IMPLEMENTING BLENDED LEARNING IN A PRAGMATIC CLASS FOR COLLEGE STUDENTS: WHAT MAKES BLENDED LEARNING ENGAGING?

Daniel Ginting, Yemima Ratih Tegar Putri

Abstract


Looking into blended learning practices in a Pragmatic course attended by the English Letters students, this study aims to investigate the performance of that course based on the point of view of cognitive presence and practical online courses. This study has found that teaching online is a complex phenomenon involving multi-facet aspects. Above all, the students mostly find online learning enjoyable if the facilitators can create a triggering situation; facilitate the learning process; be active in giving comments/feedback to the students, and use multi-learning media to deliver instructions.  


Full Text:

PDF

References


Alkaya, F. (2006). The effect of science teaching based on critical thinking skills on students' academic achievement. (Unpublished Master’s Thesis). Mustafa Kemal University, Hatay.

Altay, I. F., & Altay, A. (2019). A Sytematic Review of Studies on Blended Learning in EFL Environment. International Journal of Curriculum and Instruction, 11(1), 125-140.

Anderson,W.L., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., & Wittrock, M.C. (2001). A taxonomy of learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The internet and higher education, 11(3-4), 133-136.

Bersin, J. (2004). The blended learning book. Pfeiffer.

Chen, K.C, & Jang, S.J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.

Dewey, J. (1916). Democracy and education. Macmilla.

Fuller, L. (2021). Negotiating a New Blend in Blended Learning: Research Roots. Inquiry: The Journal of the Virginia Community Colleges, 24(1), 6.

Garrison, D. (1991). Critical thinking and adult education: a conceptual model for developing critical thinking in adult learners. International Journal of Lifelong Education, 10(4), 287-303. doi:doi.org/10.1080/0260137910100403

Garrison, D. (2007). Online community of inquiry review: social, cognitive and teaching presence issues. Online Learning, 11(1), 1-15. doi:https://doi.org/10.24059/olj.v11i1.1737

Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. doi:https://doi.org/10.1016/s1096-7516(00)00016-6

Garrison, R., Cleveland-Innes, M., & Vaughan, N. (2020, July 14). CoI Framework | CoI. https://coi.athabascau.ca/coi-model/

Ginting, D. (2017). Accommodating cognitive presence in teaching English as a foreign language in the IMOOC (Indonesian Massive Open Online Course). Konferensi Nasional Sastra, Bahasa dan Budaya (KS2B) (pp.55-64). Malang: Kanjuruhan.

Ginting, D. (2021). Student Engagement and Factors Affecting Active Learning in English Language Teaching. VELES Voices of English Language Education Society, 5(2), 215-228.

Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7 (1). Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jtev7n1.html?ref= Sawosrg

Greenwalt, K. (2016). Dewey on teaching and teacher education. Encyclopedia of Educational Philosophy and Theory. Longman.

Harb, J. & Krish, P. (2020). Cognitive presence in a blended learning environment at Jordanian universities. Arab World English Journal, 11(1), 44-51. doi:https://doi.org/10.24093/awej/vol11no1.4

Kaasboll, J. J. (1998). Teaching critical thinking and problem defining skills. Education and Information Technologies, 3, 101-117.

KalelioğluF., & GülbaharY. (2014). The Effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion. Educational Technology & Society, 17(1), 248–258.

Kulvietiene, R., & SileikieneI. (2006). The blended learning delivery design model. Proceedings of the 6th WSEAS International Conference on Distance Learning and Web Engineering, Lisbon, Portugal, (pp.1-5).

LimR.S.C., CheungS.W., & HewFK. (2011). Critical thinking in asynchronous online discussion: an investigation of student facilitation techniques. New Horizons in Education, 59(1), 52-65.

Preus, B. (2012). Authentic instruction for 21st century learning: Higher order thinking in an inclusive school. American Secondary Education, 40(3), 59 – 79.

Rakes, G.C., & Dunn, K.E. (2010). The impact of online graduate students’ motivation and selfRegulation on academic procrastination. Journal of Interactive Online Learning, 9(1), 78-93.

Ryberg, T., Buus, L. & Georgsen, M. (2012). Exploring the theory, pedagogy and practice 43 of networked learning. In V, Dirckinck-Holmfeld., Hodgson, & McConnell, Exploring the Springer Science and Business Media. (pp.43-58). DOI 10.1007/978-1-4614-0496-5_3

Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Silverman, R. D., & Keane, K. (2021). The Power of" Screen Time": Harnessing It to Promote Language and Literacy Learning in Early Childhood and Elementary School. American Educator, 44(4), 20.

Teneqexhi, R., & Kuneshka, L. (2016). Virtual & Real Face to Face Teaching. International Association for Development of the Information Society.

Yamat, H. (2013). Voicing on Virtual and Face to Face Discussion. Turkish Online Journal of Educational Technology-TOJET, 12(2




DOI: https://doi.org/10.31932/jees.v5i1.1448

Article Metrics

Abstract view : 546 times
PDF - 333 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.