Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles

Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles

Hamonangan Tambunan (State University of Medan, Indonesia), Marsangkap Silitonga (State University of Medan, Indonesia) and Uli Basa Sidabutar (State University of Medan, Indonesia)
Copyright: © 2021 |Pages: 13
DOI: 10.4018/IJMBL.2021070104
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To compare the different impacts of the balance of face-to-face and online learning in blended learning, along with learning styles, an experiment was done using a 3x4 design consisting of three blended learning composition groups of 25% face-to-face and 75% online, an equal balance of face-to-face and online, and 75% face-to-face and 25% online. There were four learning style type groups of Diverger, Assimilator, Converger, and Accommodator. The population was student teachers in electrical engineering. Students of each style were randomly allocated to the three blended learning groups. It was found that both the blend of online and face-to-face learning and the types of learning styles affect competence outcomes significantly in some combinations.
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The combination of online and face-to-face combination - blended learning – has been claimed to have many advantages (Nazar, Omer, Nazar, & Husband, 2019; Basogain, Olabe, Ifinedo, Pyke, & Anwar, 2018) because the two modes can be mutually reinforcing, with each complementing the other (Dendir, 2018; Yang, Yu, & Chen, 2019). Moreover, the model is able to develop quality teaching (Kennedy, 2016; Pekkarinen & Hirsto, 2017; Cutri & Whiting, 2018) through the pedagogical properties of student-centered and collaborative learning (Wong et al., 2018; McIlveen, 2018; Parsons, Ankrum, & Morewood, 2016). Blended learning can help to apply inquiry-based learning, problem-based learning, and project-based learning related to authentic professional practices, phenomena, problems, and situations.

Digital and mobile communication can make content interactive and lessons adapted to the cultural preferences of students. Students can adapt (Ruhalahti, Korhonen, & Rasi, 2017) by transferring knowledge and work while learning takes place (Hortovanyi & Ferincz, 2015) through Information and Communication Technology (ICT) (Ruhalahti, Aarnio, & Ruokamo, 2018; Khusainova & Lukoyanova, 2018). The learning becomes more dynamic, interactive, and motivating (Cuesta Medina, 2017; Boelens, Voet, & De Wever, 2018; Hughes, 2007; Chmiel, Shaha, & Schneider, 2017; Broadbent, 2017), and can foster independent of learning and rich understanding (Nickels & Gartner, 2018). The blended model can also give students to cognitive presence and social experience through synchronous or asynchronous discussions with colleagues and facilitators (Donnelly, 2006; Ndlovu & Mostert; 2017).

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