Query: sample questionnaire on blended learning

title: The Effectiveness of Reading English Learning Process Based on Blended Learning through "Absyak" Website Media in Higher Education
abstract: The fastest development of technology and the internet in the 4.0 revolution era that influenced the world of education, especially higher education. Currently education focuses on outcome based education, thus forcing all lecturers to innovate in teaching and learning. One form is by on line learning for English learning materials developed through the website. This study analyzes the effectiveness of on line based learning on websites on the ability to read students in the process of learning English at Universitas Brawijaya through "absyak" media websites. The use of the blended learning model has been done in several subjects, but for English subjects (reading) has never been done before. This research is quantitative descriptive. The research sample used a sample of 65 students through a questionnaire on students of the English language study program at Brawijaya University in academic year 2018/2019. The results showed that 81.99% agreed with the application of English reading learning based on blended learning through "absyak" media websites and the remaining 18.01% did not agree on learning English reading based on blended learning through "absyak" media websites. The implementation of online based learning through "absyak" learning in the media can be effectively contained in high student responses, increased student scores and student attitudes towards variation and learning innovation.

title: Students' Beliefs Regarding the Use of E portfolio to Enhance Cognitive Skills in a Blended Learning Environment
abstract: This paper reports on a quantitative study on ICT readiness among undergraduate students in Thailand, students' beliefs about use of e portfolios in the Blended Learning Environment (BLE) and students' beliefs about using e portfolios to enhance their cognitive skills in the BLE. The sample group comprised 360 undergraduate students, divided by study fields. The data collection tool was a questionnaire of students' beliefs. The reliability value of the questionnaire was 0.889. Data was analyzed using statistical analysis and f test. The beliefs and needs were ranked by PNI modified. The research found that every student had a computer connected to the Internet. The analysis results of students' beliefs about the use of e portfolios in the BLE were positive and the top five results were: (1) learning by creating work, (2) enhancing creativity, (3) enhancing the problem solving skill, (4) enhancing critical thinking, and (5) enhancing authentic assessment. The current state of using e portfolios to enhance cognitive skills in the BLE was at average level, while the needs were at the high level.

title: Evoking the four dimensions of student knowledge in ecosystem: effectiveness of real object, web, and blended learning
abstract: This research aims to: identify whether there is a significant difference in influence between learning media based on real object, web, and blended learning on student knowledge dimension, which covers factual, conceptual, procedural, and metacognitive knowledge on ecosystem material. It was a quasi experiment with a pretest posttest comparison group design. The population in this study was all students of class X MIA in SMA N 1 Bantul and SMA N 2 Bantul in semester 2 of the 2018/2019 academic year. The sample in this study used three experimental classes that were randomly selected using cluster random sampling techniques. The data were collected using tests of factual, conceptual, procedural, and metacognitive knowledge and student's metacognitive questionnaire. These data were then analyzed using the Multivariate Analysis of Variants test. The results demonstrate that: (1) learning media based on real object, web and blended learning affect the student's factual, conceptual, procedural and metacognitive knowledge, (2) there is a significant difference in effectiveness between learning media based on real object, web and blended learning on students' factual, conceptual and metacognitive knowledge, (3) there is no significant difference in effectiveness between learning media based on real object, web and blended learning on students' procedural knowledge. Based on this, it can be recommended that biology learning media based on real object and blended learning can be applied by the teacher to improve students' factual, conceptual, and metacognitive knowledge.

title: The Effect of Integration of a Blended Learning and Extensive Reading Instructional Model on Thai EFL Undergraduate Students' Learner Autonomy.
abstract: To be able to read well as well as to manage one's own reading is important because it leads to the development of learner autonomy, which is necessary for learners in the 21 st century. The present study investigates the effects of integration of a blended learning and extensive reading instructional model on Thai EFL undergraduate students' learner autonomy. This study employed a one group, pre test post test design to collect quantitative data supplemented by the qualitative data from semi structured interviews. The sample consisted of forty English major students who enrolled in the Reading for Text  Course at a public university in Suratthani, Thailand. The research instruments included the learner autonomy questionnaire and the learner autonomy interview protocol. The findings revealed that learner autonomy increased with statistical significance after the treatment. Based on the findings, it could be concluded that integration of a blended learning and extensive reading instructional model could be effectively implemented to promote learner autonomy of EFL students.

title: Comparing the effectiveness of a blended learning approach with a conventional learning approach for basic emergency obstetric and newborn care training in Ethiopia.
abstract: Lack of trained personnel is a major obstacle to providing the full package of emergency obstetric and newborn care (EmONC) services in Ethiopia and other low income countries. The aim of this study was to evaluate whether a blended learning approach to in service EmONC training could be as effective as a conventional learning approach while reducing costs.  A quasi experimental study design assigned providers in need of EmONC training to blended learning (12 days of offsite training followed by daily SMS and weekly phone calls) or conventional learning (18 days of offsite training followed by a facility visit to mentor participants) A self administered questionnaire measured provider knowledge before training and three months afterwards. Provider skills were assessed three months post training with an Objective Structured Clinical Examination (OSCE) Independent sample t test and multiple linear regression analysis were used to assess differences in mean percentage knowledge and skills scores between learning groups. The direct costs and cost effectiveness of each learning approach were calculated.  Knowledge scores were similar for the blended and conventional learning groups before training (58.5% vs 61.5% p 0.358) and three months post training (74.7% vs 75.5% 0.720) with no significant difference in gains made. Post training skills scores were significantly higher for conventional than blended learning (85.8% vs 75.3% p 0.001) After controlling for other factors in the multiple linear regression analysis, providers with a university degree had significantly higher skills scores than those with a diploma (p 0.001) Training costs were lower for blended learning than conventional learning (1032 USD vs 1648 USD per trainee)  Blended learning approach using SMS and phone calls was as effective as conventional one to increase providers' knowledge with substantially lower costs. Further study is warranted to examine the effect of blended learning on providers' skills.

title: Blended Learning dan E Learning Berbasis Edmodo Dalam Peningkatan Motivasi Belajar Matematika
abstract: This study aims to determine the increase in motivation to learn mathematics in junior high school by using blended learning and edmodo based e learning. The research method used was quasi experimental, with a sample of 86 students divided into three classes, namely blended learning class, e learning class, and conventional class. The results of the questionnaire were carried out statistical tests using a one way ANOVA test and further tests using the Scheffe test to determine the differences in the increase in motivation to learn mathematics in each experimental class. Thus, it can be concluded that is accepted which states that there is an increase in motivation to learn mathematics in junior high school by using edmodo based blended learning and e learning.Abstrak:Penelitian ini bertujuan untuk mengetahui peningkatan motivasi belajar matematika di SMP dengan menggunakan blended learning dan e learning berbasis edmodo. Metode penelitian yang digunakan adalah quasi eksperimen, dengan sampel sebanyak 86 peserta didik yang terbagi menjadi tiga kelas, yaitu kelas blended learning, kelas e learning, dan kelas konvensional. Hasil dari angket tersebut dilakukan uji statistik menggunakan uji ANOVA satu arah dan uji lanjut dengan menggunakan uji scheffe untuk mengetahui perbedaan peningkatan motivasi belajar matematika pada masing masing kelas eksperimen. Sehingga, dapat disimpulkan bahwa diterima yang menyatakan bahwa terdapat peningkatan motivasi belajar matematika di SMP dengan menggunakan blended learning dan e learning berbasis edmodo.

title: Blended Learning and the Use of ICT Technology Perceptions Among University of Jordan Students
abstract: This research focuses on students' attitudes towards Blended learning and the use of information and communication technology (ICT) at the University of Jordan. A sample of 150 students who have taken blended course have been chosen to complete a questionnaire that includes aspects of knowledge and attitude towards blended learning. The results of the study showed that Blended learning is beneficial to students, and most students understand the goals of e learning by Blended learning fully. The students generally showed a positive attitude towards Blended learning. In addition, they have shown sufficient information on the area of Blended learning and to determine when and how to use the tools they are provided with in combination. It also found that blended learning is more effective to develop and improve knowledge and skills than conventional methods of teaching. The findings also showed that Blended research online tools help students to gain insight and improve their skills and that their roles in their own learning process have a huge impact on student lives.

title: Blended learning using mobile APP in secondary vocational instruction: design and implementation
abstract: Using "Superstar Learning Pass" mobile APP in china, a new mode enhanced blended learning was designed and implemented. The effectiveness of the blended learning in regard to students' achievement was evaluated in comparison to traditional classroom instruction, attitudes towards the course and the APP satisfaction by questionnaire. Experimental study design was carried out. The sample of the study consisted of 50 secondary vocation school students enrolled in 'computer science' course. The control and experimental groups composed of 25and 25 students respectively, and the experiment lasted 8 weeks. The results show that the blended learning mode has a positive effect on improving the academic performance and attitude of secondary vocational students.

title: The Acceptance Factors and Effectiveness of MOOC in the Blended Learning of Computer Architecture and Organization Course
abstract: This study examined the effectiveness of MOOC in the blended learning of Computer Architecture and Organization course based on the integration of online learning using MOOC and face to face learning. Specifically, the aim of the study was to identify factors that could influence student acceptance of MOOC in terms of immersion (IM) and intention to use (BIU) based on the HMSAM.  Quantitative approach through pre test/post test control group design was implemented in this study. Simple random sampling was carried out to recruit the study sample comprising 168 undergraduates from a population of 298 students. Pearson correlation analysis, ANOVA and multiple regression analysis were performed on the survey data collected using online questionnaire.  Joy, control, perceived usefulness (PU) and curiosity were significantly correlated with IM while PU, joy and curiosity were significantly correlated with BIU. Control, PU, joy and curiosity were significant predictors of student acceptance in terms of IM and BIU. 33% of IM variances and 22% of BIU variances can be predicted by control, PU, joy and curiosity. Applications of this study: This study is useful in educational technology area where it shows that MOOC is a potent platform for blended learning, but its effectiveness relies on appropriate division of learning between online and face to face mode. Therefore the study on teaching and learning strategies, techniques and tools are widely open in order to improve the effectiveness of blended learning in the future. Novelty/Originality of this study: The finding suggests that the proportion of learning based on online and face to face mode should be carefully apportioned where the effectiveness of MOOC in the blended learning was significantly lower if it was used up to 71% and the effectiveness will be increased if only 29% of MOOC was used in the non blended learning.

title: THE INFLUENCE OF BLENDED LEARNING BASED GUIDED INQUIRY LEARNING MODEL AND SELF EFFICACY ON STUDENTS' SCIENTIFIC LITERACY
abstract: This quasi experimental study is devoted to determining the influence of Blended Learning based Guided Inquiry learning model and Self Efficacy on students' scientific literacy. To achieve this goal, this study involved 148 students at Grade X of Senior High School SMA Wirabakti as the population by employing a Treatment by Level 2 x 2 design. The sample, on the other hand, went through the Multi Stage Random Sampling technique, i.e. sample randomly taken from the population without considering any levels. Further, this study also relied on several data sources, including (1) the data of students' scientific literacy skill collected from a multiple choice test with five options; (2) the data of self efficacy collected from a questionnaire with five items of always (score 5) often (score 4) sometimes (score 3) rarely (score 2) and never (score 1) The collected data were then analyzed using the two way analysis of variance (ANOVA 2x2) The results reveal that the Blended Learning based Guided Inquiry learning model and Self Efficacy do significantly influence students' scientific literacy, by which this model serves as one of the proper learning models applied in the learning process that can improve scientific literacy.