Articles

Learning-Based Animation Education in The Post-Covid Era at SMKN 2 Cimahi

/in /by

Animation learning at the vocational high school level in the last 5 years has experienced three paradigm changes in the teaching and learning process, namely offline learning before Covid-19, online learning during Covid-19 and blended learning in the post-Covid-19 period. This study aims to describe the conditions of animation learning with blended learning in the post-covid period in the Animation Study Program of SMKN 2 Cimahi. This study uses a qualitative approach with a case study method. Data collection techniques are carried out by interview and observation. The results of the study show that the results of learning with the blended learning method can improve students’ animation skills better than during the learning period with the full online method.

The Adoption of Blended Learning as an Emerging Mode of Learning among EFL Students: Current Challenges and Future Directions

/in /by

Blended learning is one of the well-known concepts that has emerged as a result of the significant impact that technology has had on learning and teaching. The latter has created obstacles that have greatly influenced learning while also bringing new opportunities to learn from. In order to ascertain students’ perceptions of this type of learning and weigh the advantages and disadvantages to ensure best practices that support the quality of online learning, the current study was conducted among EFL students at three Moroccan universities (Dhar Mehraz University, Sais University, and Moulay Ismail University). 304 EFL students who successfully completed an online survey were included in the study. According to the quantitative and qualitative data collected, it was found that EFL students are thrilled with this approach to learning as they are prepared to switch from traditional learning to blended learning due to its benefits, such as self-paced learning, increased student engagement, flexibility, and cost effectiveness. The findings also indicated that EFL students encounter several difficulties while employing blended learning, which include procrastination, distraction, content overload, technical issues, and plagiarism.