, results suggest that the intention of students to accept BL approach is significantly influenced by actual BL deployment.Research limitations/implicationsData were collected from students in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explored BL deployment in a Malaysian perspective.Practical implicationsFindings from this research not only add scientific evidence to BL literature but also provide a better understanding of the predictors that may motivate or discourage learners to deploy BL in institutions of higher learning.Social implicationsRespectively, findings from this study aid students to acquire and apply knowledge on how to effectively improve BL initiatives in learning activities.Originality/valueThis study is one of the fewer studies that investigate students' behavioral intentions toward BL deployment in Malaysia. Additionally, this study contributes to the understanding of the predictors that influence students' intention to accept and deploy BL in their respective institutions.

show abstract

“…Similarly, Shand and Farrelly (2018) enumerated some benefits of blended learning, including flexibility, accessibility, and interaction. Blended learning makes learning more creative and easier for both educators and students (Miniaoui & Kaur, 2014;Purnawarman, Susilawati, & Sundayana, 2016). In blended learning, students do not have to wait until the next meeting or see appointments to see instructors in their offices (Miniaoui & Kaur, 2014).…”

Section: Blended Learning Approachmentioning

confidence: 99%

Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia

Hassan¹,

Rahman²,

Azmi³

2021

AWEJ

View full text Add to dashboard Cite

Developing writing proficiency is complex as students need to master specific rules and acquire certain skills. This complexity often obstructs students’ interest and eventually affects their comprehension and performance in language learning. Research has highlighted the significance of English as a Second Language (ESL), particularly in the Malaysian context. This study, therefore, aims to evaluate the effectiveness of blended learning in developing English writing skills, particularly among ESL learners at a Polytechnic in Malaysia. The study adopted quasi-experimental analysis in which pre-test and post-test were used as data-gathering instruments. The data were gathered from a purposive sample of 60 ESL students separated into an experimental group and a control group. The data were analyzed using the Mann-Whitney U test via the Statistical Package for Social Sciences (SPSS). The findings showed that blended learning is significantly effective in developing writing performance among ESL students in the selected institution. Further analysis revealed a slight improvement among students who learned through the traditional approach. This study highlights useful findings that could be useful in designing English curriculums, particularly in higher institutions. However, this experiment focuses on students’ performance, further research may explore instructors’ practices in Malaysian higher intuitions.

show abstract

“…Similarly, Shand and Farrelly (2018) enumerated some benefits of blended learning, including flexibility, accessibility, and interaction. Blended learning makes learning more creative and easier for both educators and students (Miniaoui & Kaur, 2014;Purnawarman, Susilawati, & Sundayana, 2016). In blended learning, students do not have to wait until the next meeting or see appointments to see instructors in their offices (Miniaoui & Kaur, 2014).…”

Section: Blended Learning Approachmentioning

confidence: 99%

Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia

Hassan¹,

Rahaman²,

Azmi³

2021

Preprint

View full text Add to dashboard Cite

Developing writing proficiency is complex as students need to master specific rules and acquire certain skills. This complexity often obstructs students’ interest and eventually affects their comprehension and performance in language learning. Research has highlighted the significance of English as a Second Language (ESL), particularly in the Malaysian context. This study, therefore, aims to evaluate the effectiveness of blended learning in developing English writing skills, particularly among ESL learners at a Polytechnic in Malaysia. The study adopted quasi-experimental analysis in which pre-test and post-test were used as data-gathering instruments. The data were gathered from a purposive sample of 60 ESL students separated into an experimental group and a control group. The data were analyzed using the Mann-Whitney U test via the Statistical Package for Social Sciences (SPSS). The findings showed that blended learning is significantly effective in developing writing performance among ESL students in the selected institution. Further analysis revealed a slight improvement among students who learned through the traditional approach. This study highlights useful findings that could be useful in designing English curriculums, particularly in higher institutions. However, this experiment focuses on students’ performance, further research may explore instructors’ practices in Malaysian higher intuitions.

show abstract

'A discussion forum': a blended learning assessment tool to enhance students' learning

Cited by 9 publications

References 17 publications

Predictors of blended learning deployment in institutions of higher learning: theory of planned behavior perspective

Predictors of blended learning deployment in institutions of higher learning: theory of planned behavior perspective

Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia

Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia

Contact Info

Product

Resources

About