scholarly journals Enseñanza y aprendizaje significativo en una modalidad mixta: percepciones de docentes y estudiantes / Significant teaching and learning in a blended learning: perceptions of teachers and students

2018 ◽  
Vol 8 (15) ◽  
pp. 898-922 ◽  
Author(s):  
María del Rocío Carranza Alcántar
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Perceptions ◽  
Teachers And Students ◽  
Perceptions Of Teachers

El presente trabajo se sustenta en la construcción de la problemática que identifica a las tecnologías como paradigma de cambio en la educación, dejando de lado que, si estas no se utilizan bajo un enfoque didáctico planeado y organizado, los resultados pueden ser contraproducentes. Los objetivos de la investigación fueron: conocer y analizar las percepciones que el estudiante tiene respecto al aprendizaje significativo que alcanza a través de los cursos mediados tecnológicamente y estudiar las percepciones que el docente universitario tiene con relación a las estrategias de enseñanza mediadas por tecnología que utiliza, todo esto en una modalidad mixta. El estudio se llevó a cabo en una universidad mexicana en la carrera de Derecho. La metodología es de corte cualitativo y se abordó bajo la perspectiva teórica de la fenomenología, para lo cual se diseñaron dos tipos de entrevistas semiestructuradas. Los resultados muestran que la falta de creatividad y retroalimentación por parte del docente ha sido un factor que merma el proceso de aprendizaje del estudiante. Finalmente se sugiere continuar con este tipo de estudios que conlleven a relacionar las modalidades educativas, las estrategias de enseñanza, la mediación tecnológica y el aprendizaje significativo.

scholarly journals The Global local planes of English needs in Indonesian contexts

2019 ◽  
Vol 12 (2) ◽  
pp. 262-293
Author(s):  
Christine Manara
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Secondary Level ◽  
English For Specific Purposes ◽  
Intercultural Skills ◽  
Future Needs ◽  
Local Contexts ◽  
Teachers And Students ◽  
Views And Perceptions ◽  
Global And Local

ABSTRACTThis article reports one part of a larger study, exploring the global and local English needs in nine secondary level schools in several Indonesian contexts (i.e. Sumatera, Sulawesi, and East Nusa Tenggara). The study investigates: 1) teachers and students perceived understanding of the existence of English in their local contexts; 2) opinions of their current local and global needs of English in today’s globalized era; and 3) their opinion on the teaching and learning of English. Data were collected from questionnaires and interviews. The results show that students in different contexts have slightly different views and perceptions of English use and how it needs to be learned and taught for their current and future needs of English. Although slightly different in their perceptions of needs, there seems to be a coordinated understanding of English needs between the students and teachers. The findings also indicate that there is a growing awareness of the need to teach the communicative aspects of English in relation to students’ activities online. Therefore, the teaching of English needs to be conducted by providing more English exposure, integrating blended learning, adopting English for Specific Purposes approach, and teaching pragmatics knowledge and intercultural skills.

scholarly journals Exploring Blended Learning for Science Teacher Professional Development in an African Context

2009 ◽  
Vol 10 (4) ◽  
Author(s):  
Bopelo Boitshwarelo
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Teachers And Students ◽  
Science Teacher Professional Development ◽  
African Context ◽  
Teacher Professional ◽  
Culture Of Teaching ◽  
And Training

This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support ongoing teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.

scholarly journals Strategies for Pan-European Implementation of Blended Learning for Innovation and Entrepreneurship (I&E) Education

2019 ◽  
Vol 9 (2) ◽  
pp. 124 ◽  
Author(s):  
Galena Pisoni
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Processes ◽  
Learning Activities ◽  
European Universities ◽  
Teachers And Students ◽  
Information And Communication ◽  
Innovation And Entrepreneurship

New information and communication technologies (ICTs) provide educators and learners with novel approaches to enhance teaching and learning processes. Technology enabled learning plays a vital role in contemporary education and blended learning is widely adopted across higher education as a learning mode. In this paper we reflect on the strategies for introducing blended learning in a network of European universities and the first lessons learnt from the experience. A total of 18 universities took part with around 350 students registered in the 2018–2019 academic year. In this report we recount how the lecturers in our network introduced the blended learning in their classes, the different types of lessons resulting from this effort, as well as the teachers’ and students’ perceptions regarding the blended learning activities performed. Our reflection is focused on the use of blended learning and its positive effect on activating students and development of innovation and entrepreneurship soft skills. The perceptions on blended learning are interrelated, with the success of the blending models depending on the blended learning activities, and how well the respective online contents are embedded into the teaching and learning processes.

scholarly journals Blended Learning and Data Use in Three Technology-Infused Charter Schools

2018 ◽  
Vol 11 (1) ◽  
pp. 183-198 ◽  
Author(s):  
Ellen B. Mandinach ◽  
Ryan C. Miskell
Keyword(s):  
Charter Schools ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Educational Decisions ◽  
Face To Face ◽  
Instructional Activities ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Diverse Data

This study examined how the affordances of technologies in the blended learning affected teaching and learning activities. The study used mixed methods to examine whether the blended learning environments provided enhanced access to and more diverse data for teachers and students from which to make educational decisions. The study found that the technologies provided more diverse data to administrators, teachers, and students and allowed for flexible adaptations to virtual and face-to-face learning to meet students’ needs. The blended environments helped to create data cultures within the schools where educators used data to communicate and have an impact on instructional activities.

scholarly journals PENGUATAN KOMPETENSI MENGAJAR GURU DALAM MEMBUAT INOVASI PEMBELAJARAN BLANDED LEARNING DI SMP MUHAMMADIYAH 14 LAMONGAN

2021 ◽  
Vol 5 (2) ◽  
pp. 316
Author(s):  
Endang Sholihatin ◽  
Gendut Sukarno ◽  
Arista Pratama ◽  
Indrawati Yuhertiana ◽  
Sukirmiyadi Sukirmiyadi ◽  
...  
Keyword(s):  
Cloud Computing ◽  
Online Learning ◽  
Blended Learning ◽  
Open Source ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Models ◽  
Education Policies ◽  
Teachers And Students ◽  
E Learning

AbstractThe face-to-face school learning process in the midst of the covid pandemic is carried out online. This is based on the policy of the Ministry of Education, Circular Letter Number 4 of 2020 regarding the implementation of education policies in the emergency period of the spread of the corona virus. The pandemic condition with the online learning process requires schools and teachers to innovate in the teaching and learning process. With the aim of strengthening the teaching competence of teachers in making learning innovations, the community partnership program is carried out based on special problems faced by partners of SMP Muhammadiyah 14 Lamongan, namely: (a) not being able to innovate blended learning models for online learning; (b) has not been able to optimally use e-learning based on cloud computing; (c) have not been able to innovate in making ICT-based learning media. The solution to the problem of partner needs is answered by three strategies: (a) training in the preparation and development of blended learning models for teachers; (b) create an open-source e-learning website based on chamilo and train teachers and students to use it; (c) train teachers to make learning media based on information and communication technology.Keywords: learning innovation, blended learning, learning. AbstrakProses belajar sekolah tatap muka di tengah pandemi covid dilakukan secara daring. Hal tersebut didasarkan kebijakan Kementerian Pendidikan Surat Edaran Nomor 4 Tahun 2020 tentang pelaksanaan kebijakan pendidikan dalam masa darurat penyebaran virus corona. Kondisi pandemi dengan proses pembelajaran daring menuntut sekolah dan guru untuk berinovasi dalam proses belajar mengajar. Dengan tujuan penguatan kompetensi mengajar guru dalam membuat inovasi pembelajaran program kemitraan masyarakat dilaksanakan didasarkan permasalahan khusus yang dihadapi mitra SMP Muhammadiyah 14 Lamongan yaitu: (a) belum mampu inovasi model pembelajaran blanded learning untuk pembelajaran daring; (b) belum mampu secara optimal menggunakan e-learning berbasis cloud computing; (c) belum mampu inovasi membuat media pembelajaran berbasis TIK. Solusi masalah kebutuhan mitra dijawab dengan tiga strategi: (a) pelatihan penyusunan dan pengembangan model pembelajaran blanded learning untuk guru; (b) membuat website e-learning open source berbasis chamilo serta melatih guru dan siswa untuk menggunakannya; (c) melatih guru membuat media pembelajaran berbasis teknologi informasi dana komunikasi.Kata kunci: inovasi pembelajaran, blanded learning, pembelajaran.

scholarly journals THE BLENDED LEARNING IMPLEMENTATION OF ELT BASED ON TEACHERS AND STUDENTS’ PERSPECTIVE IN NEW NORMAL CONDITION OF COVID 19

2021 ◽  
Vol 4 (3) ◽  
pp. 457
Author(s):  
Lukman Arif Rachman ◽  
Sudiyono Sudiyono ◽  
Elzi Phonix
Keyword(s):  
High Schools ◽  
Blended Learning ◽  
Research Method ◽  
Language Skills ◽  
Learning Method ◽  
Qualitative And Quantitative ◽  
Teachers And Students ◽  
The Media ◽  
The City ◽  
Perceptions Of Teachers

This study aims to determine the perceptions of teachers and students towards the implementation of blended learning in English, at high schools in the city of Bandung. The research method adopted for this research is the mix method between qualitative and quantitative. Participants  involved were teachers and students taken randomly from as many as nine senior high schools spread across the city of  Bandung. The technique and data processing were carried out by distributing a questionnaire that each participant had to fill in, the questionnaire   contained seven aspects of how they responded to the advantages each of both teachers and students due to the English blended learning method. After the data were collected, then an analysis was carried out by calculating on the perceptions of teachers and students. The main advantage according to the teachers perception was challenging for teachers in preparing the material and using the media (93% perception responses). Meanwhile, the main advantage according to students perception was that English blended learning could improve their language skills (77% perception responses). As suggestions, it can be conveyed that blended learning can be continued for this era of Covid 19. Keywords:  English, Blended Learning, Teachers’ Perspective, Students’ Perspective

scholarly journals Potential of Blended Learning at High Schools in Hanoi

2020 ◽  
Author(s):  
Hoang Trang Nguyen ◽  
Mai Van Hung ◽  
Nguyen Thi Thuy Quynh
Keyword(s):  
High Schools ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Model ◽  
Special Importance ◽  
Infrastructure Development ◽  
Advantages And Disadvantages ◽  
Good Ability ◽  
Teachers And Students ◽  
Personal Technology

This study focuses on considering potential for the application of the blended learning model at high schools in Hanoi City. Surveyed in this study are 550 students and 30 teachers in 3 high schools in Hanoi. The nominal scale and convenience sampling method were used. The results of the study showed that there are advantages and disadvantages of applying the model, such as the good ability to furnish personal technology equipment; the habit of teaching and learning with the support of information technology; inequality in teachers’ knowledge and experience of blended learning; the fact that teachers’ teaching objective is substantially based on traditional teaching. For this reason, some solutions were proposed with a view to efficiently applying the blended learning model, including special importance to the increase of teachers’ and students’ awareness, investment in infrastructure development, application of the blended learning model according to a roadmap, and promulgation of a policy on fostering and encouraging teachers to apply the blended learning model. The results of this study will provide further research ideas about selecting the most appropriate approach to use when designing blended courses at high schools in Hanoi.

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