在哈立德国王大学灌输真实教学法和混合式学习:数字化转型视角

Elsadig Ali Elsadig Elnadeef, Ayman Hamd Elneil
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摘要

本文从数字化转型的角度阐述了如何在吉大灌输真实教学法和混合式学习。该研究旨在将课堂面授学习经验与在线学习经验相结合,创建具有真实性的主动学习,这就要求教育实践与外部现实相联系。此外,数字化转型的建设,包括技术、服务和安全,弥合了数字鸿沟,创造了协作、互动和个性化的学习体验。本研究采用定量和定性数据收集工具,包括前测和后测。研究对象包括在吉隆坡大学学习英语强化课程的学生。研究样本由两组组成:实验组和对照组。研究结果表明,真实教学法和混合式学习模式提高了学生的英语水平,并最大限度地促进了协作学习。此外,它还提供了一个更灵活的学习环境,寓教于乐,以学生为中心,教师的角色是引导者和促进者。
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Inculcating Authentic Pedagogy and Blended Learning at King Khalid University: A Digital Transformation Perspective
This paper describes how to inculcate authentic pedagogy and blended learning at KKU in terms of digital transformation. The study is aimed at integrating classroom face-to-face learning experiences with online learning experiences and creating active learning entailing authenticity, which entails educational practice with respect to external reality. Besides, the construction of digital transformation, including technology, services, and security, bridges the digital gap to create collaborative, interactive, and personalized learning experiences. The study is based on quantitative and qualitative data collection instruments, including a pre-and post-test. The population of the study consists of students studying English language as an intensive course at KKU. The study sample is composed of two groups: the experimental group and the control group. The result of this study indicates that Authentic pedagogy and blended learning models improve students' English proficiency and maximize collaborative learning. Furthermore, it provides a more flexible learning environment, enjoyment, and student-centered, and the role of the teacher is a guide and facilitator.
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