scholarly journals Blended Learning Voice: Students’ Perceptions Of Mid Transitioning Into Digital Needs Of Academic Reading

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Lilies Youlia Friatin ◽  
Etika Rachmawati ◽  
Ratnawati Ratnawati
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Educational Innovation ◽  
Digital Learning ◽  
Academic Reading ◽  
Quality Of Higher Education ◽  
Digital Era ◽  
Voice Students

Blended learning is one of the e- learnings to be concerned its improvement and it can not be apart from the digital learning practices. Moreover, the application of blended learning itself is such of educational innovation in the 21st century era not only in Indonesian setting but also in the worldwide spread. In fact, the deployement of blended learning which is covered by e-learning in Indonesia is not good enough in higher education setting. The present study investigated students’ perception of applying it in an academic reading class as  part of demand in digital era. The descriptive study was employed to analyze the students’ questionnaire toward the application of blended learning during classroom practices with the 30 participants took part in the research. The students’ positive responses and interpretation from students revealed of implementation of it though some troubles occured during teaching and learning process. From the result of the data, it indicates that blended learning can be one of the educators’ choices of classroom practices in order to improve the quality of higher education and it provides  innovation of education in digital era. The study  provides the limitations and pedagogical suggetions.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Theoretical bases for academics’ potential development: foreign and domestic experience

2021 ◽  
pp. 5-19
Author(s):  
Yurii Skyba ◽  
Hanna Lebedynets
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The European Union ◽  
Association Agreement ◽  
Intangible Resources ◽  
Quality Of Higher Education ◽  
Potential Development ◽  
Organizational Information ◽  
The University

Ensuring and improving the quality of teaching and learning, in particular the academics’ potential development, is reflected in strategic European and domestic documents, namely in the Association Agreement between Ukraine and the European Union, the Paris Communiqué, the Strategy for Higher Education in Ukraine for 2021-2031 and others. The expediency for academics’ potential development is confirmed by the results of a national survey on the needs for the development of Ukrainian universities in the process of reforming higher education in the context of European integration. The article highlights the problems of academics’ potential development. Based on foreign and domestic experience, the theoretical bases for academics’ potential development, in particular the conceptual and terminological apparatus and structural components of teaching metacompetence are substantiated. The concept «potential of an academic» is defined as a set of intellectual, intangible resources, conditions and opportunities created for the production and accumulation of new knowledge, ideas, technologies, competencies and other productive properties at the university, which combines two levels of connections functioning in unity. The first level of connections are resources that are the result of past and present, and the second – opportunities, i.e. those abilities and connections that are future-oriented, constantly changing, evolving, forming new abilities, characteristics, including elements of the future development. The following components are distinguished in the structure of teaching metacompetence: prognostic; design; objective; innovative; pedagogical partnership; organizational; information and digital; reflexive; linguistic and communicative; inclusive; motivational; health-preserving; emotional-ethical and evaluative-analytical. The development of the above components of teaching metacompetence will help ensure the quality of higher education and increase the competitiveness of the university in the educational services market.

scholarly journals Global Issues in ESP Classroom: Challenges and Opportunities in Higher Education

2021 ◽  
Vol 12 (1) ◽  
pp. 388-400
Author(s):  
Yana Diachkova ◽  
Lilia Sazhko ◽  
Liudmyla Shevchenko ◽  
Anastasiia Syzenko
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Synergetic Effect ◽  
Target Language ◽  
Global Competence ◽  
Professional Skills ◽  
Global Issues ◽  
Quality Of Higher Education ◽  
Challenges And Opportunities

In English for Specific Purposes, one of the challenges is to transform teaching and learning into a process, which focuses on the development of professional skills, enables students to become successful learners of the target language, and makes them more aware of the local and global environments. This paper aims to analyse key challenges that teachers and learners face in the classrooms and suggest a way of integrating global issues into the process of development of professional soft and hard skills. The paper studies the existing ESP literature in terms of presence of global issues, explores the perceptions of global issues among university students in Ukraine, outlines the correlation between professional skills and global competence. The findings suggest that there are numerous advantages of introducing materials based on global issues into the teaching process as it has synergetic effect of fusing professional skills, soft skills and global competence. The paper concludes that this fusion improves the skill set of a future professional and has a positive impact on the quality of higher education in general.

scholarly journals KEBIJAKAN PENYELENGGARAAN PENDIDIKAN TINGGI (Studi Tentang Peran Sistem Informasi Akademik Dalam Penyelenggaran Pendidikan Tinggi Di STKIP PGRI Bangkalan)

2018 ◽  
Vol 16 (1) ◽  
pp. 16
Author(s):  
Agoeng Koerniawan SA
Keyword(s):  
Higher Education ◽  
Information System ◽  
Information Systems ◽  
Teaching And Learning ◽  
Process Data ◽  
Quality Of Higher Education ◽  
Before And After ◽  
Academic Information

The purpose of this study was to determine the role of academic information systems in improving the quality of higher education implementation in PGRI STKIP Bangkalan, and the extent to which the policies of implementing higher education before and after the use of information systems and how satisfaction is felt by students towards academic information systems at STKIP PGRI Bangkalan, named STKIP PGRI Bangkalan’s Siakad.The study was conducted by conducting a survey of users of the internet-based academic information system (Siakad STKIP PGRI Bangkalan), namely lecturers, students and employees with the method of observation and conducting in-depth interviews to obtain as much information as possible from all respondents/informants. The number of informants was 5 people consisting of the chairman of STKIP PGRI Bangkalan, Vice Chairman I, Head of BAAK and two students who had experience in their respective fields of work, knew deeply and had many roles in the process of using information systems.Based on the results of the study, it was shown that with the use of the information system/ STKIP PGRI Bangkalan’s Siakad which is one of the facilities for the smooth activities of the teaching and learning process, it proved to provide convenience, many benefits and benefits that greatly support the duties of serving lecturers, students and outsiders requiring. This is evidenced by the support of the support of lecturers and students, capacity, namely the ability of employees to process data and value, namely the benefits felt by lecturers, employees and students as well as outside parties in need.

scholarly journals Instruments for Monitoring the Quality of Higher Education: Structural Validation of the Ukrainian Version of the ETLQ Questionnaire

2021 ◽  
Vol 6 (2) ◽  
pp. 196-203
Author(s):  
Iu. O. Pavlova ◽  
◽  
K. A. Tymruk-Skoropad ◽  
L. M. Tsizh
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Teaching And Learning ◽  
Educational Process ◽  
Physical Culture ◽  
Academic Environment ◽  
Confirmatory Factor Analyses ◽  
Quality Of Higher Education

The problem of ensuring the quality of higher education and the formation of a culture of quality causes a significant interest. That determines the practice of collecting, analyzing, and taking into account information about the academic environment, requires identifying and constantly monitoring of factors that affect the effectiveness of curricula, and determines student success. To better monitor the effectiveness of the proposed approaches, keep up with emerging challenges, and adjust decisions, it is necessary to develop special tools to study participants’ opinions of the educational process. Such tools should have sufficient validity and meet current trends and approaches. The purpose of the study was to check the internal structure and validate the Ukrainian version of the content part “Experiences of teaching and learning” of the ETLQ tool. Materials and methods. The study involved students (n = 632, 59.81 % were women; age (M±SE) – 21.5±0.2 years old) of Ivan Boberskyj Lviv State University of Physical Culture, who studied in the specialty 227 “Physical therapy, occupational therapy”. Data collection was conducted during the 2019/2020 and 2020/2021 academic years upon completing mandatory special subjects. The convergent, discriminant, and criterion validity of the “Experiences of teaching and learning” part of the ETLQ tool were evaluated. Exploratory and confirmatory factor analyses were used in the research; α-Cronbach values, composite reliability coefficient, and average extracted variance were calculated. Results and discussion. Based on the results of the work, a modified version of the questionnaire was proposed, which contained 29 questions and had a sufficient level of validity. The final model consisted of four factors, which explained 51.353% of the total variance (the first factor – 39.339 %, the second – 5.224 %, the third – 4.281 %, the fourth – 2.509 %). The model was characterized by satisfactory indices: χ² / df (920/344) = 2.67, CFI = 0.923, TLI = 0.935, RMSEA = 0.055, SRMR = 0.058. Based on the validation results, a modified Ukrainian version of the questionnaire “Experiences of teaching and learning” was proposed, which is one of the content parts of the ETLQ tool. It consists of separate scales “Organization and structure,” “Teaching, learning, assessments and other set work”, “Teachers’ enthusiasm and responsiveness to students”, “Climate and support from peers”. The proposed questionnaire has sufficient validity to assess the quality of the academic environment, the effectiveness of specialists’ educational process in physical therapy, occupational therapy, and physical culture and sports

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

Blended Learning

2016 ◽  
pp. 17-40
Author(s):  
Virendra Gawande
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Learning Styles ◽  
Blended Learning ◽  
Significant Influence ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Relationship ◽  
Factors Affecting ◽  
Acceptance Model

Higher Education in developing countries like Oman offers several unique circumstances that suggest curriculum delivery using Blended Learning is a rational choice. Research has been conducted to identify the factors affecting blended learning adoption and to determine whether the teaching and learning process is amenable to its adoption at HEIs in Oman. Based on the findings a model, Blended Learning Acceptance Model (BLAM), has been developed. It was inferred from the findings that there is a positive relationship among the demographic factors and behavioral Intention i.e. blended-learning adoption. In addition, the teaching and learning styles also had significant influence on adoption of blended learning. BLAM was primarily intended to be used at HEIs in Oman, but may also be used in other developing countries as a reference for the adoption of blended learning.

Implementing and Promoting Blended Learning in Higher Education Institutions

2010 ◽  
pp. 70-87 ◽  
Author(s):  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Current Trend ◽  
Face To Face ◽  
Peer Editing ◽  
Academic Reading ◽  
Face To Face Learning

With the rapid development of the Internet, blended learning (online learning plus face-to-face learning) has become a model that more and more higher education institutions are intending to adopt. This chapter first compares various forms and expressions of blended learning adopted by different institutions around the world, and then reports on how blended learning has been implemented and promoted in the English Department at the Hong Kong Institute of Education (HKIEd) using a variety of approaches. Here, a number of projects have been carried out over the past seven years, focusing on the conversion of traditional face-to-face modules into partly face-to-face, partly online modules. In addressing these developments, the Blackboard online learning management system, which has been adopted as the main platform for the delivery of blended learning at HKIEd, is first examined. Then the design of a series of subject-specific Web sites to supplement the Blackboard system and facilitate blended learning is introduced. Finally, the implementation of innovative Wikibook projects is illustrated and discussed. Such Wikibook projects, where students are required to work in groups to write an academic textbook collaboratively online, are highly effective in promoting not only autonomous yet collaborative online academic reading and writing, but also online peer editing. This adds a new dimension to blended learning. Feedback from students shows that they greatly enjoyed the experience of collaborative academic writing through the Wikibook projects, and found that the wiki technology made peer editing much more efficient and effective. All the evidence suggests that blended learning has great potential as a vehicle for teaching and learning and is a notable current trend in higher education.

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