The Correlation between Students' Preferences and English Achievement in Hybrid Learning during Covid-19 Pandemic

Warman, Liya Astarilla Dede

doi:10.25299/jshmic.2022.vol9(2).10141

Cited by 2 publications

(2 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This perspective has intrinsic implications in education. It is hard for digital natives to excel academically using the out-dated teaching methods and being taught by digital experts (Warman, 2022). As a result, hybrid learning was regarded as the best initiative to provide an interactive digital environment that runs an autonomous and self-regulated learning.…”

Section: General Overviewmentioning

confidence: 99%

Distance education for the profit of newly recruited teachers: reinforcing inclusive classroom strategies through UFMC Algerian training

Belaid

2022

rsf

View full text Add to dashboard Cite

Although the educational sector has witnessed an exceptional advancement in computer technologies, their smart use was fairly limited in the EFL context. Hence, the unexpected pandemic encouraged teachers to adopt a non-traditional approach to meet the students’ learning needs. Blended learning was readily arrogated to deliver the courses on-line and decrease the social distance at university. In parallel, UFMC Algerian training was scheduled by Constantine University –Algeria- for the benefits of newly recruited teachers to improve their on-line teaching. Thus, the new learned skills were momentarily applied to reinforce a blended approach to learning with Master Students at Ibn Khaldoun University, Algeria. Upon students’ consensus, on-line interaction was not accredited before the pandemic that is why a clash arose between distance education and face-to-face interaction. In this prospect, it is recommended to train teachers and learners in the usability of MOOCs to elevate learners’ inclusion in the classroom and raise their awareness vis-à-vis self-blend and flex models.

show abstract

Section: General Overviewmentioning

confidence: 99%

Distance education for the profit of newly recruited teachers: reinforcing inclusive classroom strategies through UFMC Algerian training

Belaid

2022

rsf

View full text Add to dashboard Cite

show abstract

“…It is also in line with the Indonesian qualification framework curriculum's goal in enhancing the quality and quantity of human resources in Indonesia by providing English course at the university level to contend in the global job markets after graduation. In fact, many Indonesian university students do not have good English skill and their English achievements are not as expected or do not meet the standard score, especially during the pandemic (Aftinia, 2022;Nurohmat, 2021;Warman, 2022). There are many challenges and drawbacks of online learning system during COVID-19 pandemic that worsen the quality of education including students' learning achievement.…”

Section: Introductionmentioning

confidence: 99%

The Influence and Difference of Gender and Personality Traits on University Students’ English Learning Achievement in Hybrid Learning

Warman,

Erlinda

2023

ELP

View full text Add to dashboard Cite

This study was intended to investigate: (1) the difference of English learning achievement between male and female students, (2) the difference of personality traits level between male and female students, and (3) the influence of gender and personality traits on students’ English learning achievement in hybrid learning. This study employed ex-post facto research design. There were 240 participants from three universities in Pekanbaru, Riau, Indonesia that chosen through purposive sampling technique enrolled in this study. The data were collected through questionnaire and English score. Pearson Product Moment was applied in analyzing the data namely t-test for independent samples, correlation, and multiple regression. The findings of this study showed that (1) there was no significant difference between the male and the female students’ English achievement, (2) there were significant difference between the male and the female students’ in extraversion and conscientiousness while there were no significant differences between the male and the female students’ personality traits namely in neuroticism, agreeableness, and openness (3) gender and personality traits namely extraversion, agreeableness, conscientiousness and openness significantly influenced the students’ English learning achievement in hybrid learning. The present study could provide new insights in accordance with students’ personality and gender on students’ English achievement in hybrid learning context.

show abstract

The Correlation between Students' Preferences and English Achievement in Hybrid Learning during Covid-19 Pandemic

Cited by 2 publications

References 16 publications

Distance education for the profit of newly recruited teachers: reinforcing inclusive classroom strategies through UFMC Algerian training

Distance education for the profit of newly recruited teachers: reinforcing inclusive classroom strategies through UFMC Algerian training

The Influence and Difference of Gender and Personality Traits on University Students’ English Learning Achievement in Hybrid Learning

Contact Info

Product

Resources

About