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Investigating the implementation of blended learning in a paragraph writing course to promote student engagement
No full textInvestigating the Implementation of Blended Learning Using Schoology in a Paragraph Writing Course (A Case Study at the Undergraduate Program of English Department, UIN Antasari Banjarmasin)
Get PDFBlended learning, the instructional approach integrating online learning and face-to-face learning, is one of the approaches gaining widespread acceptance among educational practitioners. In spite of the widespread support of acceptance this approach has gained, it is admitted that there is no single standard formula for a successful blended learning program, and thus more practices of blended learning need to be investigated and reported. The purposes of this study are (1) to investigate the implementation of blended learning using Schoology in a paragraph writing course; and (2) to find out the extent to which the implementation of blended learning affects students’ paragraph writing performance. The research method used in this study was a case study. The study was conducted at the English Education Department of UIN Antasari Banjarmasin from March to December 2018. One lecturer and six undergraduate students of a paragraph writing class were purposively chosen as the participants. Observations, interviews, and document analysis were used as the techniques for collecting data. Data were then analyzed using the Miles and Huberman’s interactive model, which includes three major steps of the analysis consisting of data condensation, data display, and drawing and verifying conclusions. The research findings show that the paragraph writing course is designed using the supplemental model of blended learning, and there are ten main learning activities in the course, namely uploading materials, online quizzes, online writing assignments, displaying the assignments, online feedback, teacher-student conferencing, lecture, group work, class discussion, and portfolio. These activities are intended to maximize the use of classroom time for active and collaborative learning activities, supplemented with online activities to reinforce learning undertaken in the classroom. There are five general challenges along with the solutions identified in the course including poor internet access, login failure, students’ less active participation in online/outside activities, plagiarism, and additional workload on the lecturer’s part. The students’ paragraph writing performance seen from the result of final test is satisfying, indicating that the use of blended learning has a positive effect on students’ paragraph writing performance. Keywords: blended learning, face-to-face, online, paragraph writing, Schoolog
Taking a closer look at blended learning activities in a paragraph writing course
No full textBlended learning has been talked about a lot in contemporary higher education and seen as the perfect solution for improving the quality of learning. In spite of the widespread support of acceptance this approach has gained, it is admitted that there is no single standard formula for a successful blended learning program, and thus more cases of blended learning need to be reported. This paper reports a study of the implementation of blended learning in a paragraph writing course with the aims of taking a closer look at the blended learning activities carried out in the course and revealing the responses of the students about the activities. This case study involved one lecturer and six student participants from the paragraph writing class, which were selected purposively. Data were collected through interviews, observations, and document analysis. The findings showed that there were five main learning activities in face-to-face instructions and five activities online. These activities were intended to maximize the use of classroom time for active and collaborative learning activities, supplemented with online activities to reinforce learning undertaken in the classroom. In general, student responses to blended learning activities in the paragraph writing course were positive
Blended Learning in a Paragraph Writing Course: A Case Study
Get PDFThe emergence of online learning offers the opportunities that are not possessed by the traditional face-to-face learning environment. Combining the strengths of the online learning and face-to-face learning, known as blended learning, is believed to enhance the quality of learning. Different subjects may have different designs of blended learning because there is no specific formula for the best practices of blended learning. This paper reports a study investigating the implementation of blended learning in a paragraph writing course. The purposes were to investigate the blended learning activities carried out in the paragraph writing course and to find out the extent to which it affected students’ writing paragraph performance. The participants of this case study, who were selected purposively, involved one lecturer and six students of a paragraph writing class. The techniques for collecting data included interviews, observations, and document analysis, and the data were analyzed using Miles and Huberman’s interactive model. Ten blended learning activities, including five activities in face-to-face settings and five activities online, were identified in the course. The students’ paragraph writing performance seen from the result of final test was satisfying, indicating that the use of blended learning had a positive effect on students’ writing performance
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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