The effect of blended learning platform and engagement on students’ satisfaction—— the case from the tourism management teaching

Gao, Bo Wendy; Jiang, Juan; Tang, Ying

doi:10.1016/j.jhlste.2020.100272

Cited by 85 publications

(118 citation statements)

References 45 publications

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“…Digital learning consists of variety of interaction format and level between students and teachers including individual learning, full online learning, mixed online and conventional learning both continuous or temporary, named blended learning. Blended learning helps to provide satisfaction for students and give a stronger cognitive and emotional involvement for students [9]. Haughey (1998) reveals that there are three models in developing Blended Learning.…”

Section: Findings and Discussionmentioning

confidence: 99%

Dance Learning Strategy Using a Web-Based Course for Blended Learning

Rahayuningtyas

Ratnawati

Wisesa

et al. 2021

KSS

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The COVID-19 pandemic has had an impact on the dance education process in Indonesia. Teachers of dance are required to be more innovative in designing learning so that the expected learning objectives can be achieved especially skill-based learning. Malang regional dance is a practical subject in the dance and music study program at the university level. It requires an online learning strategy since it was previously always taught face-to-face. The purpose of this research was to develop a dance learning strategy, especially for the Malang regional dance subject, based on blended learning that is used by students of the dance and music education study program. The blended learning model used is the web course model, in which learners and educators are completely separate and face-to-face is not required. All teaching materials, discussions, consultations, assignments and exams are entirely conducted via the internet. This research can be categorized as research and development (R&D). The steps conducted were preliminary research, planning, developing media or production, and media evaluation. The web course model developed for the Malang regional dance course includes 3 stages: (1) seeking information about the learning objectives and directing students to search and collect references about Malang regional dance online; (2) acquisition of information about Malang regional dances that can be studied by students so that students are able to communicate again; and (3) synthesizing knowledge evaluating the material presented in the second stage. Keywords: learning strategies, blended learning, web courses, dance

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Section: Findings and Discussionmentioning

confidence: 99%

Dance Learning Strategy Using a Web-Based Course for Blended Learning

Rahayuningtyas

Ratnawati

Wisesa

et al. 2021

KSS

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“…Some studies evaluate the effect of different pedagogical technique on students engagement. Gao et al (2020) specifically find the playfulness and usefulness of blended learning platform positively impact on students participation and engagement. Bond (2020) particularly find flipped learning involving collaborative peer teaching and learning positively affect students engagement.…”

Section: Introductionmentioning

confidence: 93%

Zoom data analysis in an introductory course in mechanical engineering

Tao

Feng

2021

7th International Conference on Higher Education Advances (HEAd'21)

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This investigation studies various data extracted from Zoom meetings which are used in teaching an introductory course in mechanical engineering online. Number of chatting students, chatting participation rate, as well as average of chats from chat reports are analyzed. Participcation in polling and polling performance are also studied. The effect of chatting, breakout room and polling in students engagement and activeness are evaluated.

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“…Blended learning merupakan pembelajaran yang berlangsung lebih bermakna karena materi pembelajaran yang disediakan dirancang sedemikian rupa sehingga siswa lebih mudah memahaminya. Dalam proses penerapannya, terdapat tiga tahapan yaitu (1) Seeking of information, (2) Acquisition of information dan (3) Synthesizing of knowledge (Gao et al, 2020;Li et al, 2019) Pada penelitian ini, pada tahap seeking of information, guru menginformasikan kompetensi dan tujuan pembeIajaran, modul pembelajaran, lembar kerja siswa dan sumber belajar lain yang dapat digunakan seperti artikel dan video youtube mengenai materi kesetimbangan kimia melalui google classroom dan siswa secara mandiri dituntut untuk menganalisis fenomena melalui video atau gambar, merumuskan masalah, membuat hipotesis dan mengumpulkan data yang terdapat dalam LKS. Pada tahap acquisition of information, guru mendampingi dan memfasilitasi siswa dalam melakukan analisis data, membuat kesimpulan serta mempresentasikan hasil yang telah dirumuskan untuk menentukan konsep yang tepat melalui google meets.…”

Section: Hasil Penelitian Penerapan Metode Pembelajaranunclassified

Section: Pembahasanunclassified

“…Salah satu proses pembelajaran yang mampu mendukung meningkatnya kemandirian belajar siswa adalah blended learning. Blended learning adalah pembelajaran yang mengintegrasikan pembelajaran tatap muka dan pembelajaran jarak jauh yang menggunakan sumber belajar online (Gao et al, 2020;Haka et al, 2020;Setiawan et al, 2019;Syarif, 2012). Blended learning merupakan pembelajaran yang berlangsung lebih bermakna karena materi pembelajaran yang disediakan dirancang sedemikian rupa sehingga siswa lebih mudah memahaminya.…”

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Meningkatkan Kemandirian Belajar Siswa melalui Metode Blended Learning berbantuan Google Classroom pada Materi Kesetimbangan Kimia

Febriani

2021

JPK

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A B S T R A KPerkembangan pembelajaran abad 21 menuntut guru dan siswa mandiri dalam belajar dan mengembangkan keterampilannya, sehingga kemandirian belajar siswa perlu ditingkatkan. Penelitian ini bertujuan untuk meningkatkan kemandirian belajar siswa melalui blended learning berbantuan google classroom pada materi kesetimbangan kimia. Desain penelitian yang digunakan adalah One-Group Pretest-Posttest Design. Penelitian dilaksanakan di kelas XI IPA 3 SMA Muhammadiyah 1 Taman dengan jumlah siswa sebanyak 25. Instrumen penelitian yang digunakan yaitu lembar observasi keterlaksanaan metode blended learning, lembar observasi aktivitas siswa, angket kemandirian belajar dan angket respon siswa. Analisis data dilakukan dengan teknik persentase, mean, n-gain, dan paired t-test. Hasil penelitian menunjukkan bahwa 1) Penerapan blended learning terlaksana dengan baik dengan rata-rata presentase pada tahap 1 sebesar 93,75%, tahap 2 sebesar 100% dan tahap 3 sebesar 97,91%. 2) Persentase aktivitas siswa yang terlibat aktif dan relevan dengan penerapan blended learning sebesar 95%. 3) Kemandirian belajar siswa mengalami peningkatan ditinjau dari nilai n-gain yaitu 0,40 dengan kategori sedang. 4) Ada perbedaan yang signifikan pada kemandirian belajar antara sebelum dan sesudah diterapkan blended learning. 5) Siswa memberikan respon positif sebesar 81,01% dengan kategori sangat baik terhadap penerapan blended learning pada materi faktor-faktor yang mempengaruhi keseimbangan kimia. Hasil penelitian menunjukkan bahwa penerapan blended learning efektif dalam meningkatkan kemandirian belajar siswa A B S T R A C TThe development of 21st century learning requires teachers and students to be independent in learning and develop their skills, so that student’s self-regulated learning needs to be improved. This study aims to improve student’s self-regulated learning through blended learning assisted by google classroom on chemical equilibrium material. The research design used was the One-Group Pretest-Posttest Design. The research was conducted in class XI IPA 3 SMA Muhammadiyah 1 Taman with a total of 25 students. The research instrument used was the observation sheet for the implementation of the blended learning method, the student activity observation sheet, self-regulated learning questionnaire and the student response questionnaire. Data analysis was performed using percentage, n-gain, and paired t-test techniques. The results showed that 1) The application of blended learning was carried out well with an average percentage in stage 1 of 93.75%, stage 2 of 100% and stage 3 of 97.91%. 2) The percentage of student activities that are actively involved and relevant to the application of blended learning is 95%. 3) Student’s self-regulated learning has increased in terms of the n-gain value, namely 0.40 in the moderate category. 4) There is a significant difference in learning independence between before and after blended learning is applied. 5) Students gave a positive response of 81.01% with a very good category towards the application of blended learning on the factors that affect chemical equilibrium. The results showed that the application of blended learning was effective in increasing students' self-regulated learning

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The effect of blended learning platform and engagement on students’ satisfaction—— the case from the tourism management teaching

Cited by 85 publications

References 45 publications

Dance Learning Strategy Using a Web-Based Course for Blended Learning

Dance Learning Strategy Using a Web-Based Course for Blended Learning

Zoom data analysis in an introductory course in mechanical engineering

Meningkatkan Kemandirian Belajar Siswa melalui Metode Blended Learning berbantuan Google Classroom pada Materi Kesetimbangan Kimia

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