@article {1133,
	title = {ENGAGING WITH EDMODO TO TEACH ENGLISH WRITING OF NARRATIVE TEXTS TO EFL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {333-349},
	abstract = {This experimental research aimed to explore the effect of teaching English writing of narrative texts by using Edmodo learning media through blended learning on the tenth-grade students in one of the senior high schools in Banda Aceh, Indonesia. It further looks into the students{\textquoteright} responses on the use of this media in learning English writing of narrative text. To study the development of the students{\textquoteright} writing before and after using Edmodo learning media in the classroom, the writing tests were given to the students. The data were gained quantitatively and qualitatively. The quantitative data were collected from the pre-test, treatments for three class meetings and the post-test, while the qualitative data was collected through the open-ended questionnaire which was distributed to the students after the treatments were done. Statistical formulas were used to calculate the mean, standard deviation, and t-test for the students{\textquoteright} pre-test and post-test scores. The hand coding and computer coding were used to analyze the data from the questionnaire. The results from the analysis of quantitative data showed that there was an improvement in students{\textquoteright} writing of narrative texts; their scores improved from the pre-test to the post-test after treatments with Edmodo were done. Furthermore, the analysis of the questionnaire revealed a majority of positive responses from the students. Those who negatively responded towards the use of this online learning media said that it was due to the necessity of the Internet connection and computers, laptops or mobile phones to operate Edmodo. Not all students have the privilege of possessing such devises and the Internet quota can also be costly. Thus, they recommended the school to provide them with free access to the Internet and computers should learning by using this media is to be continued in the future.},
	keywords = {blended learning, Edmodo, EFL students, English writing, narrative texts},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.333},
	url = {http://oaji.net/articles/2017/457-1529089676.pdf},
	author = {Qismullah Yusuf and Yunisrina Qismullah Yusuf and Nira Erdiana and Arif Rizky Pratama}
}
@article {586,
	title = {TECHNOLOGY USE FOR COLLABORATION IN BLENDED LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {83-91},
	abstract = {E-learning traditionally is seen as individually oriented learning. The main effort was on creation of effective learning materials. Development of information and communication technologies (ICT) is bringing new possibilities for e-learning mainly on the area of collaboration. The idea of collaborative learning in e-learning becomes more popular. The main question for research is - is it possible or appropriate to use technology for collaborative learning in blended-learning settings at Liepaja University. Research based on partly structured interviews with lecturers about their experience and future view of usage of ICT as a tool for collaborative learning. Case studies of e-learning part of blended learning shows that lecturers still using e-learning tools mainly for content delivering. And for the future they still see e-learning as tool to make learning materials available. },
	keywords = {blended learning, collaborative learning, e-learning, higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.83},
	url = {https://oaji.net/articles/2014/457-1406576325.pdf},
	author = {Lasma  Ulmane-Ozolina}
}
@article {426,
	title = {APPROACHING A WRITTEN DISCOURSE},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {97-104},
	abstract = {The article firstly discusses cultural differences between Western and Central European cultures as far as the academic register is concerned. Moreover, the fact why Czech students have a lack of experience in writing is explained. Secondly, the most problematic areas {\textendash} linguistic and stylistic {\textendash} (e.g. articles, word order, indirect speech, long sentences, register . . . ) the first-year students at the Faculty of Informatics and Management in the Czech Republic have to pay attention to when they write an academic paper in English are being analyzed. Thirdly, a new approach to writing at a university level is introduced and a few challenging assignments how to make writing more attractive are explored in the article. Thus, the reader might experience how students increase their communicative competence in writing, their motivation, cultural awareness and responsibility when, for instance, they write an article for Wikipedia.},
	keywords = {assignments, blended learning},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594596},
	author = {Blanka Frydrychova  Klimova}
}
@article {272,
	title = {INTERACTIVE E-LEARNING MATERIALS IN THE MATHEMATICS CLASSROOM IN SLOVENIA},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {94-108},
	abstract = {This article presents the current development of e-learning in Slovenia, with an emphasis on the domestic E-um web portal (URL: www.e-um.si) for teaching mathematics in primary and secondary schools. Based on findings from recent scientific research, the strengths and weaknesses of e-learning materials in education, particularly in mathematics classes, are analyzed. We are particularly interested in the advantages and disadvantages of interactive e-learning materials in comparison to traditional learning materials as well as in the quality of the E-um web portal in comparison to similar educational web portals at home and abroad. Theoretical findings are tightly interwoven with examples of teaching practice using the E-um interactive materials. },
	keywords = {blended learning, interactive e-learning materials, mathematics classes},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668918.pdf},
	author = {Samo  Repolusk}
}
@article {94,
	title = {BLENDED LEARNING AND TEACHING FOREIGN LANGUAGES},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {69-74},
	abstract = {Teachers are all the time looking for different ways of increasing the quality of their teaching. At present the use of computers and new technologies has become an important aspect of foreign language learning. They have enabled the language teaching community to redefine some of the strategies and concepts of teaching and learning. In this climate computer-based distance learning courses have emerged. One of the supports of the distance learning is e-learning, which is widely used at the University of Hradec Kr{\'a}lov{\'e}. Sometimes e-learning is also exploited in the so-called blended learning. The talk will concentrate on the perception of the term blended learning, its possible model and contribution. In conclusion one of the representative blended courses will be introduced. },
	keywords = {blended learning, e-learning, language learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223836.pdf},
	author = {Blanka Kl{\'\i}mov{\'a}}
}
@article {98,
	title = {PURPOSE AND FORM OF REALIZATION OF THE BLENDED LEARNING SYSTEM DURING CHEMISTRY ACADEMIC COURSES},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {98-104},
	abstract = {In the academic year 2003/2004, the Department of Chemistry Didactics began modification of courses: {\textquoteleft}General Chemistry with the Elements of Physical Chemistry{\textquoteright} for the first year of biophysics and {\textquoteleft}Phase transitions in a Solid State{\textquoteright}, intended for fourth-year chemistry students. The main reasons for modification of these courses were the unsatisfactory final grades of students in both courses. Preliminary research shows that students have difficulties in understanding the above-mentioned lectures due to lack of elementary knowledge. There is also a great differentiation between the levels of the skills and knowledge of students. Considering the above-mentioned situation, we have proposed to use elements of distance learning for equalization of the level of knowledge, the so-called blended learning system (Bonk \& Graham, 2004). The full paper presents the methodology of preparing and the application of blended learning classes at an academic level, the findings of questionnaire surveys on how students find the blended learning system and statistical analyses of exams. },
	keywords = {blended learning, distance learning, general chemistry, learning system},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224018.pdf},
	author = {Anna  Migda{\l}-Mikuli and Pawe{\l} Bro{\'s} and Pawe{\l} Bernard}
}
