Blended Learning via Schoology as a Learning Management System in Reading Class: Benefits and Challenges

Rojabi, Ahmad Ridho

doi:10.33795/jlt.v9i2.92

Cited by 8 publications

(5 citation statements)

References 5 publications

(3 reference statements)

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“…The characteristics of Schoology are visualized in an attractive and interactive visual appearance. It is supported by previous research that Schoology content has creative features where users can upload images, animation, audio-video (Rojabi, 2019;Yoshida, 2018). On the contrary, the assessment of the paper is monotonous.…”

Section: A Efl Students' Perception Of Blended Learning Via Schoologymentioning

confidence: 82%

EFL Learners' Perceptions on Schoology Use in the Reading Class

Rojabi

2021

VELES

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Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes.

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Section: A Efl Students' Perception Of Blended Learning Via Schoologymentioning

confidence: 82%

EFL Learners' Perceptions on Schoology Use in the Reading Class

Rojabi

2021

VELES

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“…In the knowledge delivery industry, blended learning is one of the top ten emerging trends, according to the American Society for Training and Development [23]. It's difficult to define blended learning, but the most common term refers to the combination of online and in-person learning [25].…”

Section: Blended Learning (Bl)mentioning

confidence: 99%

Technological Disadvantaged Students’ Perception of Blending Learning in the COVID-19 Era – A Case of Cost Accounting 2 Students in South African University

Gqokonqana¹

2023

Proceedings of the Focus Conference (TFC 2022)

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The COVID-19 lockdown compelled higher education institutions to embrace the use of technology in the teaching and learning process more frequently than previously. The student cohorts enrolled in higher education institution under study in this paper, come from a technologically challenged background. This is largely because the technology was not used as a learning aid in students' previous schooling. The purpose of this study was to look into how students from a technologically disadvantaged educational background perceive blended learning in their Cost Accounting 2 level 2 learning at a selected higher education institution, especially during the COVID-19 pandemic. A quantitative approach was used to accomplish this because it allows surveys to be delivered to the entire impacted population while also reducing sampling error. Due to the COVID-19 pandemic, online questionnaires were used to collect information from participants. The participants expressed that blended learning is efficient and effective for learning Cost Accounting 2. The findings also show that using a learning management system makes learning more exciting for students and improves their learning experiences. Connectivity was identified as a barrier to this mode of learning. According to the study, constant reminders of any uploaded information on the system used, as well as improved connectivity, will speed up the process. In general, students, regardless of educational background, are enjoying this new mode of learning to such an extent that it could be introduced to the basic education level as well.

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“…LMS also provides tools for communication, 28 collaboration, and feedback. 36 Video conferencing software such as Zoom, Microsoft Teams, and Google Meet allows lecturers to conduct live virtual classes, hold virtual office hours, and facilitate virtual group discussions. This software also allows for screen sharing and recording of sessions for later review.…”

Section: Tools Available To Support Learning In the 21 St -Century Cl...mentioning

confidence: 99%

Digital Transformation in South African Public Higher Education Institutions – A Pedagogical Approach

Gumede,

Beharry-Ramraj,

Nzimande

et al. 2023

EHASS

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Traditional teaching and learning approaches were disrupted by COVID-19, which led to a considerable movement towards online and remote education, with public universities having to adapt to new remote learning methods and a delayed academic calendar. While these changes allowed for continued learning during the pandemic, they also came with challenges and had implications on student performance and well-being. This transition brought to light the necessity for effective pedagogical practices to engage students in virtual classrooms, which also exposed existing disparities in access to technology and internet connectivity. Studies have focused on student access and success in transformative digital learning by redressing socioeconomic issues. Keeping students engaged and connected to what is being delivered has yet to be explored in Public Higher Education Institutions (PHEIs). Numerous tools are available to engage and connect students during teaching and learning. However, these are not optimally utilised in PHEIs due to a lack of knowledge of their existence; lecturers’ preferences; lack of skills in using engaging tools; conventional teaching style that is assumed to be working; and lack of will to adapt and change with the times. Changing from conventional classrooms to hybrid and online classrooms requires changing teaching methods and especially pedagogies. This study aimed to identify how PHEIs could better benefit from using 21st-century pedagogies in virtual classrooms now that the pandemic is over. A qualitative research approach was used to gather data. A desktop literature review was used from a constructivist paradigm to assess and select data to include in the study methodologically. Data was analysed using theme analysis. This study found that blended learning and virtual learning have high propensity and knowledge retention rates amongst students, given that the pedagogies used by lecturers align with the new requirements of active and engaging learning. This study covered a broad aspect of pedagogies underpinning learning in 21st-century classrooms and theories. Recommendations were made for improved active engagement in the 21st-century classroom. Keywords: Pedagogies, Covid19, Learning, Public Higher Education Institutions, Student Engagement

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Blended Learning via Schoology as a Learning Management System in Reading Class: Benefits and Challenges

Cited by 8 publications

References 5 publications

EFL Learners' Perceptions on Schoology Use in the Reading Class

EFL Learners' Perceptions on Schoology Use in the Reading Class

Technological Disadvantaged Students’ Perception of Blending Learning in the COVID-19 Era – A Case of Cost Accounting 2 Students in South African University

Digital Transformation in South African Public Higher Education Institutions – A Pedagogical Approach

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