Email this article 
Hide
Show all
Hybrid Learning Design to Minimize Academic Stress of Digital Natives’ Generation in Accounting Course
(1) Universitas Sebelas Maret
(2) Universitas Sebelas Maret
(*) Corresponding Author
DOI: https://doi.org/10.26858/est.v6i1.11045
Abstract
The digital natives generation (DNG) tends to experience relatively high academic stress if the learning design does not pay attention to its characteristics and culture. This study aims to develop a prototype of a hybrid learning model to minimise such stress amongst prospective accounting teachers. This hybrid learning design combines face to face and online learning using the Design-Based Research (DBR) method with stages of problem analysis when learning, and the development of solutions based on principles and theory. Questionnaires, interviews, FGDs and literature studies were used to collect data which were analysed using quantitative and qualitative descriptive analysis. The study found that the DNG experiences relatively high academic stress in the accounting context, so it is necessary to develop a prototype of a flipped classroom-type hybrid learning model by considering its learning style and academic culture and based on the sociocultural revolution theory. This hybrid learning design remains to be tested in further research for its feasibility and effectiveness in minimising DNG academic stress.
Keywords
Full Text:
PDFReferences
Amiel, T., & Reeves, T. C. (2008). Design-based Research and Educational Technology: Rethinking Technology and The Research Agenda. Educational Technology & Society, 11(4), 29-40.
Amresh, A., Carberry, A. R., & Femiani, J. (2013). Evaluating the Effectiveness of Flipped Classrooms for Teaching CS1. In Frontiers in Education Conference, 2013 (pp. 733-735)
Ash, K. (2012). Educators View Flipped’ Model With a More Critical Eye: Benefits and drawbacks seen in replacing lectures with on-demand video. Education Week, p56-57
Barnes, K., Marateo, R. C., & Ferris, S. P. (2007). Teaching and Learning with the Net Generation Innovate: Journal of Online Education 3(4): 1-8
Bergmann, J., & Sams, A. (2012). Flip your Classroom: Reach Every Student in Eevery Class Every Day. International society for technology in education, pp. 120-190
Budiningsih, C.A. (2003). Perkembangan Teori Belajar dan Pembelajaran Menuju Revolusi-Sosiokultural. Dinamika Pendidikan, 10(1)
Ceylan, V. K., & Kesici, A. E. (2017). Effect of Blended Learning to Academic Achievement. Journal of Human Sciences, 14(1), 308-320. doi:10.14687/jhs.v14i1.4141
Cristillo, L. (2010). Struggling for the center: Teacher-Centered vs Learner-Centered Practices in Palestinian Higher Education. Higher Education and the Middle East, 2, 37-40
Dwijonagoro, S & Suparno. (2019). Pranatacara Learning: Modeling, Mind Mapping, E-Learning, or Hybrid Learning?. Cakrawala Pendidikan, 38(1). doi: 10.21831/cp.v38i1.23034
Eshreteh, K. M. & Siaj, A. H. (2017). Attitudes of English-Major Students and Teachers towards Using Blended Learning in the English Department at Hebron University. International Journal Research in English Education, 2(4), 51-65. doi:10.29252/ijree.2.4.51.
Gadzella, B.M., Baloglu, M., Masten, W. G., & Wang, Q. (2012). Evaluation of the Student Life-stress Inventory-Revised. Journal of Instructional Psychology, 39(2)
Gufron A., Budiningsih C A., & Hidayati. 2017. Pengembangan Pembelajaran Berbasis Nilai-Nilai Budaya Yogyakarta Di Sekolah Dasar. Cakrawala Pendidikan. TH. XXXVI. No. 2. 309-319. doi: 10.21831/cp.v36i2.12449
Gundus, M., Aktepe, V., Sulak, S. E., Baspinar, Z., & Buyukkarci, E. (2019).Cultural Values Defining Turkish Nation: From the Perspectives of History Teachers. International Journal of Instruction, 12(22), 193-208, doi: 10.29333/iji.2019.12213a
Hofstede, G., and Bond, M. H. (1984). Hofstede’s Culture Dimensions: An Independent Validation Using Rokeach’s Value Survey. Journal of Cross-Cultural Psychology 15(4): 417-433
House, R.J., Hanges, P.J., Javidan, M., Dorfman, P. W., & Gupta,V. 2004. Culture, Leadership and Organizations: The GLOBE Study of 62 Societies. Sage Publications Inc.
Joy, S., & Kolb, D A. 2009. Are There Cultural Differences in Learning Style?. International Journal of Intercultural Relations. 33(2009). 69 – 85. doi:10.1016/j.ijintrel.2008.11.002
Kintu, M. J., Zhu, C. H., & Kagambe, E. (2017). Blanded Learning Effectiveness: The Relationship Between Student Characteristic, Design Features, and Outcome. International Journal of Educational Technology in Higher Education, 14(7), 1-20. doi:10.1186/s41239017-0043-4.
Kivunja, C. (2014). Theoretical Perspectives of How Digital Natives Learn. International Journal of Higher Education 3(1). 1927–6044.
Klimova, B. F. & Kacetla, J. (2015). Hybrid Learning and its Current Role in the Teaching of Foreign Languages. Procedia-Social and Behavioral Sciences, 182(2015), 477-481. doi:10.1016/j.sbspro.2015.04.830.
Kormi-Nouri, R., MacDonald, S., Farahani, MN., Trost, K., & Sokri, O. (2015). Academic Stress as A Health Measure and Its Relationship to Patterns of Emotion in Collectivist and Individualist Cultures: Similarities and Differences. International Journal of Higher Education 4(2), 92-104. doi:10.5430/ijhe.v4n2p92
Lage, M.J., Platt G.J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Ccreating an Inclusive Learning Environment. The Journal of Economic Education, 31, 30-43
Lak, M., Soleimani, H., & Parvaneh, F. 2017. The Effect of Teacher-Centeredness Method vs. Learner-Centeredness Method on Reading Comprehension among Iranian EFL Learners. Journal of Advances in English Language Teaching. 5(1). 1-10.
Lazarus, R S., & Folkman, S. 1984. Stress, Appraisal, and Coping. New York: Springer Publishing Company
Leonard, & Linda, N N. (2018). Pengaruh Kecerdasan Logis-Matematis Dan Kecerdasan Musikal Terhadap Higher Order Thinking Skills (HOTS). KALAMATIKA Jurnal Pendidikan Matematika, 3(2). 193-208
Li, J., Kay, R., & Markovich, L. (2018). Student Attitudes toward Blended Learning in Adult Literacy and Basic Skills College Programs. Canadian Journal of Learning and Technology, 44(2), 1-36. doi:10.21432/cjlt27573.
Mazur, E. (2009). Farewell, Lecture? Science 323: 50-51
Mpho, O. 2018. Teacher centered dominated approaches: Their implications for today’s inclusive classrooms. International Journal of Psychology and Counselling. 10(2), 11-21.
Mrowka, K A K. 2014. Academic Stress in an Achievement Driven Era: Time and School Culture. 789 East Eisenhower Parkway: ProQuest LCC. https://www.hanoverhigh.org/uploaded/Hanover_High_School/Library/Staff_Research/Academic_Stress_in_an_Achievem.pdf
Popa, B., Guillet, L., & Mullet, E., (2014). Cultural Differences in the Appraisal of Stress. Psicologica, 35, 745-760
Prastiwi, S. D., & Pujiningsih, S., (2009). Pengaruh Faktor Preferensi Gaya Belajar terhadap Prestasi Belajar Mahasiswa Akuntansi. Jurnal Ekonomi Bisnis, 14(3), 224-231.
Prensky, M. (2001). Digital native - digital immigrant. On the Horizon. 9(5).
Saber, M D. 2018. The Impact of the Teacher-centred Pedagogy on Today’s learners in Algerian Schools. Annales des lettres et des langues. 5(10). 38-51
Sarkar, N., Ford, W., & Manzo, C. (2017). Engaging Digital Natives Through Social Learning. Systemics. Cybernetics and Informatics. 15(2).Schmidt, S M P. (2016). The Flipped Classroom: A Twist On Teaching. Contemporary Issues in Education Research. 9(1).
Schmidt, S M P. (2016). The Flipped Classroom: A Twist On Teaching. Contemporary Issues in Education Research. 9(1).
Article Metrics
Abstract view : 1046 times | PDF view : 3 timesRefbacks
- There are currently no refbacks.
Copyright (c) 2020 Binti Mucshini, Siswandari Siswandari
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Editorial Office
Journal of Educational Science and Technology
Graduate Program Universitas Negeri Makassar
 |
| Jl Bonto Langkasa Gunungsari Baru Makassar, 90222 Kampus PPs UNM Makassar Gedung AD Ruang 406 Lt 4, Indonesia | |||
 | jurnalestunm@gmail.com | est.journal@unm.ac.id | ||||
 | https://ojs.unm.ac.id/JEST/index | ||||
 | 085299898201 (WA) | ||||
EST Index by:
