Designing and developing a blended course: toward best practices for Japanese learners

Mehran, Parisa; Alizadeh, Mehrasa; Koguchi, Ichiro; Takemura, Haruo

doi:10.14705/rpnet.2017.eurocall2017.714

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…Training has a positive impact on the improvement of the implementation of e-learning. Training that can be done to increase the effectiveness of using e-learning, such as the use of LMS and Blanded Learning models [8][6] [11][ [13]. In addition, the existence of expert shering and e-learning simulations also affects the improvement of human factors [14].…”

Section: ) Human Factorsmentioning

confidence: 99%

Analysis of E-Readiness in Distance Learning at Korwilcam Dindik Public Elementary Schools Kedungbanteng, Banyumas Regency

Sulastri¹,

Sudarya²

2021

Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indon

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The research purposes to analyze the readiness of implementing e-learning and reveal what factors are still weak / need improvement and what factors are considered successful / strong in supporting the application of e-learning in Distance Learning in public elementary schools Korwilcam Dindik Kedungbanteng Regency. Banyumas.Survey method was used. The model used is ELR Aydin & Tasci, which consists of four factors: 1) humans, 2) self-development, 3) technology, and 4) innovation. The results showed that the readiness of implementing e-learning at Distance Learning in public elementary schools of Korwilcam Dindik Kedungbanteng, Banyumas Regency was in the ready category, but needed a little improvement. Meanwhile, for each ELR factor that is still weak / unprepared, it needs a little improvement. Other factors that are considered successful / ready, require a little improvement, such as self-improvement, technology, and innovation.

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Section: ) Human Factorsmentioning

confidence: 99%

Analysis of E-Readiness in Distance Learning at Korwilcam Dindik Public Elementary Schools Kedungbanteng, Banyumas Regency

Sulastri¹,

Sudarya²

2021

Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indon

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Evaluating a blended course for Japanese learners of English: why Quality Matters

Alizadeh

Mehran

Koguchi

et al. 2019

Int J Educ Technol High Educ

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With the increase in the number of blended courses in higher education over the past few years, it is now increasingly important to assure the quality of online education by evaluating blended (or hybrid) courses from various aspects such as consistency of learning objectives with assessment, learning materials and technology used, and pedagogical and technical support among others. This article describes the evaluation phase of a blended course of English for general academic purposes (EGAP) targeting second-year undergraduate Japanese students mostly from the Faculties of Law, Letters, Economics, and Human Sciences at Osaka University. In this study, the researchers adopted an inclusive approach to blended course evaluation. In order to ensure the course quality from the outset, the Fifth Edition of Quality Matters Higher Education Course Design Rubric was utilized as the major reference. As part of the evaluation process, students' perception on the usefulness of the course was also measured quantitatively and qualitatively through an attitudinal survey instrument and open ended reflection questions. Eventually, to add an outsider positionality, the blended course was peer-reviewed by a certified reviewer from Quality Matters (QM) after having been self-reviewed by the researchers. The findings of the evaluation survey demonstrated students' overall satisfaction with the course, and their responses to the open-ended questions provided further insight into the educational and technical difficulties they encountered. The QM peer review also yielded a score of 70 out of 99, resulting in failure to meet the essential standards. However, comments from the peer reviewer guided the refinements and improvement of the course design, and the course currently meets all the requirements of the Higher Education Course Design Rubric (Fifth Edition) upon amendment. This study discusses the implications for design, development, and evaluation of English-as-a-foreign-language blended courses and provides practical tips for online/blended course designers. Further refinements to the existing course can be made in the future by implementing it several times with various groups of students.

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Designing and developing a blended course: toward best practices for Japanese learners

Cited by 2 publications

References 3 publications

Analysis of E-Readiness in Distance Learning at Korwilcam Dindik Public Elementary Schools Kedungbanteng, Banyumas Regency

Analysis of E-Readiness in Distance Learning at Korwilcam Dindik Public Elementary Schools Kedungbanteng, Banyumas Regency

Evaluating a blended course for Japanese learners of English: why Quality Matters

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