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Browsing Articles in Periodicals & Books by Subject "Blended Learning"
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- ItemOpen AccessBook Review: Guide to Blended Learning by M. Cleveland-Innes with D. Wilton(2019-07) Ferreira-Meyers, KarenThis compact yet complete Guide to Blended Learning is a welcome addition to the arsenal of useful resources published every year by the Commonwealth of Learning. Eight chapters, a reference list and two appendices (one is entitled Community of Inquiry Blended Learning Evaluation and the second one is COL's Blended Learning Design Template) open up the world of blended learning to both newcomers in the field, researchers and other private and public stakeholders such as teachers and lecturers who have already been implementing blended learning in their respective professional fields (first and foremost in the field of teaching and learning), but want to improve their skills.
- ItemOpen AccessCase-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia?(2024-03-23) Tambak , Syahraini; Sukenti, Desi; Panda, SantoshThis research aims to analyse whether the increasing use of case-based learning (CBL) by madrasa aliyah teachers in Indonesia improves their teaching skills in the field of education. This study employed a quasi-experimental technique and data from a CBL intervention programme to investigate how CBL is connected with teachers' hybrid teaching skill. The data was analysed using the difference-in-difference design. In general, the teaching skill of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of CBL in hybrid learning can favorably affect the teaching skill of madrasa teachers. CBL is positively associated with student involvement and teaching in learning among the madrasa teacher teaching skill subscales. However, according to our data analysis, students' favourable responses to Islamic religious education, and hybrid learning practices can moderate the link between CBL and the teaching skill of madrasa teachers. This study has significance for the CBL model's growth in strengthening the teaching skill of madrasa teachers in distance learning Islamic religious education.
- ItemOpen AccessChanges in Instructional Formats: Which Learning Format is More Convenient for Postgraduate Students?(2024-03-23) Syahbrudin, Johan; Andriyanti , Erna; Purbani, Widyastuti; Panda, SantoshChanges in learning format between face-to-face, online, and blended learning impact learning convenience. Based on changes in learning formats, this research aims to reveal and explore information regarding the learning formats that postgraduate students feel is most convenient based on their experiences and conditions. This research used a phenomenological design to obtain comprehensive and in-depth data regarding the convenience of various learning formats and that are at the beginning of the transition between various instructional formats. Data sources were obtained from postgraduate study participants at various universities in Jawa, Indonesia, who had experienced changes in learning formats during their studies. Data was collected through direct observation and in-depth face-to-face and online interviews of 13 participants to capture real experiences and feelings. The data was then analysed using thematic qualitative analysis techniques with the help of the Atlas.Ti programme. The research results showed that all learning formats can optimise learning success if the resources are available and students are serious and focused on learning. For postgraduate students with good internet access, online learning was the most desired and convenient, both for those who were very busy and those who were just focused on studying. Ultimately, the choice of learning format should be based on carefully examining all available options to maximise their success in achieving their educational goals.
- ItemOpen AccessDoes Collaborative Use of the Internet Affect Reading Comprehension in Children?(2019-03) Mitra, SugataThis paper examines the effect of the Internet on the reading comprehension of children reading together in groups. First, we describe an experiment to determine if children reading together off the Internet from big screens, can read at a higher comprehension level than children reading the same text alone. The results from this small-sample study are then compared to the results from a larger study across many locations in India. We find that children with low reading comprehension levels to start with can read and understand text at a level higher than expected from them, if they are reading together and have the Internet available. Moreover, in the process of doing this kind of ‘self-organised’ reading, their individual reading comprehension increases. This way of reading may provide a simple and reliable method to improve the reading comprehension of children in their own, or foreign, languages.
- ItemOpen AccessEditorial: Learning for Development: Lessons from Diverse Contexts and Perspectives(2022-07-19) Panda, Santosh; Panda, SantoshThere has been a contemporary trend in educational delivery, as also in education research studies, toward technology-enabled learning, which offers scope for contexualisation and appropriateness for effective and quality individual and group learning. This trend, though, does not preclude the age-old and conventional campus-based learning. The trend, in fact, has more been toward diversified forms of ‘blended teaching-learning’ – with the nature of the ‘blend’ varying according to the context and current provision in respective educational/ national contexts. In the developing countries, the discourse is more vulnerable in respect of appropriate decision-making for an equitable and inclusive educational provision. Practical field experiences, as also rigorous research studies, should significantly contribute to such decision-making at governmental, institutional and faculty level. Keeping this in view, we have put together, in this issue of the Journal, the following research articles/ studies, case studies, reports from the field, and book reviews which may inform us in further visualising and implementing our actions.
- ItemOpen AccessEffectiveness of Interactive Content with H5P for Moodle-Learning Management System in Blended Learning(2024-03-23) Rahmi, Ulfia; Ramadhani Fajri, Bayu; Azrul, Azrul; Panda, SantoshThe end of the pandemic era has brought new changes and challenges to lectures held in a blended learning environment, one of which is the use of interactive content. The objective of this study was to analyse, develop and evaluate the presentation of content using H5P in blended learning, its relevance to lecture topics, activities to achieve learning outcomes using the rotation-type blended learning model and how students perceive it after using this H5P content. It focused on the rotation model that is commonly used in blended learning. However, this model has not included H5P much yet. The sampling method was purposive. The data were collected using a Likert scale questionnaire. The questionnaire data were examined using the bivariate Pearson correlation approach. The results of this study indicated that the use of H5P as a supporting component in implementing the rotation model type of integrated learning increases student knowledge, skill and satisfaction. Lecturers can apply H5P-based content as content support in blended learning for other study programmes by following the content development steps, type rotation scenario and how the H5P interactive videos are used.
ItemOpen AccessThe Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa(2021-11-19) Mphahlele, Ramashego; Seeletso, Mmabaledi; Muleya, Gistered; Simui, Francis; Panda, SantoshRecent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally. This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19. The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face. These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning. There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.