The Teaching and Learning of English For Academic Purposes in Blended Environment

Maulan, Sumarni; Ibrahim, Raihan

doi:10.1016/j.sbspro.2012.11.361

Cited by 26 publications

(23 citation statements)

References 6 publications

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“…Maulan and Ibrahim [25] reported that there was no significant difference between students who involved in blended learning and those students who did not. Glogowska, et al [30] developed a new model of CPD for health care practitioners based on a blended learning approach at a university in the south west of England.…”

Section: Factors Influencing Blended Learningmentioning

confidence: 99%

“…Young and Randall [23] described the different teaching and learning methods which were blended together to create a module for second year pre-registration midwifery students in England, which focused upon ill-health during pregnancy and childbearing. 5 articles engaged in language teaching and learning [10], [11], [14], [24], [25], Jia, et al [10] customized the open source course management system Moodle to build the individualized vocabulary review and assessment functions for English instruction. Hertsch [11] focused on the Moodle testing system, which offers an alternative to classical testing, to enrich its course system successfully.…”

Section: B Blended Learning As a Strategymentioning

confidence: 99%

“…Klimova and Semradova [24] listed the benefits of blended learning for the teaching of foreign languages and emphasised the importance of autonomous learning in this process. Maulan and Ibrahim [25] developed a blended learning pilot project for English for Academic Purposes and examined the students' perception, engagement and performance in the blended learning environment. 2 articles studied blended learning in mathematics [26], [27].…”

Section: B Blended Learning As a Strategymentioning

confidence: 99%

“…There are 13 research articles explore factors in blended learning, among which 8 articles are about learner factors, in which 4 of them concerned the students' perceptions of blended learning [25], [30]- [32]. Maulan and Ibrahim [25] reported that there was no significant difference between students who involved in blended learning and those students who did not.…”

Section: Factors Influencing Blended Learningmentioning

confidence: 99%

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Review on Blended Learning: Identifying the Key Themes and Categories

Wei¹,

Chang

2017

IJIET

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Abstract-Blended learning is getting popular nowadays. Even though many studies have been conducted on online learning, studies specifically on blended learning are still scarce. This paper reports on a systematic literature review about blended learning of 103 journal research articles. The purpose of the review is to explore the status of blended learning research, and identify their themes and categories according to their contents. Twelve themes are identified of the articles examined in this paper. Findings showed that these researches mainly belong to six categories: design, strategy, factors, evaluation, methodology and review. Researches in each category are discussed in this paper. Future directions for research are discussed.

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Section: Factors Influencing Blended Learningmentioning

confidence: 99%

Section: B Blended Learning As a Strategymentioning

confidence: 99%

Section: B Blended Learning As a Strategymentioning

confidence: 99%

Section: Factors Influencing Blended Learningmentioning

confidence: 99%

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Review on Blended Learning: Identifying the Key Themes and Categories

Wei¹,

Chang

2017

IJIET

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“…ICT is an enabler that is the backbone of the Teaching and Learning process (T&L) and the school management. This represents a major challenge to the education sector in particular, which is to produce competitive teachers (Maulan and Ibrahim, 2012). The implementation of changes should be done immediately whether in the T&L process or management.…”

Section: Introductionmentioning

confidence: 99%

The integration of ICT in creative multimedia in visual art education teaching and learning

Malek¹,

Ramli²,

Hussin

2017

Int. j. adv. appl. sci

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The objective of this study is to identify the Ely's Variation (Conditions of Change) -1999, which exists to support the integration of ICT. The sample consists of VAE major students -semester 5, 6, 7 and 8, who have attended the course. As a result of the fish bowl draw for choosing the population capable of governance, a total of 223 VAE students from 6 ITE in Peninsular Malaysia have been selected for this study. The respondents come from these institutes: 1) IPGK Bahasa Antarabangsa (9.0%), 2) IPGK Dato' Razali Ismail (9.0%), 3) IPGK Raja Melewar (25.6%), 4) IPGK Pendidikan Teknik (9.9%), 5) IPGK Ilmu Khas (13.5%) and 6) IPGK Sultan Mizan (33.2%). From the 223 (100%) sets of questionnaires distributed, 213 (96%) sets have been successfully analysed. The study uses a questionnaire survey method. The questionnaires consist of 6 items (Demographic Information of Respondents) and 40 items (Ely terms, 1999). The reliability of the instruments for integrating ICT according to Ely's requirements is 0.86. Data is analysed using Mean (M) and Standard Deviation (SD). The findings indicate the existence and support the integration of ICT through the T&L process. The 7 conditions specified above are of varying stages. The third term, which is the Resources Readiness, obtained (M = 2.37, SD = 0.73), indicating that the existence of this condition is somewhat less supportive of the integration of ICT. It can be concluded that the VAE students thought that they did not have sufficient resources to enable them to integrate ICT through the T&L process of Creative Multimedia in Visual Art Education courses in ITE.

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