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Onah, Daniel F. O.; Sinclair, Jane
Publisher: IATED
Languages: English
Types: Unknown
Subjects: LB2300

Classified by OpenAIRE into

Emerging online learning technology such as massive open online courses (MOOCs) is a new trend in learning technology. With the propagation of MOOC as a vast learning platform, very little has been known nowadays about the online blended learning systems and how it improves students’ performance. The blended classroom was conducted using traditional teaching method in a brick-and mortar classroom arrangement and online. The research focuses on the usefulness of blended classroom teaching for a single sample of first year undergraduate students (n = 27) in a computer security module. The sample students participated in this study in an online blended classroom incorporating the orthodox (traditional) class teaching methods. This research investigates the various techniques students used to motivate their studying habit. The computer security module was created in a novel e-learning platform known as eLDa. This is an online platform developed for the delivery of computing concepts, and python programming. This investigation aims at revealing students’ perceptions on self-regulated learning (SRL) skills. Multi-dimensional questionnaires were designed to collate sufficient data on the learning skills and the motivation of the students to study. These surveys analyse the following: (i) the various students’ patterns of motivation (ii) the manner of learning suitable to individual student (iii) the level of improvement attained. The research compared the new introduction of blended class seminar with an initial run of a previous cohort of a traditional class seminar on computer security module. The research approach expanded on an existing Online Selfregulated Learning Questionnaire (OSLQ) as the instrument for measuring the self-regulated learning skills. In order to collect the research data, hard copy questionnaires were distributed during the data collection process in two of the traditional face-to-face learning to obtain the students’ response. Descriptive statistical method was applied for the data analysis and evaluation using a statistical package for the social sciences (SPSS) tool. The results indicated the support received from the orthodox methods of teaching and the feedback received help in informing a better blended classroom delivery. The study analysis has provided insights to good practice with respect to the future direction of the online blended course embedded in the eLDaMOOC-learning platform. In summary, the blended learning used in this context was to introduce learners to the 21st century skills in learning, such as critical thinking skills, and self-regulated learning skills. Self-directed learning skills, we presume can lead and encourage learners to the era of autonomous e-learning in education.
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