Engaging Vocational College Students through Blended Learning: Improving Class Attendance and Participation

Mustapa, Muhamad Azhar Stapa; Ibrahim, Mohd Hairy; Yusoff, Amri

doi:10.1016/j.sbspro.2015.08.125

Cited by 28 publications

(16 citation statements)

References 18 publications

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“…Furthermore, in line with the project frameworks developed by Beckett and Slater (2005), G-DMC combines 'the language, content, and skill development' organized in a project which includes six main structures; the goal, a planning graph, a project diary, a project proposal, portfolio, as well as regular progress check and feedback. In addition, the concept of sharing and caring in cooperative learning backed by sufficient teacher's supports can improve students' learning motivation (Stapa, Ibrahim, & Yusoff, 2015). The main principles and structures of cooperative learning and Direct Motivational Currents (DMC) become the guidance in identifying and improving the motivation of SHS participating in this study.…”

Section: The 2013 English Curriculum and Directed Motivati Onal Currementioning

confidence: 98%

Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students

Muslim

Hamied

Sukyadi

2020

Indonesian J. Appl. Linguist.

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Considered important for global competitiveness like ASEAN Economic Society, the English proficiency of Indonesian students is unfortunately not satisfactory yet. This condition is, one of which, due to low teachers’ professionalism and students’ motivation for English learning. The motivation of students may become weak because they have not found ways to identify, drive and sustain it. Of the various studies on motivation and challenges in EFL practice in the Indonesian context, research specifically addressing how learners find motivation triggers synergized into project-based learning for sustainable and continuous English learning is still limited. This survey and interview study investigates the motivation of Senior High School (SHS) students in West Java province of Indonesia on English learning and how to drive their motivation through a collaborative project as mandated by the 2013 National Curriculum. Results of questionnaires, interviews and document analysis show that despite having integrative and instrumental motivation to learn English, the participating SHS students show low investment as indicated by low learning enthusiasm in the classroom and poor English performance. This low motivation is also related to some socioeconomic status such as school geographical location, classroom learning situation, and parental supports. The study recommends students’ involvement in a cooperative learning project which can direct and energize their English learning motivation so that they can have increased motivation, good English proficiency and become global citizens with high competitiveness.

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Section: The 2013 English Curriculum and Directed Motivati Onal Currementioning

confidence: 98%

Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students

Muslim

Hamied

Sukyadi

2020

Indonesian J. Appl. Linguist.

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“…As such, BL has progressed to incorporate diverse learning strategies and is renowned as one of the foremost trends in higher education (Ramakrisnan et al 2012). BL provides pedagogical productivity, knowledge access, collective collaborations, personal development, cost efficiency, simplifies corrections and further resolves problems related to attendance (Mustapa et al 2015). Findings from prior studies (Wai and Seng 2015; Nguyen 2017) suggested that BL offers benefits and is also productive than traditional e-learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

et al. 2020

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Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education.

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“…Blended learning as a result of the development of information and communication technology in the learning system has been widely applied to vocational education programs (Bliuc et al, 2012;Pohl et al, 2005;Yang et al, 2015;Yalcinkaya, 2015;Stapa et al , 2014;Groschl et al, 2015). Given the technical education held at the Faculty of Engineering, State University of Malang including vocational education, the instructional design follows several indicators as follows such as: a) aspects of needs analysis, b) selection and order of competence, c) learning development, and d) evaluation of learning (Triyono, 2015: 61).…”

Section: Literature Reviewmentioning

confidence: 99%

Blended Learning Design for Block System Practicum on Electrical Engine Course at State University of Malang

Mindarta

Sutadji²,

Putra³

2018

Erudio

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All this time, the form of web-based learning implementation has brought optimal learning process. Yet, it requires an instructional design as a learning model that can be liked by the students to engage in various learning activities such as discussions, frequently asked questions, and learning process requests that require face-to-face learning. The blended learning design is developed based on ten methods of learning model design of Gerlach and Ely. Furthermore, it can be developed into learning steps (syntax) of blended learning.

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Engaging Vocational College Students through Blended Learning: Improving Class Attendance and Participation

Cited by 28 publications

References 18 publications

Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students

Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students

Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

Blended Learning Design for Block System Practicum on Electrical Engine Course at State University of Malang

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