scholarly journals A PRELIMINARY STUDY ON THE READINESS OF BLENDED LEARNING AMONG LECTURERS AT UNIVERSITI UTARA MALAYSIA

2021 ◽  
Vol 3 ◽  
pp. 57--74
Author(s):  
Fathiyyah Abu Bakar ◽  
Zaimah Abdullah ◽  
Zakiyah Sharif ◽  
Arifatul Husna Mohd. Ariff
Keyword(s):  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Survey Method ◽  
Face To Face ◽  
Readiness Level ◽  
Study Population ◽  
High Level ◽  
Learning Institutions ◽  
Universiti Utara Malaysia

The modern way of teaching and learning emphasizes the technology to be embedded in the education system. Thus, higher learning institutions (HLIs) are gradually switching their class delivering method from classroom-based teaching (CBT) to the so-called blended learning approach (BLA). The BLA integrates traditional CBT with the online teaching class. Thus, this study aims to investigate the readiness level towards BLA among lecturers in HLIs. Universiti Utara Malaysia (UUM) lecturers were chosen as a study population, and the sample of 350 lecturers was determined using a proportionate random sampling method. The survey method was used to gather the data, and by utilizing the descriptive statistic, our results suggest that lecturers in HLIs have a high level of readiness towards the BLA. Even though there are limitations, they are keen to participate in the BLA. The findings of this study will help HLIs to understand the readiness level of lecturers towards BLA, explicate how face-to-face and online classes could be integrated besides accommodates the loopholes in the system.

Blended Learning in Saudi Higher Education Framework, Implications, and limitations

2021 ◽  
Vol 8 (1) ◽  
pp. 386-392
Author(s):  
Samar Alharbi
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Face To Face ◽  
New Methods ◽  
Modern Era

In the modern era of teaching and learning, the education system witnessed many changes. New methods of teaching and learning are utilised in order to adapt to the growth of technology. Teachers used some teaching methods, such as online teaching, face to face teaching or a combination of both online and face to face known as blended learning (BL) environment. BL has been proven its advantages empirically in many studies. One of the significant advantages is that BL is used as an extended learning environment to reinforce knowledge and make learning more accessible by utilising technology and online resources. However, there are some drawbacks of implementing blended learning, such as the demand of time and teachers' efforts to provide feedback and follow up students. This paper examined the use of BL in higher education. The first part of this paper reviewed some empirical studies in BL.  The second part presented the theoretical framework of using BL. Benefits and challenges of implementing BL in higher education regarding Saudi universities are explained. Lastly, the paper concluded with some critical remarks.

scholarly journals BLENDED LEARNING READINESS AND ITS WAY FORWARD: THE CASE OF UNDERGRADUATES OF UNIVERSITI UTARA MALAYSIA

2021 ◽  
Vol 3 ◽  
pp. 99-120
Author(s):  
Zakiyah Sharif ◽  
Arifatul Husna Mohd Ariff ◽  
Zaimah Abdullah ◽  
Fathiyyah Abu Bakar
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Face To Face ◽  
Generation Z ◽  
Current State ◽  
Information And Communication ◽  
The University ◽  
Universiti Utara Malaysia ◽  
Learning Data

Most students at higher education institutions (HEIs) are currently Generation-Z, and they are exact synonyms with information and communication technology. Therefore, HEIs should adopt a modern way of delivering knowledge to the students, such as blended learning. Blended learning is a combination of face-to-face and online learning methods in the teaching and learning process. The objective of this study is to determine the readiness of undergraduates in public universities towards blended learning. Data was collected from 283 undergraduate students from Universiti Utara Malaysia using a questionnaire and was analysed descriptively. The result shows that almost 75% of the students are aware of the blended learning method, and nearly 70% of the students have participated in the blended learning. Overall, the students have a high readiness to embark on the blended learning approach, but with some improvements needed. The study provides insights into understanding the current state of students’ preparedness towards blended learning and how the university should take appropriate actions to overcome the limitations faced by the students so that the benefits of blended learning can be optimised.

scholarly journals New Norms of Online Teaching and Learning: Covid-19 Semester Experience for Universiti Malaysia Terengganu Students

2021 ◽  
Vol 10 (4) ◽  
pp. 248
Author(s):  
Noor Rohana Mansor ◽  
Asyraf Hj Ab Rahman ◽  
Ahmad Tajuddin Azza J. ◽  
Roswati Abd Rashid ◽  
Nurul Ain Chua
Keyword(s):  
Digital Literacy ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Movement Control ◽  
Online Teaching And Learning ◽  
National Education ◽  
Face To Face ◽  
Education Agenda ◽  
High Level ◽  
The Impact

The COVID-19 pandemic has affected the national education agenda at all levels of education. New Teaching and Learning (T&L) online norms have been executed except for specific academic programs and subjects only since 18 March 2020 when the Movement Control Order (MCO) was administered and continued to this day. To guarantee students’ continuity of education without online T&L dropout, online face-to-face (Synchronous) or not face-to-face (Asynchronous) is now become the primary approach and method platform with many virtual education applications. Therefore, this research examined students’ readiness to follow online teaching and learning and analysed the impact of online T&L on the national education agenda. This study involved 133 students of Diploma in Fisheries, Universiti Malaysia Terengganu, for the first semester of 2020-21. Data were obtained through a questionnaire using Google Form and presented to students by sharing links to their WhatsApp group in the final week of study. The questionnaire was adapted from several instruments related to various aspects of online T&L during the COVID-19 pandemic. The outcomes revealed that most students were among Gen-Z with digital literacy background. Thus, it was assisting them having a high level of readiness to face online T&L. In terms of the availability of device infrastructure, internet access, e-Learning, and computers, most (80%) have mastered it. Only (20%) have low proficiency due to limited experience using computers and gadgets due to family constraints and their literacy levels. The research conclusion recommends a consecutive enhancement in curriculum structure flexibility, delivery, evaluation; internet accessibility and digital gap, and self-motivation of students entering the era of the self-regulated learner. Transformation demands the strategic cooperation of various parties in educational institutions, government agencies, the private sector, NGOs, and people’s leaders in the interest of the country’s advancing education relevant to the era of global technology-oriented education and digital infrastructure.   Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021

scholarly journals BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS

2017 ◽  
Vol 7 (1) ◽  
pp. 64 ◽  
Author(s):  
Brenda M. Wright
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Perception ◽  
Classroom Interaction ◽  
Face To Face ◽  
Face To Face Instruction

With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions) and quantitative (open-ended questions) approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

scholarly journals Teaching and learning during COVID 19: Perspectives of undergraduate Oral Health students.

2021 ◽  
Vol 9 (5) ◽  
Author(s):  
Manorika Ratnaweera ◽  
Rohini Khareedi
Keyword(s):  
Higher Education ◽  
Oral Health ◽  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
The World ◽  
Better Than

Introduction: COVID -19 has caused disruptions in higher education across the world. Our university adapted a blended model of learning, moving between traditional campus-based sessions and online sessions. Material and Methods: The purpose of this study was to investigate the students’ perceptions of their experience of teaching and learning during the pandemic. An anonymous electronic questionnaire-based survey was sent to students. The data was subject to analysis. Results: 67 students responded to the survey.32.8% of the participants felt face to face sessions were better than online sessions and 37.3% said that face to face and online sessions offer similar benefits. 37.3% preferred live online sessions while 46.3% preferred recorded videos. 40.3% of students reported finding transitioning into practical sessions challenging. 65.7% reported having been moderately impacted by COVID-19. Adaptation to online sessions, the level of engagement, the ability to seek clarifications, preparation for assessments and the ease of transition into practical sessions were all positively correlated to the level of impact by COVID-19 with p<0.05. Conclusion: The adaptability to and acceptability of online teaching and learning sessions has been high. A significant number of participants have reported finding the transitioning into practical sessions challenging. Keywords: COVID-19, Online learning and teaching, blended learning, higher education

scholarly journals Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

2013 ◽  
Vol 3 (4) ◽  
pp. 59 ◽  
Author(s):  
Perry Hartfield
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Biomedical Science ◽  
Online Teaching And Learning ◽  
Face To Face

<p>Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.</p>

scholarly journals “Face-to-Face Trumps Everything”: An Exploration of Tutor Perceptions, Beliefs and Practice Within Blended Learning Environments

2020 ◽  
Vol 10 (5) ◽  
pp. 147
Author(s):  
Andrew Youde
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Beliefs ◽  
Negative Experiences ◽  
Face To Face ◽  
Part Time ◽  
Beliefs And Practice ◽  
Online Pedagogies

This paper explores the practices of higher education tutors in blended learning contexts. Significantly, the influence of their perceptions on practice was considered by investigating previous teaching and learning experiences, and their views of the affordances blended learning offers adult learners. The analysis was undertaken in relation to these learners’ perceptions of their tutors whilst studying part-time, vocationally relevant degrees, at a distance. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice. Data analysis suggested that all tutors had negative experiences of online learning as students with these perceptions appearing to influence their practice. They generally avoided online pedagogies and adopted alternative approaches to their practice, namely a focus on face-to-face delivery with enhanced learner support, which was found to align with their described pedagogical beliefs. These tutors considered online teaching and learning as a deficit in this context.

Teacher Trainees’ Computer Self-Efficacy: Its Relationships towards Implementation of Blended Learning

2021 ◽  
Vol 12 (3) ◽  
pp. 398-405
Author(s):  
Noraini Mohamed Noh Et.al
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Virtual Learning Environment ◽  
Learning Platform ◽  
Teacher Trainees ◽  
Readiness Level ◽  
Computer Self Efficacy

This study aimed to assessing the readiness level of Teacher Trainees (TT) or Guru Pelatih in applying the blended learning model in teaching and learning (T&L) at schools as well as identifying its relationship with teachers’ computer self-efficacy. This survey research was conducted on 201 teacher trainees who were completing their teaching practice in selected Malaysian schools. The study findings indicated that the teachers’ computer self-efficacy level (CSE) was moderate or they lacked confidence in using the learning platform Frog Virtual Learning Environment (Frog VLE) in their teaching activities. The teachers also were less involved in the implementation of blended learning which combined face-to-face learning with online teaching outside the classroom. There was a high positive relationship between teachers’ computer self-efficacy with the usage of blended learning. To ensure that teachers are competent in technology usage or any systems implemented by (KPM) at schools, the teacher trainees should be exposed directly to the current usage while at the university before they start their teaching practice at selected schools.

scholarly journals Teaching Performance of Lecturers during Pandemic Based on Knowledge and Expertise in Salatiga

2021 ◽  
Vol 8 (3) ◽  
pp. 178-185
Author(s):  
Hardi Utomo ◽  
Meida Rachmawati
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Basic Education ◽  
Descriptive Analysis ◽  
Learning Activities ◽  
Survey Method ◽  
Teaching Performance ◽  
Face To Face ◽  
On Line ◽  
The City

The Covid-19 pandemic has forced teaching and learning activities to be carried out from the homes of students online (on-line) from basic education to tertiary institutions. In a pandemic where learning activities are carried out without face-to-face, namely fully online, lecturers must also have an obligation to adapt. For this reason, the teaching performance of lecturers during the pandemic needs to be seen in order to see how well the lecturers' performance in the field of teaching during the pandemic is. With this pandemic period, it will also be a knowledge gap to see the readiness of lecturers in adapting to the changes that occur. Based on this, this study will look at how the performance of lecturers in the field of teaching in the city of Salatiga during the pandemic. The sources of data in this study are lecturers in the city of Salatiga. The research was carried out using descriptive analysis method while data collection was carried out using a survey method by distributing questionnaires. This questionnaire uses a Likert scale to measure the perceptions of the lecturers. Based on the research that has been done, the teaching performance of lecturers during the pandemic is at a good level or ready for teaching planning and evaluation. This means that in the opinion of the respondents they have performed well in these two areas so that they are ready to plan and evaluate online teaching during the pandemic.

scholarly journals Kesediaan Pelajar Generasi Z di Universiti Malaysia Kelantan dalam Pembelajaran Teradun Bahasa Arab dalam Era IR4.0

2020 ◽  
Vol 22 (1) ◽  
pp. 86-95
Author(s):  
Ahmad Zaki Amiruddin ◽  
Zulazhan Ab. Halim ◽  
Nurkhamimi Zainuddin
Keyword(s):  
Blended Learning ◽  
Quantitative Method ◽  
Adoption Of Technology ◽  
Face To Face ◽  
Generation Z ◽  
Readiness Level ◽  
E Learning ◽  
Face To Face Learning ◽  
High Level ◽  
Descriptive Statistical Analysis

Era IR4.0 telah mencetuskan anjakan paradigma dalam pelbagai sektor, termasuk sektor pendidikan melalui penerapan gabungan teknologi; e-pembelajaran dengan pembelajaran bersemuka yang dikenali sebagai pembelajaran teradun. Kajian ini diketengahkan bagi mengenal pasti tahap kesediaan pelajar Generasi Z (Gen-Z) di Universiti Malaysia Kelantan (UMK) dalam pembelajaran teradun bahasa Arab. Kaedah kuantitatif telah dimanfaatkan dalam kajian ini dengan menumpukan kepada analisis statistik deskriptif melalui edaran soal selidik yang melibatkan pelajar UMK. Dapatan menunjukkan kesediaan responden untuk pembelajaran teradun bahasa Arab pada tahap tinggi. Oleh itu, dicadangkan kajian berkaitan pembelajaran teradun perlu lebih giat dijalankan pada masa akan datang kerana pelajar Gen-Z bersedia menerimanya. Abstract The era of IR4.0 led to a rapid paradigm in various sectors, including the education sector through the adoption of technology combination; e-learning and face-to-face learning, known as blended learning (BL). This study was designed to identify the readiness level of generation z (Gen-Z) students at Universiti Malaysia Kelantan (UMK) for Arabic BL. The quantitative method was utilized in this study by focusing on descriptive statistical analysis through the distribution of questionnaires among UMK students. The results showed that the readiness among the respondents for Arabic blended learning at a high level. Hopefully, for future, the BL-related studies should be more exposed because of Gen-Z students' acceptance and their readiness.

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