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Matching Learning Activities with Mode of Delivery: Developing Robust Hybrid Instruction Using Nicenet1

Alberth, Emil Wiramihardja, Wa Kuasa, Siam, Asrun Lio, Aris Badara, Dasmin Sidu, Amri Tanduklangi, I Ketut Suardika
The extended debate over the effectiveness of online versus face-to-face classroom instruction reaches a consensus and found combining face-to-face and online strategy (hybrid) is preferable than opting for either mode alone. As a result, hybrid instruction has gained popularity, as it combines the strengths of face-to-face and online instruction. However, our current understanding of this mode of delivery is still in its infancy despite the ubiquity of hybrid instruction in the realm of higher education. For instance, finding what learning activities are best conducted face-to-face and what learning activities flourish online remains largely unexplored in the EFL (English as a Foreign Language) classroom. To appropriately match learning activities and mode of delivery, two different types of hybrid methods were developed using Nicenet for teaching the unit English Grammar. Participants were divided into two cohorts. The first group attended hybrid type 1 during the first three sessions and attended hybrid type 2 the following three sessions. The second group did the reverse. Such a design enabled all participants to experience both models of hybrid instruction. At the end of the study, participants were required to fill in a questionnaire designed to gauge their perceptions on the suitability of the learning activities relative to the mode of delivery. Follow up interviews were also conducted with a number of sample participants. It was found that lectures and presentation of group discussion are best conducted face-to-face, whereas group discussion, quizzes, and assignment submissions are better conducted online. Online and face-to-face consultations with the lecturer can be equally viable. Keywords— blended learning, face-to-face instruction, hybrid instruction, online learning.

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Diterbitkan pada: INTERNATIONAL JOURNAL OF EDUCATION AND INFORMATION TECHNOLOGIES,Volume 9, 2015. ISSN: 2074-1316

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