Beyond brick and mortar: Staying connected in post‐pandemic blended learning environments

McGrath, Cormac; Palmgren, Per J.; Liljedahl, Matilda

doi:10.1111/medu.14546

Cited by 10 publications

(10 citation statements)

References 8 publications

(3 reference statements)

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“…Designing a BL model becomes an instructional innovation during the pandemic. Instructional innovations must be able to increase result learning [6], [10] with mixed classroom (onsite) and e-learning (online) [11]. The BL model provides broad opportunities for students to learn [4], [12].…”

Section: Resultsmentioning

confidence: 99%

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Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes

Setiyawan¹,

Dardiri²,

Sofyan³

2022

IJIET

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The blended learning (BL) model was becoming popular during the COVID-19 pandemic. Even though much research has been conducted on BL, simple steps in model BL are still scarce. BL has complex steps and requires long-term stability support. The fundamental problem is to find the right model of blended learning. This study aims to find a model to teach Islamic Religion (IR) using ASSURE and the three-stage Plomp design models. This research is type of research and development. This article finds a model of syntax BL development at IR. The students were from three Islamic universities in Yogyakarta, Indonesia. This research limitation was more difficult when the COVID-19 limited classroom meetings. The innovation of this BL model is simple steps into building BL and has the originality to the contextually subject matter.

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Section: Resultsmentioning

confidence: 99%

“…Many researchers have recognized computer to instructional innovations [6]- [9]. Blended learning (BL) is believed to be instructional innovations [6], [10]. BL combines between the best teaching in classroom (onsite) and e-learning (online) [11].…”

Section: Introductionmentioning

confidence: 99%

Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes

Setiyawan¹,

Dardiri²,

Sofyan³

2022

IJIET

View full text Add to dashboard Cite

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“…Not surprisingly, various publications recommend the application of blended learning in the pandemic era (Mali & Lim, 2021;Megahed & Hassan, 2021;Ożadowicz, 2020;Singh, Steele, & Singh, 2021). Blended learning is expected to continue to be applied post-pandemic as a response to the world of education towards the development of the times towards a 21st Century-based digital era (Eagleton, 2017;McGrath, Palmgren, & Liljedahl, 2021).…”

Section: Discussionmentioning

confidence: 99%

Metacognitive Skills of Junior High School Students in a Pandemic Period Based on the Enriched Virtual Model of PjBL

et al. 2022

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Currently, the Covid-19 pandemic has become a significant problem faced by the world of education. The presence of Covid-19 has affected the teaching and learning process in various countries. Almost all countries implement physical distancing policies so that many schools are forced to replace face-to-face learning with online learning based on information and communication technology. The limitations of face-to-face activities in online learning are an obstacle for education, especially in the pandemic era. Moreover, the development of science and technology in the 21st century provides new challenges for the world of education, requiring students to have cognitive skills and metacognitive skills. This quantitative study investigates the effect of the project-based learning-based enriched virtual learning model on students' metacognitive skills. The research design was quasi-experimental with a nonequivalent control group design involving 40 students (22 male students and 18 female students) in class VII. Metacognitive skills were measured using a metacognitive rubric. Data collection is done by using pre-test, post-test, and assignment. Successively, the test used to analyze the metacognitive skills data was One-Way ANCOVA. The results showed that the project-based learning-based enriched virtual learning model significantly affected metacognitive skills (Sig = 0.000). Overall, students got a very memorable experience when following the learning stages so that the model can be used as a reference for use in the following science lesson.

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“…After the pandemic, universities will likely employ blended learning, which considers quality training with specially designed virtual teaching environments linked to face-to-face teaching to enhance students’ educational experience by responding to their needs ( McGrath et al, 2021 ). A blended learning modality will have to incorporate all the knowledge developed by instructors and institutions during the pandemic regarding virtual tools and mix them with the best practices of face-to-face classrooms.…”

Section: Introductionmentioning

confidence: 99%

Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students

et al. 2021

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Due to the closure of universities worldwide because of the COVID-19 pandemic, teaching methods were suddenly transformed to an emergency remote teaching (ERT) modality. Due to the practical nature of STEM courses, students cannot participate in activities in which manipulating objects is necessary for accomplishing learning objectives. In this study, we analyze the relation among STEM students learning beliefs at the beginning of ERT (T1) with their Learning Management systems (LMS) time-on-task and their final academic performance (T2) during the first semester of ERT. We used a prospective longitudinal design. 2063 students (32.3% females) from a university in Chile participated, where the academic year starts in March and finishes in December 2020. We assessed their learning and performance beliefs through an online questionnaire answered at the beginning of the academic period (T1). Then, using learning analytics, time invested in the CANVAS LMS and the academic performance achieved by students at the end of the semester (T2) were assessed. The results show that students mainly stated negative beliefs about learning opportunities during ERT (n = 1,396; 67.7%). In addition, 48.5% (n = 1,000) of students stated beliefs of “medium” academic performance for the first semester (T1). Students with lower learning beliefs at T1 spent less time in the LMS during the semester and had a lower academic performance at T2 than students who had higher learning beliefs at T1. The implications of these findings on the role of instructors and institutions of higher education are discussed.

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Beyond brick and mortar: Staying connected in post‐pandemic blended learning environments

Abstract: The authors reflect on how students’ perception of belongingness is central to their learning and how a Sense of Community needs to be encouraged, shaped and continuously sustained.

Cited by 10 publications

References 8 publications

Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes

Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes

Metacognitive Skills of Junior High School Students in a Pandemic Period Based on the Enriched Virtual Model of PjBL

Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students

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