Hybrid Learning versus Traditional Course in Mathematics Classroom for Higher Education: Students’ Achievement and Students’ Experiences
- DOI
- 10.2991/miseic-19.2019.23How to use a DOI?
- Keywords
- Hybrid Learning, Traditional Course, Students’ Achievement, Students Experiences
- Abstract
This study aimed to examine the outcome of lectures conducted using hybrid learning in Integral Calculus courses. It focused on students’ achievement and students’ experiences. Teaching materials were developed using the Plomp development model in the form of learning videos which met valid, practical and effective criteria. While the data analysis techniques were carried out by quantitative-descriptive and qualitative-descriptive methods. The results showed that students’ learning achievement increased significantly using hybrid learning compare to traditional course. A number of students have met the mastery learning criteria. Regard to students’ experiences, some students felt that lectures conducted using hybrid learning were easier to understand because the video could be played repeatedly. It helped student to understand the material. It also gave freedom for students to determine time and place. Unfortunately, some students revealed that the implementation of lectures using hybrid learning also had disadvantages.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Rudianto Artiono AU - Yuliani Puji Astuti AU - Mega Teguh Budiarto PY - 2019/12 DA - 2019/12 TI - Hybrid Learning versus Traditional Course in Mathematics Classroom for Higher Education: Students’ Achievement and Students’ Experiences BT - Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019) PB - Atlantis Press SP - 71 EP - 74 SN - 2352-538X UR - https://doi.org/10.2991/miseic-19.2019.23 DO - 10.2991/miseic-19.2019.23 ID - Artiono2019/12 ER -