Robotics learning model on the example of blended learning “flipped classroom”

2019 ◽  
Vol 40 (4) ◽  
pp. 155-168
Author(s):  
Elena V. Soboleva ◽  
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Learning Model

scholarly journals THE DEVELOPMENT OF BLENDED LEARNING BASED ON HANDPHONE FOR COMPUTER SYSTEM SUBJECT ON XI GRADE OF SMKN 1 BENGKULU CITY

2019 ◽  
Vol 7 (3) ◽  
pp. 497-502
Author(s):  
Basuki Wibawa ◽  
Paidi .
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
System Approach ◽  
Flipped Classroom ◽  
Formative Evaluation ◽  
Learning Model ◽  
Vocational High School ◽  
Fourth Edition ◽  
Seventh Edition ◽  
Stages Of Learning

Purpose of Study: Education has an important role to improve the quality of human resources that made the younger generations could develop their potential optimally. Vocational High School (SMK) is one of the educational institutions that has prepared their graduates to enter the working world. One of the compulsory programs in Vocational High School is the students were carried out on the fieldwork practices (PKL). To provide learning access for students as long as they stayed in the industry area, so it was necessary to give learning on blended learning by using handphone as a learning media. In order to get students’ learning outcomes be maximized, so the development of this learning should be done by applying Research and Development patterns that were adapted from The Steps of System Approach Model of Educational Research and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. Blended learning models that would be developed are Norman Vaughan and Flipped Classroom Models. Learning materials were developed are computer system subject. The measurement of result development was done by the formative evaluation that consisted of one to one evaluation with expert, one to one evaluation with learner, small group and field trial. Methodology: The methodology that was conducted is stages of learning model adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended learning model that will be developed is the Norman Vaughan model and Flipped Classroom Model. (Helena Gillespie et.all, 2007) Results: Stages of learning model development that was adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended Vaughan model and Flipped Classroom Model. Stages of development process as follows:1) Data and Information Collecting, 2) Identity Instructional Goal, 3) Conduct instructional Analyze, 4) Analyze Learners and Contexts, 5) Write Performance Objectives, 6) Develop AssessmentInstrument, 7) Develop Instructional Strategy, 8 Develop and Select Instructional Materials, 9) Revise Instruction, 10) Design and Conduct Formative Evaluation of Instruction (Gall et all). Implications/Applications: Development of blended learning based on handphone was appropriate to be used in learning at XI grade of SMK. It was caused that students of XI grade have followed the practice of field work for about 3 months, as long as the students followed the practice of fieldwork, it meant that the learning process was still being applied by using handphone media and learning outcomes showed that there was an improvement in learning outcomes.

scholarly journals Blended Learning: Study of a formative assessment in the flipped classroom model

2020 ◽  
Vol 8 (2) ◽  
pp. 1-7
Author(s):  
Juliana Souza
Keyword(s):  
Blended Learning ◽  
Formative Assessment ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Learning Model ◽  
Formative Assessments ◽  
The Other ◽  
Learning Study ◽  
Online Environment ◽  
Online Platform

Summative and formative assessments are important for students' learning pathway. The article analyzes the blended learning model in the Entrepreneurship discipline, in two classes from the perspective of a learning experience as formative assessment, applied in the online platform. The study pointed out that students' access to content increases when participation is stimulated through a formative activity in the online environment. In the class of 54 students, 37 students performed the activity, while in the other class of 76 students, 67 students performed the activity in the online environment.

scholarly journals The Effect of Applying Blended Learning Strategies Flipped Classroom Model on Students’ Critical Thinking Skills

2022 ◽  
Vol 8 (1) ◽  
pp. 86-93
Author(s):  
Zulhamdi Zulhamdi ◽  
Hafnati Rahmatan ◽  
Wiwit Artika ◽  
Andi Ulfa Tenri Pada ◽  
Ismul Huda
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Research Approach ◽  
Control Group Design

Critical thinking skills are competencies that are expected to be possessed by every student in 21st century learning. One of the efforts that can be made to improve students' critical thinking skills is to apply the flipped classroom learning model. This study aims to determine the effect of students' critical thinking skills through the application of the blended learning model of the flipped classroom. The research approach used is quantitative with a quasi-experimental type of research, the research design used is pretest-posttest non-equivalent control group design. Sampling used a total sampling technique from the entire population of 102 students of class XI IPA at SMAN 1 Peulimbang. The instrument used to measure critical thinking skills is in the form of essay questions accompanied by an assessment rubric. Data on critical thinking skills were analyzed by parametric statistics using the independent sample t test. The results showed that the value of < 0.05, then there was an effect of students' critical thinking skills after the application of the blended learning model of the flipped classroom on the respiratory system material

scholarly journals The Impact of Blended Learning Type Flipped Classroom on Autonomous Mathematics Learning

2021 ◽  
Vol 3 (2) ◽  
pp. 164-171
Author(s):  
Ahmad Ahmad
Keyword(s):  
High School ◽  
Blended Learning ◽  
Junior High School ◽  
Flipped Classroom ◽  
Junior High ◽  
Learning Model ◽  
Learning Models ◽  
Senior Class ◽  
Learning Mathematics ◽  
The Impact

The purpose of this study is to determine (1) the autonomous of learning mathematics taught by the blended learning model of the flipped classroom type in as the senior class in a junior high school in Sokaraja in academi year of 2019/2020, (2) the autonomous of learning mathematics taught by conventional learning models in as the senior class in a junior high school in Sokaraja in academi year of 2019/2020, and (3) whether the learning independence is maintained. A quasi-experimental approach with a non-equivalent control group was employed in this research. The samples utilized in this research were divided into two classes, with one class serving as the experimental class and the other serving as the control class. As a data collecting technique, the independence test was used. The information was then examined using descriptive statistics and the t-test. Based on the findings the following conclusions may be drawn: There are variations in students' learning independence while studying mathematics. Students who get mixed learning model type flipped classroom and students who receive traditional learning models have curved sides.

scholarly journals ТЕХНОЛОГИЯ СМЕШАННОГО ОБУЧЕНИЯ В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИЯ

2020 ◽  
Author(s):  
Elena Krylova
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Learning Model ◽  
Educational Process ◽  
Cloud Services ◽  
Educational Activity ◽  
Learning Technology ◽  
Key Characteristics

Введение. Рассматривается технология смешанного обучения, объединяющая в себе преимущества традиционного аудиторного и электронного обучения, обеспечивающая развитие студента как субъекта самообразовательной деятельности и формирующая его готовность к саморазвитию в будущем. Целью исследования является рассмотрение и анализ особенностей, ключевых характеристик технологии смешанного обучения, исследование моделей ее внедрения в учебный процесс, а также описание опыта применения данной технологии в ходе преподавания дисциплины «Иностранный язык» в вузе. Материал и методы. Использовались методы теоретического анализа: изучение и анализ психолого-педагогической и научно-методической литературы и интернет-ресурсов по проблеме исследования, изучение зарубежного опыта использования смешанного обучения в образовательном процессе, а также рефлексия педагогической деятельности автора данной статьи. Результаты и обсуждение. Описаны модели и подходы внедрения смешанного обучения в учебный процесс. Выделены ключевые характеристики смешанного обучения: индивидуализация образовательного процесса, продуктивная самостоятельная работа, рациональное использование аудиторного времени, активное использование современных информационно-коммуникационных технологий и т. д. Дана характеристика взаимодействия субъектов (преподаватель, студенты, электронные образовательные ресурсы) и реализуемых ими ролей в модели смешанного обучения. Рассмотрены электронные ресурсы для внедрения смешанного обучения в образовательную практику (системы управления обучением, массовые открытые онлайн-курсы, облачные сервисы Google for Education). Описан опыт применения технологии смешанного обучения в процессе преподавания дисциплины «Иностранный язык». Учебный процесс строился в соответствии с технологией Flipped Classroom, которая реализуется в виде трехступенчатой образовательной модели – самостоятельная доаудиторная работа (просмотр видеолекций с целью ознакомления с теоретическим материалом до занятия, выполнение заданий для проверки понимания просмотренного материала), аудиторная работа (активные/творческие виды учебной деятельности) и постаудиторная работа (самостоятельное обобщение изученного учебного материала). Заключение. Сделан вывод о том, что результатом использования модели смешанного обучения является повышение качества знаний студентов и развитие их способности учиться самостоятельно.Introduction. The article discusses the technology of blended learning, combining the advantages of traditional classroom and e-learning, ensuring the development of the student as a subject of self-educational activity and shaping his readiness for self-development in the future. Aim and objectives. The aim of the article is to review and analyze the features and key characteristics of “blended learning” technology, to study the models for its implementation in the educational process, as well as to describe the experience of using blended learning in the process of teaching Foreign Language. Material and methods. The methods of theoretical analysis were used: the study and analysis of psychological, pedagogical and scientific-methodical literature and the Internet resources on the problem of research, the study of foreign experience in the use of blended learning in the educational process, as well as the reflection of the educational activities of the author of this article. Results and discussion. The models and approaches of introducing blended learning into the educational process are described. Key characteristics of blended learning are highlighted: individualization of the educational process, productive independent work, the rational use of class time, the active use of modern information and communication technologies, etc. The characteristics of the interaction of subjects (teacher, students, and electronic educational resources) and the roles they implement in the blended learning model are given. Electronic resources for the introduction of blended learning in educational practice (learning management systems, massive open online courses, Google for Education cloud services) are considered. The experience of using blended learning technology in the teaching of the discipline “Foreign Language” is described. The educational process was built in accordance with the Flipped Classroom technology, which is implemented in the form of a three-stage educational model - independent pre-class work (watching video lectures in order to familiarize yourself with the educational information before the lesson, completing tasks to verify understanding of the material watched), class work (active / creative types of educational activity) and post-graduate work (independent generalization of the studied educational material). Conclusion. It is concluded that the use of the blended learning model results in an increase in the quality of students’ knowledge and the development of their ability to learn independently.

scholarly journals The Effectiveness Combination of Blended Learning and Flipped Classroom with Edmodo as a Digital Media Innovation for Learning From Home

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Ramen Antonov Purba
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Flipped Classroom ◽  
Learning Model ◽  
Learning Activities ◽  
Research Subjects ◽  
Quasi Experimental ◽  
Context Of Learning ◽  
The Right

Covid-19 causes transformation. Educational institutions prepare teaching media that can be accessed online. Such as WhatsApp, Instagram, google meet, google classroom, and zoom. The media is not yet the right solution. Research conducted on a combination of blended learning, flipped classroom, and Edmodo. The combination of the three is expected to be a new digital media innovation for learning. The research was conducted to see the effectiveness of the blended learning model using the flipped classroom method with Edmodo. The study used a quasi-experimental. Data analysis with the descriptive pattern. Collecting data is by direct observation, filling out questionnaire sheets, and carrying out tests. The technique of analyzing data is carrying out initial knowledge testing, hypothesis testing, and analyzing learning activities. Through t-test, normality, homogeneity, and comparative to see the effectiveness of the combination of blended learning and flipped classroom with Edmodo. The research subjects were 32 students. The result is that the blended learning model using the flipped classroom method with Edmodo is proven to be effective as a learning medium in the context of learning from home. There are differences in the value and quality of individuals in learning. Value using WhatsApp, Instagram, google meet, google classroom, and Zoom 63.89. Using a combination of blended learning and flipped classroom with Edmodo 80.56. With the category of learning activities at the level of 92.1%. The blended learning model with the flipped classroom method with Edmodo is effectively used. There is an increase in terms of learning activities that positively impact the value and quality of individual learning activities. The combination of the three is a new digital media innovation for learning.

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