A Flexible Practicum Model on Education: Hybrid Learning Integrated Remote Laboratory Activity Design

Mardhiah Masril, N. Jalinus, Ridwan, Ambiyar, Sukardi, Dedy Irfan
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Abstract

This study’s objective was to create a hybrid learning-integrated remote laboratory model with validity and practicality. This model has four learning spaces, namely live synchronous, virtual synchronous, self-paced asynchronous, and collaborative asynchronous, so it can support flexible learning. Besides that, this learning model is also based on cognitivism, connectivism, constructivism, behaviourism learning theories and Bloom’s digital taxonomy. The hybrid learning integrated remote laboratory model consists of six syntaxes: 1) issue; 2) investigation; 3) team discussion to solve problems; 4) experiment using a remote laboratory; 5) analysis and evaluation; and 6) explore new solutions. Focus group discussions (FGD) were used to collect high-quality data by seven experts in learning models, vocational education, language and technology. The hybrid learning-integrated remote laboratory model quality analysis used Aiken’s V. The result showed that the hybrid learning integratedremote laboratory model content is valid, with a validity value of 0.87. The practicality analysis result showed that the average percentage of the assessments from lecturers and students was 88.16%, so it can be concluded that it has a high validity value and is very practical.
灵活的教育实习模式:混合式学习集成远程实验室活动设计
本研究的目标是创建一个具有有效性和实用性的混合学习一体化远程实验室模式。该模式有四个学习空间,即实时同步、虚拟同步、自定进度异步和协作异步,因此可以支持灵活的学习。此外,该学习模式还以认知主义、联结主义、建构主义、行为主义学习理论和布鲁姆数字分类法为基础。混合学习综合远程实验室模式由六个语法组成:1)问题;2)调查;3)团队讨论解决问题;4)使用远程实验室进行实验;5)分析和评估;6)探索新的解决方案。学习模式、职业教育、语言和技术方面的七位专家通过焦点小组讨论(FGD)收集了高质量的数据。混合学习一体化远程实验室模式的质量分析采用了艾肯 V,结果表明混合学习一体化远程实验室模式的内容是有效的,有效值为 0.87。实用性分析结果显示,讲师和学生的平均评价比例为 88.16%,因此可以得出结论,该模式具有较高的效度值和很强的实用性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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