Student Teachers’ Acceptance towards Blended Learning in Teaching and Learning Psycholinguistics
This study aimed at examining student teachers’ acceptance toward blended learning in teaching and learning Psycholinguistics. It focuses on students’ attitudes toward using SPADA at spada.untirta.ac.id as learning management system combined with face to face learning. The survey involves 118 undergraduate students enrolled in Psycholinguistics course of English Department Untirta. Technological Acceptance Model (TAM), questionaire and interview are used to obtain the data. The learners’ acceptance toward the blended learning in Psycholinguistics course in overall is at a very good level, including the perceived usefulness and the perceived ease of use. For further research, it is suggested to explore the factors that influence teachers' acceptance with blended learning and the proportion between online and face to face learning.
Boyle, T., Bradley, C., Chalk, P., Jones, R., & Pickard, P. (2003). Using blended learning to improve student success rates in learning to program. Journal of Educational Media, 28(2-3), 165-178. doi:10.1080/1358165032000153160
Conceicao, S., & Lehman, R. (2013). Persistence model for online student retention. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2013 (pp. 1913-1922). Association for the Advancement of Computing in Education. Retrieved from http://www.editlib.org/p/112230/
Fisher, M., & Baird, D. E. (2005). Online learning design that fosters student support, selfregulation, and retention. Campus-Wide Information Systems, 22(2), 88-107. doi:10.1108/10650740510587100
Garrison, D. R., & Kanuka, H. (2014). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education 7, 95–105. doi:10.1016/j.iheduc.2004.02.001
Giguere, L. (2009). The impact of "virtualization" on independent study course completion rates: The British Columbia Open University experiment. Journal of Distance Education, 23(1), 49-70. Retrieved from http://www.ijede.ca/index.php/jde/article/view/470
Gonzalez, B. Y. (2014). Two-year community: a six-year review of student success in a biology course using lecture, blended, and hybrid methods. Journal of College Science Teaching, 43(6), 14-19. Retrieved from: http://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst14_043_06_14
Gülbahar, Y., & Madran, O. R. (2009). Communication and collaboration, satisfaction, equity, and autonomy in blended learning environments: A case from Turkey. International Review of Research in Open and Distance Learning 10(2). Retrieved from http://eric.ed.gov/?id=EJ844026
Hauser, H., Paul, P., & Bradley, B. (2012). Computer self-efficacy, anxiety, and learning in online versus face-to-face medium. Journal of Information Technology Education, 11(1), 141-154. Retrieved from http://www.editlib.org/p/111497/
Hoskins, B. J. (2012). Connections, engagement, and presence. Journal of Continuing Higher Education, 60(1), 51-53. doi:10.1080/07377363.2012.650573
Larson, D. K., & Sung, C. (2009). Comparing student performance: Online versus blended versus face-to-face. Journal of Asynchronous Learning Networks, 13(1), 31-42. Retrieved from http://files.eric.ed.gov/fulltext/EJ837556.pdf
Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. doi:10.1080/01587910500081269
Packham, G., Jones, P., Miller, C., & Brychan, T. (2004). E-learning and retention: Key factors influencing student withdrawal. Education & Training, 46(6), 335-342. doi:10.1108/00400910410555240
Pross, T., & Barry, S. (2004). Reaching across the barriers. Kingston, Canada: Kingston Literacy. Retrieved from http://www.nald.ca/library/research/reachbar/cover.htm
Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. Internet and Higher Education, 5(4), 319-332. doi:10.1016/S1096-7516(02)00130-6
Rovai, A. P., & Jordan, H. P. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2), 1-13. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/192/274
Senn, G. J. (2008). Comparison of face-to-face and hybrid delivery of a course that requires technology skills development. Journal of Information Technology Education, 7, 267283. Retrieved from http://jite.org/documents/Vol7/JITEv7p267-283Senn309.pdf
Wyatt, L. G. (2011). Non-traditional student engagement: Increasing adult student success and retention. Journal of Continuing Higher Education, 59(1), 10-20. 10-20. doi:10.1080/07377363.2011.544977
Zacharakis, J., Steichen, M., Diaz, D. S., & Glass, D. (2011). Understanding the experiences of adult learners: Content analysis of focus group data. Adult Basic Education and Literacy Journal, 5(2), 84-95. Retrieved from http://eric.ed.gov/?id=EJ936696
Copyright (c) 2020 Rosmania Rima
This work is licensed under a Creative Commons Attribution 4.0 International License.
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party. Journal of English Education Studies (JEEP) allow the author(s) to hold the copyright and to retain publishing rights without restrictions.