Prospects of Blended Learning Implementation at Technical University

Buran, Anna; Evseeva, Arina

doi:10.1016/j.sbspro.2015.10.049

Cited by 44 publications

(40 citation statements)

References 7 publications

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“…Then, it can increase student motivation and they can get new experience on learning process. The other relevant study also stated that blended learning can help for enhancing students' motivation [19,24,27]. In this research, content was presented in various formats such as text and also video format.…”

Section: Student Learning Outcomesmentioning

confidence: 93%

The effect of blended learning model on senior high school students’ achievement

Utami

2018

SHS Web Conf.

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Abstract. The purpose of this research was to determine the effect of blended learning model on senior high school students' achievement. This study used experimental research method with randomized control group pretest-posttest design. The study was carried out with 63 students attending information and communication technology course, where 31 of whom were in the experimental group and 32 of whom were in the control group. In the experimental group, teacher used blended learning as instructional model, while in the control group, the course was taught based on traditional teaching model. Data collected from the result of learning objective test with 35 questions. The research showed that the learning result of experimental group is higher than the learning result of control group. Based on the result of this research, it can be concluded that the blended learning model contributed more to the students' achievement.

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Section: Student Learning Outcomesmentioning

confidence: 93%

The effect of blended learning model on senior high school students’ achievement

Utami

2018

SHS Web Conf.

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“…Se pudo observar con el análisis de conglomerados que apenas el 5% de los estudiantes que son vulnerables (agrupación 4) en esta modalidad, son aquellos que tienen dificultades para manipular la plataforma. A diferencia, en otros estudios similares encontraron que más del 40% de los estudiantes requieren capacitación en herramientas tecnológicas para lograr un buen desempeño académico (Kofar, 2016) o que el 51% de los estudiantes tenían problemas con las herramientas tecnológicas (Buran y Evseeva, 2015), lo que indica que los recursos tecnológicos no son impedimento para llevar a cabo la modalidad semipresencial en la FIM. A pesar de estas dificultades, se ha visto un aumento evidente en la motivación, el aprendizaje independiente y la autonomía académica (Buran y Evseeva, 2015;Matukhin y Zithkova, 2015).…”

Section: Discusionunclassified

“…A los estudiantes que no les gusta la modalidad semipresencial para los cursos de Matemáticas, no realizan las metas asignadas (tareas), con la premisa de que el uso efectivo de esta modalidad está en gran parte influenciado por la voluntad y la responsabilidad del estudiante para trabajar en una tarea (Hubackova y Semradova, 2016;Buran y Evseeva, 2015). Estos estudiantes consideran insuficientes los recursos didácticos propuestos por el docente y no asisten a asesorías.…”

Section: Discusionunclassified

“…Las clases en modalidades virtuales y semipresenciales se han agregado a estas nuevas tecnologías por medio de redes de comunicación permitiendo eliminar las barreras físicas y consiguiendo una mayor proximidad entre los participantes, facilitando el proceso de aprendizaje (Belloch, 2013). Estos cambios han permitido mejorar el intercambio de información de una manera rápida y oportuna, la creación de comunidades virtuales de aprendizaje, favoreciendo la comunicación entre los participantes de esta, flexibilidad en el manejo de materiales que permitan el autoaprendizaje, convirtiéndose al estudiante en el centro de su propio conocimiento (Moreira et al, 2017;Buran y Evseeva, 2015;Matukhin y Zithkova, 2015). La Educación a Distancia en América Latina se ha desarrollado bajo un modelo semipresencial que marca una huella en las instituciones, debido al aumento en la cobertura de estudiantes, los nuevos cambios en las técnicas de enseñanza y la incorporación de nuevas sedes que permiten la impartición de esta modalidad (Moreno, 2015).…”

Section: Introductionunclassified

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Percepción de los Estudiantes acerca de la Modalidad Semipresencial en la Enseñanza de las Ciencias Básicas de la Ingeniería. Un Estudio de Caso Universitario

et al. 2019

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ResumenEl presente estudio describe y analiza las percepciones de los estudiantes de la Facultad de Ingeniería de la Universidad Autónoma de Baja California en México, acerca de la modalidad semipresencial en la enseñanza de las ciencias básicas de la ingeniería. La población la conforman estudiantes que cursaron asignaturas de las ciencias básicas en la modalidad semipresencial durante los períodos 2016-2 y 2017-1, identificando los perfiles de los estudiantes con más dificultad para aprender y que podrían reprobar el curso. Para recolectar percepciones estudiantiles, se diseñó un cuestionario y se aplicó a 261 estudiantes. Se utilizó un análisis de frecuencias para describir sus percepciones y un análisis de conglomerados para generar una explicación acertada de los tipos de respuesta de los estudiantes y asociarlos con su desempeño académico. Los resultados demuestran que los estudiantes consideran que los temas del área de las humanidades son más adecuados para esta modalidad que los del área de las matemáticas. Palabras clave: estudios universitarios; expediente escolar; medios de enseñanza; modalidad semipresencial Perception of Students about the Blended Learning in the Teaching of the Basic Engineering Sciences. A University Case Study AbstractThe present study describes and analyses the perceptions of students of the Faculty of engineering of the Universidad Autónoma de Baja California in México, about blended learning in the teaching of the basic engineering sciences. The sample was formed by students who attended courses in basic science in a blended program during 2016-2, 2017-1, identifying the profiles of student with more problems to learn and that could fail the course. To collect student perceptions, a questionnaire was designed and applied to 261 students. A frequency analysis to describe their perceptions and a cluster analysis was used to generate an adequate explanation of the responses of the students and associate them with their academic performance. The results show that students considered that the topics of the area of humanities are more suitable for this modality than the area of mathematics.

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“…The [2], M.P.P. Aji [3], C. Banditvilai [4], A. Buran, and A. Evseeva [5], and S.D. Paturusi, Y. Chisaki, and T. Usagawa [6] witnessed how blended learning works out well by integrating technology into classrooms.…”

Section: Introductionmentioning

confidence: 99%

Blended Learning as a Means of Promoting Autonomous and Collaborative Learning Experiences

Herlina¹,

Sundayana²,

Purnawarman³

2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (Ico

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The benefits of the integrating the technology into English learning and teaching within a framework of blended learning are likely to outweigh the challenges. Introducing a combination of online, offline and traditional modes of delivery, this research paper provides practical ideas on how blended learning led to autonomous and collaborative learning experiences. Embracing the characteristics of a-mixed-method research, qualitative data (observation and interview) were transcribed, categorized and interpreted into central themes while quantitative data (English proficiency test) were calculated and categorized into effect size of Cohen [1]. 50 freshmen taking nursing study, called patients, were treated in a General English course program, named English Clinic, at Institute of Health Science in Cirebon, Indonesia. Surpassing everyone's expectation, blended learning can be a potential option to run a big size class as well. There are, however, challenges to succeed in implementing blended learning: the instructional design and content selection, particularly when it comes to English for specific field, for medical purposes or healthcare professionals. These are some of the major concerns that warrants further study.

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Prospects of Blended Learning Implementation at Technical University

Cited by 44 publications

References 7 publications

The effect of blended learning model on senior high school students’ achievement

The effect of blended learning model on senior high school students’ achievement

Percepción de los Estudiantes acerca de la Modalidad Semipresencial en la Enseñanza de las Ciencias Básicas de la Ingeniería. Un Estudio de Caso Universitario

Blended Learning as a Means of Promoting Autonomous and Collaborative Learning Experiences

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