scholarly journals Digital wet laboratories: blended learning to improve student learning

2010 ◽  
Vol 31 (1) ◽  
pp. 20
Author(s):  
Danilla Grando

To create great learning environments we need to actively engage our learners. Microbiology laboratory work experience for students is a powerful motivator; students returning from placement back to university often buzz with stories and look forward to a future place in industry. Unfortunately, opportunities for working in industry are limited and thus the next best thing is to ensure that university laboratory practicals also actively engage students. Traditional laboratory practical classes can be supported by and better simulate the activities undertaken in the workplace through the blending of computer-aided instruction with wet practical exercises.

2016 ◽  
Vol 7 ◽  
pp. 281-285 ◽  
Author(s):  
Muhammad R. Sajid ◽  
Abrar F. Laheji ◽  
Fayha Abothenain ◽  
Yezan Salam ◽  
Dina AlJayar ◽  
...  

Eye ◽  
2001 ◽  
Vol 15 (5) ◽  
pp. 635-639 ◽  
Author(s):  
Peter Devitt ◽  
Justine R Smith ◽  
Edward Palmer

Author(s):  
Drew Polly ◽  
Amanda R. Casto

The term blended learning continues to gain momentum in K-12 classrooms around the United States. While the idea of implementing blended learning environments is becoming more popular, there is a need to gain a deeper understanding of how these environments look and how they influence student learning. This chapter takes a step in that direction by examining four instances of blended learning in mathematics classrooms, described as vignettes, that examine the model of blended learning, shifts in teachers' instruction while trying to implement blended learning, as well as teachers' reported benefits and barriers to teaching mathematics in this way. Implications cite a need to focus on the quality of mathematical tasks posed by teachers as well as in technology-rich environments and the need for more in-depth examination about teachers' instructional decisions and rationales related to blended learning and how those decisions influence student learning.


2020 ◽  
Vol 5 (2) ◽  
pp. 133-142
Author(s):  
Nicky Dwi Puspaningtyas ◽  
Marchamah Ulfa

This quantitative study aims to determine the improvement of student learning outcomes in blended learning through the use of animated videos. The study was conducted on 35 students of Universitas Teknokrat Indonesia in the Business Mathematics course. Pretest and posttest are given to subjects to determine learning outcomes before and after treatment. Obtained the average pretest and posttest amounted to 29.4 and 80.4, respectively. Based on the results of Man-Whitney tests, it can be concluded that the mean pretest and posttest scores differ significantly. This means that the use of animated videos in learning Business Mathematics can improve student learning outcomes.


2020 ◽  
Author(s):  
Novianti _ ◽  
Nana

The purpose of this paper is to describe the application of the Blended Learning-based POE2WE model with the Google Classroom median to improve student learning outcomes in physics learning. This writing is motivated by the lack of mastery of technology by educators as well as the lack of mastery of the material delivered by educators to students, so that learning has not been maximized. For this reason, there is a need for methods from educators to improve student learning outcomes, one of which is by using the blended learning method and the POE2WE learning model. So the results of this paper indicate that the application of the POE2WE model based on Blended Learning with Google Classroom media can be used as a solution of problems in teaching and learning in the classroom.


2019 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
Andika Bagus Nur Rahma Putra ◽  
Awalia Habibatuz Zahro ◽  
Amat Mukhadis ◽  
Nurul Ulfatin ◽  
Muhammad Ashar

The objectives of this study: (1) developing online learning innovations based on blended learning for interactive learning media era education 4.0; and (2) testing the attractiveness of the product being developed. The development of Quipper School learning tools follows the 4-D model (namely defining, designing, developing, and disseminating). The results of this study include: (1) quipper school has several advantages to help the learning process, including students being able to learn independently, learning that is fun and interesting through features, displaying material and varied videos, students can practice questions, and teachers can monitor the progress of student learning; (2) Quipper School media which is proven to improve student learning outcomes


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