Blended Learning is an Educational Innovation and Solution During the COVID-19 Pandemic

Karma, I Gede Made; Darma, I Ketut; Santiana, I Made Anom

doi:10.21744/irjeis.v7n1.1176

Cited by 21 publications

(19 citation statements)

References 19 publications

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“…Finally, we note that research studies are typically moderately well organised, so they may not be typical of what has recently happened in schools-a requirement to deliver support to pupils via online or blended learning with little notice and time to prepare. Particularly during remote emergency learning, implementation might have been of uncertain quality in some schools and from some teachers, which might make these practices less related to the research outcomes (Karma et al, 2021).…”

Section: Limitations and Strengthsmentioning

confidence: 99%

Effectiveness of online and blended learning from schools: A systematic review

Topping¹,

Douglas²,

Robertson³

et al. 2022

Review of Education

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This systematic analysis examines effectiveness research on online and blended learning from schools, particularly relevant during the Covid-19 pandemic, and also educational games, computer-supported cooperative learning (CSCL) and computer-assisted instruction (CAI), largely used in schools but with potential for outside school. Eight research databases were searched. Studies which were non-school, before 2000, not in English, without data and duplicates were removed, leaving 1355 studies: online 7%, blended 13%, CSCL 7%, games 26% and CAI 47%. Overall, digital technology was more effective (better) than regular instruction in 85% of studies, 8% the same and 3% worse. Blended learning was considerably better than online learning. CAI was

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Section: Limitations and Strengthsmentioning

confidence: 99%

Effectiveness of online and blended learning from schools: A systematic review

Topping¹,

Douglas²,

Robertson³

et al. 2022

Review of Education

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show abstract

“…Blended learning is also defined as a combination of internet -based technology and other digital media in the classroom, and it is carried out both synchronously and asynchronously. Videoconferencing can be used to support the synchronous and the asynchronous modes [8].…”

Section: Literature Review 21 Blended Learning and Constructivismmentioning

confidence: 99%

Using Videoconferencing to Augment Blended Learning for Synchronous and Asynchronous Teaching in Educational Emergencies

Njuguna¹

2022

IJCATR

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The unprecedented onset of COVID-19 and the emergency closure of institutions of Higher learning heralded a new way of completing the curriculum and taking the students through the academic calendar. Previous definitions of emergency education had tried to allude to war, civil strife, floods, drought and even some instances of HIV AIDS or children living on the streets. The COVID -19 gave a new definition to emergencies, as it led to forced containment and requirement for social distancing on a global level. Prior to the pandemic, Learning Management Systems (LMS) had been around in what would be termed as E-Learning, computer-based education and other computer related terms, Most of the LMS would support both synchronous and asynchronous education. However, face to face learning was still the preferred mode of teaching, and the online component was considered complementary and supplementary. COVID-19 led to Emergency Remote Teaching, and this brought about a change in approach and rethinking of the technologies available for remote teaching. Many Universities had to find a way of providing a supplementary way of providing live and synchronous classes. Previous applications such a ZOOM, Google Meet and Microsoft Teams found their use in the educational setup, with many Universities subscribing to these tools as well as those that are embedded in LMS, such as the BigBlueButton as used to together with MOODLE as a plugin. The aim of this study was to establish how Videoconferencing tools are used to provide synchronous and asynchronous education. The objectives were to establish how Videoconferencing tools are used to aid in teaching and learning, how these tools are used to mirror a face to face class, as well as the challenges faced in integrating these tools in the classroom. This study used a quantitative and qualitative approach where a web-based questionnaire with both open and closed questions were posted to an E-learning special interest groups consisting of faculty in both private and public institutions in Kenya and some students taught by these faculty, and followed by in-depth interviews via Videoconferencing The study established that many institutions turned to stand alone and open source videoconferencing tools to teach both synchronously and asynchronously in a blended mode. The biggest challenge was in the IT element due to non- availability of stable internet connectivity and the fact that neither the students nor the faculty had clear training on the tools available within the videoconferencing applications, and there was no formal method of integrating the same to teaching. The study recommends a policy framework on the integration of such tools in the teaching.

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“…Solusi tersebut adalah menggunakan pendekatan pembelajaran berbasis masalah baik itu problem based learning, problem solving, project based learning dengan menggunakan masalah kontekstual yang dilakukan dan disatukan ke dalam blended learning. Hal ini terbukti efektif untuk mengatasi permasalahan pembelajaran matematika di daerah terdampak lainnya [30], [31], [32].…”

Section: Desain Pembelajaran Matematikaunclassified

Permasalahan Aktivitas Pembelajaran Matematika Sekolah Dasar Selama Era New Normal

Manapa

2021

SAP

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Aktivitas pembelajaran matematika sekolah dasar selama era new normal di Kabupaten Alor dilakukan secara daring, home visit, dan shifting. Hal ini merupakan suatu transformasi aktivitas pembelajaran yang sifatnya situasional dan tergolong baru di Kabupaten ini. Tujuan dari penelitian ini adalah untuk mengeksplorasi masalah-masalah yang ditemui dari ketiga aktivitas pembelajaran matematika selama era new normal. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kasus. Informan pada penelitian ini adalah sembilan orang guru yang ditentukan menggunakan teknik purposive sampling. Informan berasal dari tiga sekolah dengan aktivitas pembelajaran yang berbeda. Pengambilan data dilakukan pada bulan Januari 2021. Ditemukan sejumlah permasalahan pembelajaran selama era new normal yakni kompetensi guru dan orang tua dalam hal penggunaan teknologi pembelajaran daring, desain pembelajaran, evaluasi pembelajaran, kesiapan siswa, serta peran aktif orang tua. Berdasarkan temuan pada penelitian ini selanjutnya diberikan alternatif solusi untuk meminimalisir berbagai permasalahan pembelajaran matematika selama era new normal.

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Blended Learning is an Educational Innovation and Solution During the COVID-19 Pandemic

Cited by 21 publications

References 19 publications

Effectiveness of online and blended learning from schools: A systematic review

Effectiveness of online and blended learning from schools: A systematic review

Using Videoconferencing to Augment Blended Learning for Synchronous and Asynchronous Teaching in Educational Emergencies

Permasalahan Aktivitas Pembelajaran Matematika Sekolah Dasar Selama Era New Normal

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