Literaturnachweis - Detailanzeige
| Autor/inn/en | Khodabandelou, Rouhollah; Jalil, Habibah Ab; Ali, Wan Zah Wan; Daud, Shaffe Mohd |
|---|---|
| Titel | Presence and Perceived Learning in Different Higher Education Blended Learning Environments |
| Quelle | In: International Journal of Mobile and Blended Learning, 7 (2015) 3, S.59-70 (12 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| DOI | 10.4018/IJMBL.2015070104 |
| Schlagwörter | Blended Learning; Higher Education; Educational Environment; Delivery Systems; Public Colleges; Undergraduate Students; Intermode Differences; Teaching Methods; Instructional Effectiveness; Statistical Significance; Distance Education; Conventional Instruction; Likert Scales; Student Attitudes; Foreign Countries; Questionnaires; Statistical Analysis; Malaysia Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Auslieferung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Distance study; Distance learning; Fernunterricht; Likert-Skala; Schülerverhalten; Ausland; Fragebogen; Statistische Analyse |
| Abstract | Blended learning as "third generation" of distance learning has the potential to offer multimethod instruction through the blend, to leverage the strengths of current online and traditional instructions. Therefore, higher education institutions having recognized the fact that blended learning is beneficial, adopted this alternative approach as a new educational delivery method. The study determined the difference in perceived learning among three different blended learning environments in Malaysian higher education institutions. The data were collected from three public universities in Peninsular Malaysia and the respondents were undergraduate students from these universities. The result showed that the students' presence in classroom meetings contributes to their learning. The results also indicate that high levels of perceived learning were reported by undergraduate student in the blended learning environment face-to-face meeting rather than online sessions. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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