EXPLORING THE POTENTIAL OF BLENDED LEARNING AND LEARNING MANAGEMENT SYSTEMS (LMSS) FOR HIGHER EDUCATION IN ACEH

Zamzami Zainuddin

Abstract


The paper aims to explore the potential of the blended learning approach for higher education in Aceh. This is a conceptual paper that attempts to provide the concepts and theories associated with implementing the blended learning approach on college-level students and lecturers. Blended Learning is a learning model that is enriched with traditional learning methods and online education materials. In a typical blended learning environment, students may learn contents outside of the class through websites or Learning Management Systems (LMSs), but engage in practical, hands-on activities during class hours. The author believes the blended learning is a potentially effective approach if implemented for higher education in Aceh, especially Banda Aceh, which has adequate internet access in numerous areas. Integrating the blended learning approach will enhance students’ self-paced learning in Aceh, and in turn improve their critical thinking and collaborative learning. This study also encourages lecturers in Aceh to implement the blended learning approach in their teaching and learning practices, as well as urges the use of various LMSs or Web 2.0 tools as online learning platforms. Finally, the practice of blended learning will support Universities in Aceh in transforming teaching and learning activities from being traditional, to becoming technology-based learning environments.

Keywords


Blended Learning; Learning Management Systems; Web 2.0; Higher Education; Aceh

Full Text:

PDF

References


References

Adiwaluyo, E. (2013, April 29). Banda Aceh: Antara Warung Kopi dan Internet Gratis. Retrieved August 24, 2015, from http://marketeers.com/article/banda-aceh-antara-warung-kopi-dan-internet-gratis.html.

Black, E. W., Beck, D., Dawson, K., Jinks, S., & DiPietro, M. (2007). Considering implementation and use in the adoption of an LMS in online and blended learning environments. TechTrends, 51(2), 35-53.

Bristol, T. (2014). Flipping the classroom. Teaching and Learning in Nursing, 9(1), 43-46.

Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32.

Cole, J., & Foster, H. (2007). Using Moodle: Teaching with the popular open source course management system. " O'Reilly Media, Inc."

Dalsgaard, C., & Godsk, M. (2007). Transforming traditional lectures into problemâ€based blended learning: challenges and experiences. Open Learning, 22(1), 29-42.

Erdem, M., & Kibar, P. N. (2014). Students’ opinions On Facebook Supported Blended Learning Environment. TOJET, 13(1), 199-206.

Evans, J.R. and Haase, I.M., 2001. Online business education in the twenty-first century: an analysis of potential target markets. Internet Research: Electronic Networking Applications and Policy, 11 (3), 246–260.

Fearon, C., Starr, S., & McLaughlin, H. (2011). Value of blended learning in university and the workplace: Some experiences of university students. Industrial and Commercial Training, 43(7), 446-450.

Federico, P. A. (1991). Student cognitive attributes and performance in a computer-managed instructional setting. Instruction: Theoretical and applied perspectives, 16-46.

Fisher, D. (2009). The use of instructional time in the typical high school classroom. The Educational Forum, 73(2), 168-176.

Freeman, S., O’Connor, E., Parks, J. W., Cunningham, M., Hurley, D., Haak, D., ... & Wenderoth, M. P. (2007). Prescribed active learning increases performance in introductory biology. CBE-Life Sciences Education, 6(2), 132-139.

Fu, J. S. (2013). ICT in Education: A Critical Literature Review and Its Implications. International Journal of Education & Development using Information & Communication Technology, 9(1), 112-125.

Garcia, E., Brown, M., & Elbeltagi, I. (2012). The Changing Roles of Staff and Student Within a Connectivist Educational Blog Model. Proceedings of the 11th European Confernece on e-Learning, 165.

Gebre, E., Saroyan, A., & Bracewell, R. (2014). Students' engagement in technology rich classrooms and its relationship to professors' conceptions of effective teaching. British Journal of Educational Technology, 45(1), 83-9.

Ginns, P., & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. The Internet and Higher Education, 10(1), 53-64.

Goeman, K., & Van Laer, S. (2012). Blended multicampus education for lifelong learners. In M. Stracke (Ed.), The future of learning innovations and learning quality. How do they fit together?, Proceedings of the European conference LINQ 2012 (pp. 97-103).

Graham, C. R., Henrie, C. R., & Gibbons, A. S. (2014). Developing models and theory for blended learning research. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), Blended learning: Research perspectives, volume 2 (pp. 13-33). New York, NY: Routledge.

Güzer, B., & Caner, H. (2014). The past, present and future of blended learning: an in depth analysis of literature. Procedia-Social and Behavioral Sciences,116, 4596-4603.

Halili, S. H., & Zainuddin, Z. (2015). Flipping the Classroom: What We Know And What We Don't. The Online Journal of Distance Education and eâ€Learning, 3(1), 28-35.

Halili, S. H., Abdul Razak, R., & Zainuddin, Z. (2014). Enhancing collaborative learning in flipped classroom. Australian Journal of Basic and Applied Sciences, 9(7), 147-149.

Jones, K. T., & Chen, C. C. (2008). Blended-learning in a graduate accounting course: Student satisfaction and course design issues. The Accounting Educators' Journal, 18, 15-28.

Kanuka, H., & Anderson, T. (2007). Online social interchange, discord, and knowledge construction. International Journal of E-Learning & Distance Education, 13(1), 57-74.

Karadeniz, Ş. (2009). Flexible design for the future of distance learning. Procedia Social and Behavioral Science, s 1, 358–363.

Kumar, S., Gankotiya, A. K., & Dutta, K. (2011, April). A comparative study of moodle with other e-learning systems. In Electronics Computer Technology (ICECT), 2011 3rd International Conference on (Vol. 5, pp. 414-418). IEEE.

Kuo, Y. C., Belland, B. R., Schroder, K. E., & Walker, A. E. (2014). K-12 teachers’ perceptions of and their satisfaction with interaction type in blended learning environments. Distance Education, 35(3), 360-381.

Lim, D. H., & Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Journal of Educational Technology & Society, 12(4), 282-293.

Majumdar, S. (2012). Web 2.0 tools in Library Web Pages: Survey of universities and institutes of national importance of West Bengal. DESIDOC Journal of Library & Information Technology, 32(2), 167-170.

McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., ... & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9). 1-8.

Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599.

Mortera-Gutiérrez, F. (2006). Faculty best practices using blended learning in e-learning and face-to-face instruction. International Journal on E-learning, 5(3), 313-337.

Nguyen, T. C. (2010). Challenges of learning English in Australia towards students coming from selected Southeast Asian countries: Vietnam, Thailand and Indonesia. International Education Studies, 4(1), 13-20.

O'Connor, C., Mortimer, D., & Bond, S. (2011). Blended learning: Issues, benefits and challenges. International Journal of Employment Studies, 19(2), 63.

Oliver, K., & Stallings, D. (2014). Preparing teachers for emerging blended learning environments. Journal of Technology and Teacher Education, 22(1), 57-81.

Pempek, T. A., Yermolayeva, Y. A., & Calvert, S. L. (2009). College students' social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227-238.

Poon, J. (2014). A cross-country comparison on the use of blended learning in property education. Property Management, 32(2), 154-175.

Richter, T., & McPherson, M. (2012). Open educational resources: education for the world? Distance Education, 33(2), 201-219.

Schmidt, S. M., & Ralph, D. L. (2014). The Flipped Classroom: A Twist On Teaching. In The Clute Institute International Academic Conference, San Antonio, Texas, USA (pp. 98-104).

Silviyanti & Yusuf (2014). A one-stop class blog to promote collaborative writing activities. Malaysian Journal of ELT Research, 10(1), 31-45.

Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Innosight Institute.

Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & education, 50(4), 1183-1202.

Wang, S., & Heffernan, N. (2010). Ethical issues in Computer-Assisted Language Learning: Perceptions of teachers and learners. British Journal of Educational Technology, 41(5), 796-813.

Wilkie, K. (2004). Becoming facilitative: shifts in lecturers’ approaches to facilitating problem-based learning. Challenging research in problem-based learning, 81-92.

Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D., & Phillips, R. (2008). Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning. Research in Learning Technology, 16(2). 81-93.




DOI: http://dx.doi.org/10.22373/ej.v2i2.287

Refbacks

  • There are currently no refbacks.


This journal has been viewedtimes.
View full page view stats report here.


All works are licensed under CC-BY

Englisia Journal
© Author(s) 2019.
Published by Center for Research and Publication UIN Ar-Raniry and Department of English Language Education UIN Ar-Raniry.

Indexed by: