Exploring the use of authentic learning strategies in designing blended learning environments

Heidi, Yeen-Ju Tan; Neo, Mai

doi:10.1108/jstpm-01-2015-0004

Cited by 10 publications

(7 citation statements)

References 12 publications

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“…Maeroff (2003) maintained that developments in online education are not “just a fad” but a “sea change” (p. 2). According to several scholars (Garrison and Kanuka, 2004; Harris et al , 2009; Wade, 2012; Tan and Neo, 2015; Boone, 2015) the “blended learning” represents one of the most recurrent approach to deliver course content. Even if there is not a commonly accepted definition of blended learning (Tshabalala et al , 2014), it is usually defined as “the mix of traditional methods of teaching, such as face-to-face teaching and online teaching” (Bliuc et al , 2007, p. 233).…”

Section: Introductionmentioning

confidence: 99%

Blended learning adoption: a case study of one of the oldest universities in Europe

Previtali

Scarozza

2019

IJEM

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Purpose The purpose of this paper is to study the determinants of blended learning adoption in universities by focusing on faculty’s satisfaction. Design/methodology/approach The research methodology is based on a case study of one of the most ancient University in Europe. The authors administered a questionnaire to the professors that used blended technologies, and the authors conducted clinical interviews with some of the key people involved in the implementation process. Findings The paper allows to identify the main factors that impact on faculty’s satisfaction. Student-related issues seem to be the most important factors influencing faculty satisfaction, while instructor-related issues and especially institution-related issues definitely seem to be less important. Research limitations/implications The study is focused just on a single case study. Further researches could explore a wider application of this research approach to several universities and different countries. Originality/value This study is one of the first that analyzed blended learning adoption in historic universities.

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Section: Introductionmentioning

confidence: 99%

Blended learning adoption: a case study of one of the oldest universities in Europe

Previtali

Scarozza

2019

IJEM

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“…Undergraduates have more motivation to learn when they are able to interact with module and multimedia that help them to understand the topic learnt better (Heidi, 2015). As stated by Sutopo (2003:23), multimedia computer creates effective learning if various components (text, chart, audio, video, animation, simulation, or photo) are interatively combined.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Internet is a kind of facility that can be used to improve learning (Tania, K.D., & Ibrahim, A., 2011). This research is blended learning theory development from a research done by Heidi (2015). Heidi's finds out that a kind of learning that correlates learning material with real events improves learners' skills in solving problems so that they aquire communication and critical thinking skills, especially when their learning is supported by the use of website (online system) that integrates technology and learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Online Learning in Higher Education to Encourage Critical Thinking Skills in the 21st Century

Wardani¹,

Martono²,

Pratomo³

et al. 2019

International Journal of Educational Research Review

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This research aims to examine the effectiveness of online learning information system to improve undergraduates' critical thinking skills in learning macroeconomics through two instruments, test a nd questionnaire. Quantitative method was applied in this research. The research was conducted in the Sta te Islamic Institute of Salatiga and Sebelas Maret University involving 120 undergraduates. There is a difference in the mean post-test score of the control and experimental class. Besides, N-Gain shows that there is lea rning outcome improvement in experimental class, taught by using online learning information system, of both the State Islamic Institute of Salatiga and Sebelas Maret University. This research finding is supported by the result of the questionnaire on the critical thinking skills and the effectiveness of online learning media. It is found that there is significant and strong correlation between information system media and and critica l thinking skills. Ba sed on the research findings, online information system media is effective to improve undergraduates' learning outcome and critical thinking skills in learning macroeconomics.

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“…In addition, the convenience of communication tools and internet lines that can be accessed facilitates communication between students. The experimental study of Haggag (2019) and Tan et al (2015) reported that advancement in achievement in the treatment group exposed to Google Classroom was better than the control group. Nonetheless, the contrasting discovery by Huang et al (2021) found no difference in the achievement of the treatment and control groups of students.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Academic Achievement and Interest Factors Based on Collaborative Learning Approach among Form Six Economics Students

2022

JEP

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Economic literacy is an essential piece of an individual's daily life regardless of background. An acquaintance of economic literacy empowers individuals to decide rationally in the face of economic issues that impact the lives of communities and nations in a dynamic atmosphere. Malaysia has been in the third phase in executing the Malaysia Education Development Plan (2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022)(2023)(2024)(2025). Thus, the Ministry of Education Malaysia took a visionary step by advancing a virtual learning platform called Google Classroom or known as Digital Educational Learning Initiative Malaysia (DELIMa), at the school level. This approach satisfies the learning needs and wants of Generation Z students. An active learning climate such as a collaborative approach boosts the learning process positively. Nevertheless, the economic achievements and interests of the students identified were not promising. Interest and achievement factors are closely interrelated. Accordingly, this study attempted to identify the perception of students' interest in economic learning and the relationship between interest factors and economic students' achievement based on a collaborative learning approach. This survey study was conducted on 207 Form Six economics students in Malacca, Malaysia. The research instruments involved in collecting data were questionnaires and student achievement tests. The outcomes of the Pearson correlation analysis revealed no significant relationship between interest and achievement factors among economics students. Contextually, this approach could support economics students gain access to and manage learning content more easily. The researcher proposes that this learning by the Google Classroom-assisted digital platform approach be continued in the future to facilitate students to access learning content. The conclusions of this study confirmed that futuristic pedagogical methods such as cybersecurity, gamification and heutagogy would complement the landscape of the learning environment in Malaysia in the future. Thus, added studies on other factors that support the efficacy of the implementation of digital collaborative learning approaches should be developed.

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Exploring the use of authentic learning strategies in designing blended learning environments

Cited by 10 publications

References 12 publications

Blended learning adoption: a case study of one of the oldest universities in Europe

Blended learning adoption: a case study of one of the oldest universities in Europe

Online Learning in Higher Education to Encourage Critical Thinking Skills in the 21st Century

Relationship between Academic Achievement and Interest Factors Based on Collaborative Learning Approach among Form Six Economics Students

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