EXPLORING STUDENTS’ PERCEPTIONS AND CONCEPTUAL UNDERSTANDING IN A NEXT GENERATION BLENDED LEARNING (NXGBL) PHYSICS CLASS
DOI:
https://doi.org/10.70954/itmj.v3i1.153Keywords:
conceptual understanding, perceptions, next-generation, EMCS, blended learningAbstract
This study aimed to explore students’ perceptions and conceptual understanding in studying energy and momentum concepts using the NxGBL approach. NxGBL involves merging mobile devices, multimedia, and face-to-face instruction to empower personalized and progressive learning processes for the students to be equipped to cultivate modernization competence. It is a digital ecosystem involving students, instructors, content, and tools to support effective and efficient learning processes directly. Hence, it is necessary to obtain a new learning environment that subsequently developed into pedagogical approaches known as blended learning, flipped learning, and personalized learning. The combination of these techniques was used to carry-out lessons and in designing assessments covering energy and momentum concepts for a period of 2-weeks in one class. One group pretest-posttest design was used and conducted on 30 Grade 12 students under the STEM strand. Students' conceptual understanding was measured using Energy and Momentum Conceptual Survey (EMCS), while perceptions and learning experiences were gathered through a survey-questionnaire, journal reflections, and post-individual interviews. Results suggested that employing the NxGBL approach has potentials in increasing students' achievement in Physics.
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Singh, C., and Rosengrant, D. (2003). Multiple-choice test of energy and momentum concepts. American Journal of Physics. 71(6), 607-617.
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Varthis, S. (2016). Students’ Perceptions of Blended Learning and its Effectiveness As a Part of Second Year Dental Curriculum (Doctoral dissertation, Teachers College).
Wedlock, B. C., and Growe, R. (2017). The technology driven student: How to apply Bloom’s revised taxonomy to the digital generations. Journal of Education and Social Policy, 7(1), 25-34.
Wilson, S., Liber, O., Johnson, M., Beauvoir, P., Sharples, P., and Milligan, C. (2007). Personal Learning Environments: Challenging the dominant design of educational systems. Journal of E-learning and Knowledge Society, 3(2), 27-38.
Zulfiqar, S., Zhou, R., Asmi, F., and Yasin, A. (2018). Using simulation system for collaborative learning to enhance learner’s performance. Cogent Education, 5(1), 1424678.
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Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Cogent Education, 3(1), 1264173.
Brown, M., Dehoney, J., and Millichap, N. (2015). The next generation digital learning environment: A report on research. EDUCAUSE Learning Initiative paper.
Calamlam, J. (2018). 21st century learning module assessment tool (21STCELMAT). Proceedings of the The Normal Lights, Manila, Philippines.
Cavus, N., and Zabadi, T. (2014). A comparison of open source learning management systems. Procedia-Social and Behavioral Sciences, 143, 521-526.
Cheong, C., Filippou, J., Cheong, F., Pirker, J., and Gütl, C. (2016). Using Persuasive System Design Principles to Evaluate Two Next Generation Digital Learning Environments. In International Conference on Interactive Collaborative Learning (pp. 255-268). Springer, Cham.
Cheung, A. C., and Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.
Cook, R., and Obexer, R. (2014). A time for everything: reviewing an institution’s virtual learning environment. In Proceedings of 31st ascilite Conference" Rhetoric or Reality: Critical perspectives on educational technology" (pp. 69-76). ascilite.
Gates, B. and Gates, M., 2010, Next Generation Learning. Bill and Melinda Gates Foundation. https://docs.gatesfoundation.org/documents/nextgenlearning.pdf
Goldstein Hode, M., Behm-Morawitz, E., and Hays, A. (2017). Testing the effectiveness of an online diversity course for faculty and staff.
Halawi, L. A., McCarthy, R. V., and Pires, S. (2009). An evaluation of e-learning on the basis of Bloom's taxonomy: An exploratory study. Journal of Education for Business.84(6), 374-380.
Hamilton, E. R., Rosenberg, J. M., and Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433-441.
Harmes, J. C., Welsh, J. L., and Winkelman, R. J. (2016). A framework for defining and evaluating technology integration in the instruction of real-world skills. In Handbook of research on technology tools for real-world skill development (pp. 137-162). IGI Global.
Irawan, V. T., Sutadji, E., and Widiyanti. (2017). Blended learning based on Schoology: Effort of improvement learning outcome and practicum chance in vocational high school. Cogent Education. 4(1), 1282031.
Kabassi, K., Dragonas, I., Ntouzevits, A., Pomonis, T., Papastathopoulos, G., and Vozaitis, Y. (2016). Evaluating a learning management system for blended learning in Greek higher education. Springer Plus, 5(1), 1.
Limueco, J. M., and Prudente, M. S. (2018). Flipping Classroom to Improve Physics Teaching. Advanced Science Letters, 24(11), 8292-8296.
Ling, P., and Fraser, K. (2014). Pedagogies for next generation learning spaces: Theory, context, action. In The future of learning and teaching in next generation learning spaces (pp. 65-84). Emerald Group Publishing Limited.
Magalong, S.J. (2017). Secondary students' perceptions of their physics learning experiences using gooru learning in a flipped-based classroom. Proceedings of the ACE2017, Art Center Kobe, Kobe, Japan, October, p. 61.
McFarlane, D. A. (2013). Understanding the challenges of science education in the 21st century: New opportunities for scientific literacy. International Letters of Social and Humanistic Sciences, 4(1), 35-44.
Ossiannilsson, E., Eriksen, N. E., & Rung-Hoch, N. (2017). Inspired Learning-The Next Generation Digital Learning Environment (NGDLE). In CSEDU (2) (pp. 263-267).
Pantig, R. (2013). The effect of ranking tasks on student's understanding of electric circuits. Proceedings of the The Normal Lights, Manila, Philippines.
Prescott, J. E., Bundschuh, K., Kazakoff, E. R., and Macaruso, P. (2018). Elementary school–wide implementation of a blended learning program for reading intervention. The Journal of Educational Research, 111(4), 497-506.
Puentedura, R. (2010). SAMR and TPCK: Intro to advanced practice. Retrieved February 12, 2013.
Rovai, A. P., and Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed Learning, 5(2).
Sarmiento, C. P. (2017). Student perceptions of online homework in mathematics of accounting and finance. Advanced Science Letters, 23(2), 1122-1125.
Saunders, G., & Pincas, A. (2004). Student attitudes towards information and communication technologies in teaching and learning in the UK. International Journal of Instructional Technology and Distance Learning. 1(8).
Singh, C., and Rosengrant, D. (2003). Multiple-choice test of energy and momentum concepts. American Journal of Physics. 71(6), 607-617.
Stephens, M. (2011). Beyond the walled garden: LIS students in an era of participatory culture. School of Information Student Research Journal, 1(2), 2.
Trestini, M. (2018). Modeling of Next Generation Digital Learning Environments: Complex Systems Theory. John Wiley and Sons.
Varthis, S. (2016). Students’ Perceptions of Blended Learning and its Effectiveness As a Part of Second Year Dental Curriculum (Doctoral dissertation, Teachers College).
Wedlock, B. C., and Growe, R. (2017). The technology driven student: How to apply Bloom’s revised taxonomy to the digital generations. Journal of Education and Social Policy, 7(1), 25-34.
Wilson, S., Liber, O., Johnson, M., Beauvoir, P., Sharples, P., and Milligan, C. (2007). Personal Learning Environments: Challenging the dominant design of educational systems. Journal of E-learning and Knowledge Society, 3(2), 27-38.
Zulfiqar, S., Zhou, R., Asmi, F., and Yasin, A. (2018). Using simulation system for collaborative learning to enhance learner’s performance. Cogent Education, 5(1), 1424678.
21st century skills in the Philippines, Assessment, Curriculum and Technology Research Center, Date of access: 222/07/2018. https://actrc.org/projects/current-projects/21st-century-skills-in-the-philippines/.
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Published
2020-12-16
How to Cite
Magalong, S. J. M. ., & Prudente, M. (2020). EXPLORING STUDENTS’ PERCEPTIONS AND CONCEPTUAL UNDERSTANDING IN A NEXT GENERATION BLENDED LEARNING (NXGBL) PHYSICS CLASS. Innovative Technology and Management Journal, 3(1), 35–44. https://doi.org/10.70954/itmj.v3i1.153
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