scholarly journals Evaluation of the Design and Didactic Development of Three Blended Learning Subjects. A Pilot Plan of the Faculty of Social Sciences at the Universidad Nacional, Costa Rica

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Isabel Araya-Muñoz ◽  
Matilde Fonseca-Argüello ◽  
Jilma Majano-Benavides ◽  
María Eugenia Ugalde-Villalobos
Keyword(s):  
Social Sciences ◽  
Costa Rica ◽  
Blended Learning ◽  
Collaborative Work ◽  
Scientific Information ◽  
Panel Discussion ◽  
Experimental Studies ◽  
Evaluation Process ◽  
Learning Model ◽  
The Individual

This article presents the results of the exploratory pre-experimental evaluation process of design and didactic development of three subjects using the semi-distance learning model or blended learning, through a pilot application plan in bachelor’s degrees of the Faculty of Social Sciences at the Universidad Nacional de Costa Rica. First, the blended learning model was applied. Later, scientific information was collected through a survey of students, a panel discussion with teachers, and an analysis of the contents of the study programs. The results show that the interaction between students and teachers increases through their favorite activities such as forums and tasks, which strengthen the individual and collaborative work and the reflective analysis, aspects that favor building learnings. Various lines of research arise from this study; they are necessary to go in depth, specifically, in quasi-experimental studies. Some of these lines are the following: to show the assumptions of the blended learning and educational factors that favor the development of meaningful learning for the student; to determine what the cognitive processes, carried out in mixed learning environments, are; and to test the positive relationship between the student’s academic performance and the semi-distance didactics.

Research on “Teaching-Learning-Research” Blended Learning Innovation Model Among College Students Based on Internet

2017 ◽  
Vol 14 (1) ◽  
pp. 124-130
Author(s):  
Jia Zhang ◽  
Jian Yuan ◽  
Haozhang Han
Keyword(s):  
Blended Learning ◽  
Preliminary Investigation ◽  
Learning Model ◽  
Learning Ability ◽  
Learning Performance ◽  
Specific Situation ◽  
Teaching Mode ◽  
Network Teaching ◽  
The Individual ◽  
Teaching Learning

In general, over 70% of students can adapt to this blended learning model after experiencing the blended learning model for some time, which can satisfy the individual differences of students in a better way, attain some assistance from it and help to improve learning performance and learning ability. It can be discovered from this research that the blended learning model is superior to the single and traditional teaching mode or the pure network teaching mode in the aspects of inspiring the learning interest of students, exercising self-management capability of students and self-evaluation ability. It can be seen from the specific situation of investigation data that it is feasible to implement the blended learning model in colleges and universities even though the overall level of students’ ability in the blended learning is low. As this is a preliminary investigation into the blended learning model, specific solutions or strategies have not been provided for some problems. However, it is believed to achieve greater effects if the research is continued on the practice.

scholarly journals Evaluation of a blended learning model for pre-service teachers

2020 ◽  
pp. 147-164
Keyword(s):  
Blended Learning ◽  
Social Relations ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Learning Model ◽  
First Year ◽  
Student Expectations ◽  
First Year Students ◽  
Five Factors ◽  
The Social

This study aims to determine the predictive factors for effective teaching in blended learning contexts. A Blended Learning Evaluation Scale was devised. The participants were 145 first-year students studying for education degrees using a blended learning model. An exploratory factorial analysis revealed five factors for establishing a good model of blended teaching and learning: student expectations on their learning subjects, the use of web 2.0 tools, feedback from teachers, collaborative work among fellow classmates, and the social relations among students themselves and with their professors.

Fostering English-Medium Instruction (EMI) Through Flipped Learning

2020 ◽  
pp. 340-355
Author(s):  
Alberto Andujar
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Collaborative Work ◽  
Design Principles ◽  
Learning Model ◽  
Education Level ◽  
Flipped Learning ◽  
Theoretical Frameworks ◽  
English Medium Instruction

This chapter explores the possibilities of the flipped learning methodology to foster and improve English-medium instruction (EMI) at a higher education level. The design principles of EMI and flipped learning, and the most relevant theoretical frameworks for each of the fields are discussed. Moreover, factors to be considered when implementing the flipped learning model in EMI contexts are presented. Blended learning environments such as the flipped learning model may become a support during EMI, facilitating the development of interaction and collaborative work, and giving rise to a task-based communicative-oriented environment. At the same time, the flipped model may help overcome some of the challenges presented in the EMI literature.

THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING

2019 ◽  
pp. 34-41
Author(s):  
M. M. Klunnikova
Keyword(s):  
Numerical Methods ◽  
Blended Learning ◽  
Computational Thinking ◽  
Individual Characteristics ◽  
Diagnostic Model ◽  
Mathematics Students ◽  
Professional Activities ◽  
Cognitive Component ◽  
Professional Field ◽  
The Individual

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

ADAPTASI MODEL PEMBELAJARAN MAKE A MATCH DENGAN TALKING STICK UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VIII SMP NEGERI 15 DUMAI

2019 ◽  
Vol 3 (2) ◽  
pp. 248
Author(s):  
Nursian Nursian
Keyword(s):  
Social Sciences ◽  
Student Learning ◽  
Action Observation ◽  
Learning Model ◽  
Research Subjects ◽  
Learning Achievement ◽  
Mastery Level ◽  
Class Viii ◽  
Improve Student Learning ◽  
Planning Action

This study aims to improve their learning achievement after using the adaptation of the learning model to make a match and talking stick in a Social Sciences subject at SMP Negeri 15 Dumai. This research is collaborative classroom action research with stages of planning, action, observation, and reflection. This research was conducted at SMP Negeri 15 Dumai with research subjects of class VIII students with a total of 26 students. The results showed that the adaptation of the learning model make a match and talking stick was able to increase the average student learning, indicated by the fact that in the first cycle the implementation of learning reached 78.08 and in Cycle II it was achieved. 87.31 increase student learning activeness, indicated by the fact that in Cycle I 60.23%, and in cycle II 94.32% and improve student learning achievement, indicated by the fact that in the pre-cycle the percentage of students who attained mastery level was 34, 62% (9 students) and students who did not reach the mastery level were 65.38% (17 students); in the first cycle the percentage of students who reached the mastery level was 73.08% (19 students) and students who did not reach the mastery level were 26.92% (7 students); in Cycle II the percentage of students who reached the mastery level was 88.46% (23 students) and students who did not reach the mastery level were 11.54% (3 students). Based on the results of the study, it can be concluded that the adaptation of the learning model make a match and talking stick is able to improve the learning achievement of social subjects in class VIII students at SMP Negeri 15 Dumai.

PENERAPAN MODEL PEMBELAJARAN PETA KONSEP UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VI SD NEGERI 022 JAYA MUKTI KOTA DUMAI

2018 ◽  
Vol 2 (3) ◽  
pp. 395
Author(s):  
Burhanuddin Burhanuddin
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Concept Map ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Model Concept ◽  
Student Activity ◽  
Improved Learning

This research is motivated by the learning result of Social Sciences of Grade VI SD Negeri 022 Jaya Mukti KotaDumai which is still very low. This study aims to improve the learning outcomes of Social Sciences students.From the data analysis there is an increase of both teacher activity, student activity, and student learning result,that is teacher activity at meeting 1 cycle I percentage is 65% (enough) and at meeting 2 increase to 80%(good). In the second cycle of meeting 3 it increases again to 90% (very good) and at meeting 4 increases to95% (very good). Judging from the student activity also increased from the 1st meeting of cycle I was 60%(enough) and at meeting 2 increased to 70% (good). In the second cycle of meeting 3 it increased to 85% (verygood) and at the 4th meeting to 95% (very good). Judging from student learning outcomes, the average basicscore 63 increased to 75 in the first cycle of increase 12 points later in cycle II increased to 95 in cycle II largeincrease of 20 points. From the data analysis there is an increase both from teacher activity, student activity,and student learning outcomes. It can be concluded that the Improved Learning Model concept map can improvethe learning outcomes of IPS students of class VI SD Negeri 022 Jaya Mukti Kota Dumai.

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