Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices

Elyakim, Nitzan; Reychav, Iris; Offir, Baruch; McHaney, Roger

doi:10.1177/0735633117746169

Cited by 29 publications

(23 citation statements)

References 63 publications

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“…All six components have a key concept in heutagogy is that of a double cycle of learning and self-reflection. In a double cycle of learning, students consider the problems and actions produced and results, in addition to reflecting on the problem-solving process and how it influences the students' own beliefs and actions [26]- [28]. The heutagogy model can be seen as a development from pedagogy to andragogy for heutagogy, with students also advancing in maturity and autonomy [29]- [31].…”

Section: Fig 2 the Main Components Of The Heutagogy Modelmentioning

confidence: 99%

Mapping the Implementation of the Heutagogy Model to Vocational Education Students in the Era of Education 4.0

Putra,

Syafrudie,

Nidhom

et al. 2020

IJEAT

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This study aims to: (1) mapping the components of the heutagogy model by lecturers; (2) analyzing the percentage of heutagogy model components by lecturers; and (3) interpret the components of the heutagogy model by lecturers to the era of education 4.0. The method used is quantitative methods. The population in this study is all vocational education lecturers at State University of Malang (UM), Indonesia. The sample in this study were 200 vocational education lecturers at UM. Data analysis techniques with SPSS 24 through descriptive statistics. The findings in this study include: (1) components in the heutagogy model include explore, Create, Collaborate, Connect, Share, Reflect; (2) the percentage of the components of the heutagogy model by lecturers includes explore (86.92%), Create (87.87%), Collaborate (87.42%), Connect (87.89%), Share (88.72), Reflect (89,30); and (3) all components of the heutagogy model are related to the Education 4.0 era.

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Section: Fig 2 the Main Components Of The Heutagogy Modelmentioning

confidence: 99%

Mapping the Implementation of the Heutagogy Model to Vocational Education Students in the Era of Education 4.0

Putra,

Syafrudie,

Nidhom

et al. 2020

IJEAT

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“…Curriculum as teaching material or list of subjects, namely all that is given or delivered by lecturers to students. What is given or delivered can cover the entire contents of a subject, and it can also be the subject matter (certain topics) of the subject matter (Lu et al, 2018;Elyakim et al, 2019;Kong, 2019;Yeop et al, 2019).…”

Section: Increased Absorption Of Graduates In the Ir 40 Eramentioning

confidence: 99%

“…In essence, vocational education must be designed so that graduates have the skills, abilities, knowledge, attitudes, and work habits that are in accordance with the needs of the workforce. Higher education as a final level educational institution that aims to produce graduates who have national standard knowledge, skills, attitudes and attitudes that are in line with the IR 4.0 era (Jani et al, 2018;Chan, 2019;Elyakim et al, 2019;Srinivasan et al, 2019).…”

Section: Increased Absorption Of Graduates In the Ir 40 Eramentioning

confidence: 99%

Analysis of Self Concept and Graduation Capability in the Era of Industrial Revolution 4.0 to Increase Absorption of Vocational Student Graduates

Mukhadis¹,

Putra²,

Irdianto³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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This study aims to: (1) map self-concept needs in the era of IR 4.0; (2) mapping the graduation capability needs in the era of IR 4.0; and (3) mapping the efforts of universities to increase the absorption of graduates of vocational students. The method used is a qualitative method. Data collection techniques with interviews, documentation, literature review, and observation. The research subjects included lecturers, students, and stakeholders. Data analysis techniques through data reduction, data interpretation and triangulation. Conclusions from this study indicate that: (1) the need for self-concept in the era of IR 4.0 in vocational students includes internal dimensions (the identity self, the behavioural self, the judging self), and external dimensions (physical self, moral ethical self, personal self, family self, social self); (2) the need for graduation capability in the era of IR 4.0 in vocational students includes speed in taking effective and appropriate actions, the ability to map the vision and mission of life, the ability to cooperate with everyone, being able to adapt to all conditions of the work environment; and (3) higher education efforts in the field of vocational education to increase the absorption of graduates of vocational fields including the application of the synchronized curriculum of DU / DI needs, expansion of the number and quality of vocational education institutions, cooperation with graduate users, development of tracer studies, and student entrepreneurship improvement.

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“…Learning in the world of vocational education has been facilitated, as is the case with blended learning. According to some experts, blended learning is a face-to-face learning process and virtually (e-learning) (Jani et al, 2018;Elyakim et al, 2019;Leeuwen et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…This will certainly be very effective if classroom learning transactions are carried out with blended learning models using MOOCs learning innovations. The impact of this will certainly improve solitary two-way communication and will add attention to students as learning individuals (Fırat, Kılınç, and Yüzer, 2018;Elyakim et al, 2019;Montgomery et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Learning Innovations of Massive Open Online Courses Integrated Hybrid Learning as an Acceleration to Increasing Professional Capability of Prospective Vocational Teachers in the Industrial Revolution 4.0

Putra¹,

Tuwoso²,

Mukhadis³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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This study aims to: (1) map the level of professional ability needs of prospective vocational teachers; (2) developing integrated learning innovations with MOOCs hybrid learning; and (3) testing the attractiveness of learning innovations with MOOCs integrated hybrid learning. This research uses the method of research & development (R & D). This research was conducted in state universities in East Java. Data on professional capability level is obtained by questionnaire method. While the data from the learning innovation attractiveness test is done by learning media expert test and material expert test. The data in this study were analyzed descriptively quantitatively. The results of this study indicate that: (1) the component of the level of need for professional abilities of prospective vocational teachers includes broad vocational insights (87.5%), mastery of the principle of vocational learning (85%), curriculum development (83.3%), mastery process learning (87.2%), development of potential students (88.1%), mastery of communication with students (91.6%), and evaluation (88.4%); (2) the content and content of the material on the product that has been developed as an average score of test results on e-learning media design experts of 3.7 or an acceptance rate of 91.7%. This shows that MOOCs integrated hybrid learning product innovation has a high level of attractiveness. In testing by material experts, it was shown that the average score on each test indicator was 3.6 or 90% acceptance rate. This shows that the material presented in the product developed is quite good; and (3) learning innovations with integrated hybrid integrated MOOCs need to be further developed with broader research objects.

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Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices

Cited by 29 publications

References 63 publications

Mapping the Implementation of the Heutagogy Model to Vocational Education Students in the Era of Education 4.0

Mapping the Implementation of the Heutagogy Model to Vocational Education Students in the Era of Education 4.0

Analysis of Self Concept and Graduation Capability in the Era of Industrial Revolution 4.0 to Increase Absorption of Vocational Student Graduates

Learning Innovations of Massive Open Online Courses Integrated Hybrid Learning as an Acceleration to Increasing Professional Capability of Prospective Vocational Teachers in the Industrial Revolution 4.0

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