Figure 4 - available via license: Creative Commons Attribution-NonCommercial 4.0 International
Content may be subject to copyright.
Source publication
The use of blended learning is well suited for classes that involve a high level of experiential in-quiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the pur-pose of this article is to describe the pedagogical design...
Similar publications
Objectives:
To implement and evaluate the effectiveness of a 10-module blended learning course on tuberculosis diagnosis for Ethiopian health care professionals.
Methods:
This implementation science research was conducted within the routine in-service training for health care professionals in Ethiopia. A combined web-based and face-to-face acid-...
Citations
... Through Online Distance Learning (ODL), students can obtain learning materials related to new subjects that they can explore theresources such as class lectures outside the school environment where they have face-to-face lessons. The students then focus on the adaptation of new learning content through approaches such as cooperative learning in classes, blended learning, project-based and group discussions and videos (Smith, 2015). ...
The implications of online learning versus face-to-face learning have been discussed for several years in higher education. Hence, this study’s objective was to assess the learning satisfaction towards Online Distance Learning (ODL) and its relationship with ODL readiness in the context of Physical Education setting. This quantitative research adopted an online survey method that measure the ODL readiness and learning satisfaction among 172 Physical and Health Education students who are practicing ODL due to Corona Virus Disease (COVID-19) pandemic. The results indicate that ODL readiness is more likely to affect the learning satisfaction among students while having ODL session and it led to low satisfaction level in learning. The results of learning satisfaction level showed a small effect in accordance to gender; male students are anticipated to have slightly higher than female students due to dissimilarity of skill possessed. On this basis, it is recommended the ODL readiness among students should be considered when performing ODL classes in order to achieve high learning satisfaction towards ODL.
... Guidance is needed to direct this different type of delivery of new learning opportunities (Briant and Crowther, 2020). The literature has investigated the virtual internship in the distance and online learnings (Goldsmith and Martin, 2009;DeWitt and Rogers, 2009;Larkin and Beatson, 2014;Pike, 2015;Bayerlein, 2015;Smith, 2015;Medeiros et al., 2015;Jeske and Axtell, 2016;Sykes and Roy, 2017;Petit and Ntebutse, 2017;Bayerlein and Jeske, 2018;Pillutla et al., 2019). These studies were reviewed to assist in planning for the current program and aiming to ensure best practices. ...
Purpose:
This paper examined the evaluation of the virtual internship program for KAU IT students during the COVID-19 pandemic, 2020 summer.
Design/methodology/approach:
A mixed-method survey was utilized for the data collection. Out of 164 enrolled students in the 2020 summer training program, 147 students opted to participate. This gives a response rate of 89.6% of the total students' number who could participate. In addition to collecting quantitative data, qualitative data were collected. The sources for qualitative data were survey open questions, weekly reflective writing and video recordings.
Findings:
The quantitative result showed that the students were satisfied with their virtual internship. These results were further qualitatively explored and discussed under five themes: information and knowledge, work experience, live interaction, the comfort of achieving tasks and soft skills. The outcomes showed that the plan which offered students opportunities to be trained online with real companies accomplishing real work tasks was the best in fulfilling the requirements of the internship. Thus, it emphasized the importance of a strong alliance with the industry to provide useful virtual internship opportunities.
Research limitations/implications:
Though this study made a novel contribution to the timely literature on the COVID-19 pandemic, it is not without its limitations. The difference in the three sample sizes makes it difficult to get in-depth comparative analysis. For future research, it is highly recommended to study the impact of online training with real existing companies on a relatively larger sample number.
Practical implications:
In order for a higher educational institute to successfully adopt the proposed plans for the virtual internship, here are the reflections and lessons learned from our three plans. (1) Emphasize your efforts on extending your partnership with the private sector and computing industry. (2) The MCIT training focuses on developing technical skills; therefore, it is great to be offered to students in the computing field as extracurricular activities but not as the fulfillment of the internship program. (3) Blackboard training sessions, which cover nontechnical skills, are good to be offered prior to the internship.
Social implications:
For governmental human resource agencies, it is highly recommended to further develop and invest in manpower to develop online platforms. In normal situations, these platforms act as an extra training resource. In abnormal situations such as the COVID-19 pandemic, they act as useful source for online training. For students, this sudden unexpected transition from normal to online training should enrich them with the ability to be flexible and adaptive, tune them with opportunities for independent and innovative creative work, encourage them to take risks and provide them with opportunities to do things differently. As an outcome, students will enhance their self-efficacy and capabilities.
Originality/value:
Due to the COVID-19 pandemic, not only classes and internship programs have been done remotely but increasingly jobs have also gone in that direction. A virtual internship today might be good preparation for the virtual/remote work of tomorrow. For this reason, this study was conducted to add a novel contribution to the virtual internship literature.
... 18,No. (Smith, 2015;Jeffrey, et al., 2014). Penerapan BL membantu mahasiswa dalam menerapkan cara-cara baru berkomunikasi dan meningkatkan kualitas interaksi antara dosen dengan mahasiswa ataupun mahasiswa dengan mahasiswa yang difasilitasi dengan teknologi (Zhang and Zhu, 2017;Huang, 2016). ...
p align="left"> Abstrak
Penelitian bertujuan untuk mengetahui perbedaan kemampuan komunikasi mahasiswa setelah melaksanakan proyek pembuatan desain website menggunakan model pembelajaran Blended Learning (BL) dan pembelajaran tatap muka/ face-to-face (F2F). Metode penelitian yang digunakan adalah metode eksperimen dengan bentuk penelitian adalah kuasi eksperimen. Populasi penelitian berjumlah 696 mahasiswa dan sampel penelitian berjumlah 63 mahasiswa yang diambil menggunakan teknik purposive sampling . Sampel penelitian dibagi menjadi dua kelas, yaitu kelas yang melaksanakan BL dan kelas yang melaksanakan pembelajaran F2F. Alat pengumpul data dalam penelitian ini berupa portofolio dan lembar observasi. Teknik analisis data menggunakan analisis deskriptif dan analisis multivariat. Hasil analisis menunjukkan bahwa kemampuan komunikasi mahasiswa berada dalam kategori baik dan terdapat perbedaan kemampuan komunikasi pada proyek desain website antara kelompok yang melaksanakan BL dan F2F.
Abstract
The research aimed to determine differences in student communication skills after implementing a website design project using Blended Learning (BL) learning model and face-to-face learning (F2F). The research method used an experimental method with the form of research was quasi-experimental. The study population numbered 696 students and the study sample numbered 63 students taken using purposive sampling techniques. The research sample divided into two classes, namely classes that carry out BL and classes that carry out F2F learning. Data collection tools were in the form of portfolios and observation sheets. Data analysis techniques using descriptive analysis and multivariate analysis. The analysis showed that the communication skills of students are in good category and there are differences in communication skills in website design projects between groups implementing BL and F2F. </p
... It is not difficult to find among recent studies the conclusions that students prefer blended learning's accessibility and flexibility, which leads to reduced drop-out rate, higher exam pass rates, improved learning faculty-student interaction and outcome, and increased motivation and creates a positive attitude and satisfaction (El-Deghaidy & Nouby, 2008;Hughes, 2007;López-Pérez et.al., 2011;Melton, Bland, & Chopak-Foss, 2009;Smith, 2015;Smyth et. al., 2012;So & Brush, 2008). ...
Aim/Purpose Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background The objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers' and students' perceptions on the impact of the connectivity of online and face-to-face activities on students' learning. Methodology Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers' experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently , this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners Transforming a First-year Accounting Course 320 appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners
... • Ask students to build a virtual "wisdom wall (Smith, 2015)" of recommendations to future students (can use Padlet or similar application) ...
Background
Since about 2010 e‐learning has been embedded in educational practice and has become, surely due to the Covid‐19 pandemic, increasingly important.
Objectives
Although much has been written about e‐learning, little is known about crucial didactic and pedagogical design principles for e‐learning. This review tried to fill that gap.
Methods
Based on a systematic literature review, 42 studies (out of 1857 unique hits) were included that address e‐learning design in higher education. Open and axial coding was used for analysis.
Results and conclusions
There were two continuums distinguished as important for e‐learning: (1) the active learning continuum and (2) the authentic learning continuum. Those continuums appear to be useful to give a visual representation of included studies through an active and authentic learning continuum. This resulted in four clusters with (slightly) different properties. These properties vary from a relatively low to a high level of authenticity, and from teacher to student centred. Analysis also revealed four crucial aspects for e‐learning design: (1) content scaffolding, (2) process scaffolding, (3) peer‐to‐peer learning, and (4) formative strategies. In general, most of the e‐learning approaches demand an educational design that facilitates authentic learning and self‐regulation.
Takeaways
To help practitioners in realizing e‐learning design, this paper will provide some concrete suggestions and tips for e‐learning design. Furthermore, this research shows that more well‐founded research is necessary to gain more insight in didactic and pedagogical design principles for e‐learning.
