A Flipped-Blended Learning Model with Augmented Problem Based Learning to Enhance Students' Computer Skills

Autor/inn/en	Kardipah, Seipah; Wibawa, Basuki
Titel	A Flipped-Blended Learning Model with Augmented Problem Based Learning to Enhance Students' Computer Skills
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 64 (2020) 3, S.507-513 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-020-00506-3
Schlagwörter	Blended Learning; Computer Simulation; Computer Literacy; Instructional Effectiveness; Problem Based Learning; Teaching Methods; Computer Science Education; Economics Education; Student Attitudes; Comparative Analysis; Pretests Posttests; Difficulty Level; Foreign Countries; Student Motivation; Undergraduate Students; Indonesia + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Computerkenntnisse; Unterrichtserfolg; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Computer science lessons; Informatikunterricht; Wirtschaftskunde; Schülerverhalten; Schwierigkeitsgrad; Ausland; Schulische Motivation; Indonesien
Abstract	This quasi-experimental study was conducted to investigate the effectiveness of PBL (problem-based learning) in a Flipped-Blended learning environment for improving the performance in a Computer Application Course of Bachelor of Economics for first year students at the Muhammadiyah School of Economics Jakarta, Indonesia. The respondents of this research were two groups of students who were enrolled in a Computer Application Course. There were 48 student respondents composed of 24 in the experimental group and 24 in the control group. Findings showed that there were significant differences in the Computer Application Course's performance in the posttest of experimental and control groups, indicating an improvement due to the treatment of the instructional model. In addition, students were challenged and motivated by difficult tasks. This strategy also guides and frees up the time in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01