Students’ Perspectives on the Design and Implementation of a Blended Learning in Practicum

Abstract

This research aimed to investigate the implementation of blended learning (BL), which was designed in a group of pre-service chemistry teachers at higher education institutions. Blended learning was implemented by holding face-to-face lectures combined with online lectures using the Schoology Learning Management System (LMS). Meanwhile, the research employed a qualitative approach. The purpose of this study was to discover learning experiences and perceptions of students who have applied BL in practical learning. The results showed that students found new experiences during blended learning. Based on experience, students felt independence, flexibility, and ease in working on problems. Furthermore, students’ perceptions showed a comfortable feeling because learning process was flexible, structured, active, and up-to-date. Given the advantages of BL, pre-service chemistry teachers expressed their interest in applying BL to the learning process when they have become teachers. However, there were some shortcomings of BL, namely slow internet connection and Schoology LMS that often logged the students out on its own during test. However, students liked the flexibility of classes conducted by video call via WhatsApp application. In further research, it is necessary to redesign the learning process, so that the communication between lecturers and students will be balanced during face-to-face learning and online learning and the learning process will be more effective.

Students' perspectives of digital transformation of higher education in Bosnia and Herzegovina

“…On the contrary, in many other studies (Elkins, 2015; Yuliyanto et al, 2020), students' satisfaction was found to be statistically significant toward hybrid classes more than face‐to‐face or online only. For example, in the study conducted by Yuliyanto et al (2020), hybrid learning was executed by holding face‐to‐face sessions combined with online lectures using the LMS.…”

“…On the contrary, in many other studies (Elkins, 2015; Yuliyanto et al, 2020), students' satisfaction was found to be statistically significant toward hybrid classes more than face‐to‐face or online only. For example, in the study conducted by Yuliyanto et al (2020), hybrid learning was executed by holding face‐to‐face sessions combined with online lectures using the LMS. Their results revealed that students found new experiences with the hybrid approach resulted in feeling more independent, flexible, and at ease in working on learning difficulties.…”

“…A large number of existing studies (Bali & Liu, 2018; Elkins, 2015; Kemp & Grieve, 2014; Tratnik et al, 2019; Yuliyanto et al, 2020) in the broader literature have examined students' satisfaction with their learning preferences whether online, face‐to‐face or in hybrid classes. For example, the study from Indonesia piloted by Bali and Liu (2018) indicated that social presence, social interaction, and satisfaction were found to be the main predictors for students' marked preference for face‐to‐face learning over e‐learning.…”

Essential building blocks for future blended learning with the right amount of blend

“…"Online provides broad opportunities for students to learn independently, especially those who have high learning creativity, and F2F is to facilitate and motivate slow students" (Mirabella* et al, 2004;Wilke et al, 2016;Zwart et al, 2017;Kissau, 2015;Tambunan et al, 2020). (Singh et al, 2021a, b) • The frequent number of meetings during a week would support a better quality of learning (Graham et al, 2013;Yuliyanto et al, 2020) Assessments (A)…”

“…• Ensuring the availability of technical support during exams to avoid any anxiety caused by those technical issues (Yuliyanto et al, 2020) • Conduction of F2F assessments on LMS (Prasetyo et al, 2022) Health care (HC)…”