The Effectiveness of Blended Learning in Improving Students’ Workplace Communication Skills: A Case Study on Olive Website Test Result

Tyas, Agnes Siwi Purwaning; Mu'am, Ahmad; Sari, Yohana Ika Harnita; Dewantara, Cisya

doi:10.21512/lc.v14i1.6130

Cited by 6 publications

(3 citation statements)

References 41 publications

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“…The results of Dina et al (2020), Ibrahim (2020), Sivakumar (2019), Tyas et al (2020), as well as Selvakumar and Sivakumar (2019), who reported that BL models are effective on students' academic achievement, agreed with this one.…”

Section: Discussion Of Findingssupporting

confidence: 59%

Effect of Blended Learning Models on Students’ Academic Achievement and Retention in Science Education

Olatunde-Aiyedun

Adams

2022

Eurasian Journal of Science and Environmental Education

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The norm for pedagogical situations in the 21<sup>st</sup> century in education is digitization. After the COVID-19 pandemic lockdown, the use of blended learning models (BLMs) at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning (BL) places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a BL method in learning science course at the secondary school level. The current study project has been conducted using a quasi-experimental design. The University of Abuja’s Center for Distance Learning and Continuous Education recruited 120 undergraduate students for this study. The blended learning model success test (BMAT) and blended learning model retention test (BMRT) were the instruments used for data gathering. The experimental groups’ students were instructed using BL methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical package for social science version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation, and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through BL. The study concluded that learners’ achievement and retention in science are significantly improved by BLMs. It is recommended that BL approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.

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Section: Discussion Of Findingssupporting

confidence: 59%

Effect of Blended Learning Models on Students’ Academic Achievement and Retention in Science Education

Olatunde-Aiyedun

Adams

2022

Eurasian Journal of Science and Environmental Education

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“…Cunningsworth in Oz (2019) has stated that coursebooks should align with the language program's goals and meet the student's needs. Sari and Sari (2019) and Tyas et al (2020) have agreed that coursebooks are among the most common classroom materials.…”

Section: Resultsmentioning

confidence: 99%

Evaluation of the Multimedia Coursebook Material in Listening 1 Course: Audio, Video, and Interactive Activities

Dezas Perdani

2023

Lingua Cultura

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The research aimed to evaluate the multimedia coursebook materials that had been applied in the Listening 1 course at one university in Indonesia, to know whether the coursebook used was presented well and still suitable to the student’s needs. The audio, video, and interactive activity provided in multimedia coursebook materials needed to be evaluated to determine their suitability for students, lecturers, and the institution. A qualitative method was applied, and the evaluation form was used to gather the data from two linguists of English Applied Linguistics, one Listening 1 lecturer, three students who had used the coursebook, and three students who had not used them. The data were summarized, analyzed, and qualitatively described. The finding shows that the audio, video, and interactive activity in the multimedia coursebook material applied in the Listening 1 course are presented well. To begin with, the audio provided is clear, and the accent is understandable. Then, the clarity of the video’s image, gestures, and facial expressions aid the students’ comprehension of the video’s content. The material, exercise, the application needed, and the link provided in the interactive activity are varied and appropriate to student needs and level of ability. The evaluation result can be used to improve the quality of multimedia coursebook material in the Listening 1 course. Finally, the research has the practical application of facilitating students’ learning needs by offering learning media resources in the form of multimedia coursebook materials.

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“…Previous studies (Park, 2012;Travakoli, Lotfi , Biria & Wang, 2019) reveal that the use of technology-mediated TBLT with consideration of cognitive factors is under-explored in EFL writing contexts. Furthermore, most hybrid learning studies (Lai & Li, 2011;Chong & Reinders, 2018) are conducted in ESL classrooms, and accounts of integrating TBLT with technology in Indonesia (an EFL context) are still rare (Purnawarman, Susilawati & Sundayana, 2016;Tyas, Muam, Sari & Dewantara, 2020). It is, therefore, sig nifi cant to explore the application of hybrid TBLT in the EFL writing context of Indonesian college learners.…”

Section: Tusino Abdurrachman Faridi Mursid Saleh Sri Wuli Fitriatimentioning

confidence: 99%

The Effect of Hybrid Task-Based Language Teaching and Critical Thinking on Writing Performance in Indonesia

Tusino¹,

Faridi²,

Saleh³

et al. 2020

tner

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Th is study aims to describe the eff ect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. Th is study employed experimental research with a factorial design. Th e participants were Indonesian undergraduate learners majoring in an English program. Th e instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. Th e results of the study showed that hybridtask-based language teaching was eff ective for improving EFL learners' writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking aft er being taught by hybrid task-based language teaching. Th e results indicate that hybrid task-based language teaching and critical thinking have a signifi cant eff ect on EFL writing performance.

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The Effectiveness of Blended Learning in Improving Students’ Workplace Communication Skills: A Case Study on Olive Website Test Result

Cited by 6 publications

References 41 publications

Effect of Blended Learning Models on Students’ Academic Achievement and Retention in Science Education

Effect of Blended Learning Models on Students’ Academic Achievement and Retention in Science Education

Evaluation of the Multimedia Coursebook Material in Listening 1 Course: Audio, Video, and Interactive Activities

The Effect of Hybrid Task-Based Language Teaching and Critical Thinking on Writing Performance in Indonesia

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