Optimizing the discussion methods in blended learning to improve student’s high order thinking skills

Authors

DOI:

https://doi.org/10.47750/pegegog.12.03.20

Keywords:

blended learning, discussion methods, HOTs, synchronous, asynchronous

Abstract

The purpose of this study was to reveal the optimization of the discussion method in blended learning to improve students’ higher-order thinking because this method was very widespread as the most popular method used in blended learning environments. The qualitative observation was an approach exercised in collecting the data. The 123 Educational Technology students of Universitas Negeri Padang was research participants.   The finding signifies that the repetitive synchronous and asynchronous discussion methods better improve the students’ higher order thinking skills through sharing knowledge/information, exploring and investigation, and making critical judgment synchronously and asynchronously. Consequently, it grows the students’ digital literacy. The implications of this finding are to encourage the lecturers to prepare discussion scenarios, learning materials, and assessment. Flow of Blended Learning Discussion Forum is the novelty of this study. In conclusion, repetitive blended learning discussion methods scaffold them to analyze, evaluate, and create new ideas.

Downloads

Download data is not yet available.

References

Ah-Namand, L., & Osman, K. (2018). Integrated STEM Education: Promoting STEM Literacy and 21st Century Learning. RESEARCH HIGHLIGHTS IN STEM EDUCATION, 66.

Alkali, Y. E., & Amichai-Hamburger, Y. (2004). Experiments in digital literacy. CyberPsychology & Behavior, 7(4), 421–429.

Bentri, A., Hidayati, A., & Rahmi, U. (2018). Students absorption of materials through using blended learning in the implementation of curriculum. IJASSH.

Bentri, A., Zen, Z., & Rahmi, U. (2014). FORMULASI STRATEGI PENERAPAN BLENDED LEARNING DALAM IMPLEMENTASI KURIKULUM DI JURUSAN KTP FIP UNIVERSITAS NEGERI PADANG. Penelitian Pendidikan, 5(1).

Bystrova-Yurievna, T., Tokarskaya-Valerievna, L., & Vuković, D. B. (2019). Optimum virtual environment for solving cognitive tasks by individuals with autism spectrum disorders: The questions and methods of design. International Journal of Cognitive Research in Science, Engineering and Education/IJCRSEE, 7(1), 63–72.

Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum & Leadership Journal, 12(14).

Dallman, D. A., & Downey, J. A. (2019). Preservice Teachers’ Development and Application of Critical Thinking Skills in a Social Studies Methods Course. In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments (pp. 341–358). IGI Global.

Ellis, R. A., & Calvo, R. A. (2004). Learning through discussions in blended environments. Educational Media International, 41(3), 263–274.

Ellis, R., & Goodyear, P. (2013). Students’ experiences of e-learning in higher education: the ecology of sustainable innovation. Routledge.

Evans, G. N., & Apraiz, K. (2018). What goes right, when things go wrong during a project-based learning field experience.

Gambari, A.I; Shittu, A. T; Ogunlade, O.O; Osunlade, O. R. (2017). Effectiveness Of Blended Learning And ELearning Modes Of Instruction On The Performance Of Undergraduates In Kwara State, Nigeria.pdf. Malaysian Online Journal of Education Science, 5(1), 25–36.

Hamann, K., Pollock, P. H., & Wilson, B. M. (2012). Assessing student perceptions of the benefits of discussions in small-group, large-class, and online learning contexts. College Teaching, 60(2), 65–75.

Han, F., & Ellis, R. A. (2019). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education, 40, 12–19.

Hew, K. F., & Cheung, W. S. (2014). Using blended learning: Evidence-based practices. Springer.

Huerta, J. C. (2007). Getting active in the large lecture. Journal of Political Science Education, 3(3), 237–249.

Husamah, F. (2018). D., & Setyawan, D.(2018). OIDDE learning model: Improving higher order thinking skills of biology teacher candidates. International Journal of Instruction, 11(2), 249–264.

López-Pérez, M., Pérez-López, M., & Rodriguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818–826.

Lyon, D. C., & Lagowski, J. J. (2008). Effectiveness of facilitating small-group learning in large lecture classes. Journal of Chemical Education, 85(11), 1571.

Rahmi, U, Syafril, S., & Azrul, A. (2021). Students’ Expectations for Blended Learning Discussion in Higher Education. Journal of Physics: Conference Series, 1940(1), 12130.

Rahmi, Ulfia, & Azrul, A. (2019). Diagnosing The Quality of The Discussions in Blended Learning: An Effort to Augment The Students’ Higher Order Thinking Skills (HOTs). INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH, 8(11), 1124–1127.

Rahmi, Ulfia, & Darmawan, D. (2018). Blog Folio in Blended Learning: a Development of Students’ Information Processing Skills in Digital Age. Al-Ta Lim Journal, 25(2), 128–134.

Rahmi, Ulfia, Effendi, Z. M., & Ansyar, M. (2017). The Development of Message-Design Model in Blended Learning. The Asian Journal of Technology Management, 10(1), 1.

Rahmi, Ulfia, & Syafril. (2017). The Effect of Using A Blog as Reporting Media of Weekly Reading in Development of Innovative Instructional Model Course. The 9th International Conference for Science Educators and Teachers (ICSET) 2017, 1(1).

Rovai, A. P. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10(1), 77–88.

Slavin, R. E., & Davis, N. (2006). Educational psychology: Theory and practice.

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2014). Instructional technology & media for learning: Teknologi pembelajaran dan media untuk belajar. Prenada Media.

Tsai, P.-S., & Tsai, C.-C. (2013). College students’ experience of online argumentation: Conceptions, approaches and the conditions of using question prompts. The Internet and Higher Education, 17, 38–47.

Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. The Internet and Higher Education, 6(1), 77–90.

Downloads

Published

2022-07-01

How to Cite

Rahmi, U., & Azrul, A. (2022). Optimizing the discussion methods in blended learning to improve student’s high order thinking skills. Pegem Journal of Education and Instruction, 12(3), 190–196. https://doi.org/10.47750/pegegog.12.03.20