International Journal of Scientific & Technology Research

Home About Us Scope Editorial Board Blog/Latest News Contact Us
10th percentile
Powered by  Scopus
Scopus coverage:
Nov 2018 to May 2020


IJSTR >> Volume 9 - Issue 12, December 2020 Edition

International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616

Level Of Digital Talent Readiness In Blended Learning Assessments At The Higher Education

[Full Text]



Ulfia Rahmi, Azrul



digital talent, blended learning, assessment



The study aims at investigating the level of readiness of Digital Talent in the assessment of blended learning at universities. This was carried out to respond to the challenges ahead, namely, the application of blended learning in higher education. The assessment available so far is classroom face-to-face. The online learning assessments, however, has not yet fully considered. The component analysis procedure of blended learning assessment, instrument compilation, instrument validation, instrument dissemination, tabulation process, and data interpretation are critical parts of this descriptive study. The data was collected in the Education Technology Study Program at Universitas Negeri Padang in the Academic year of July-December odd semester. The sample was selected randomly. The results signified that that the Digital Talent has influential potentials and it, therefore, requires an assessment of blended learning. The implication is the instructional designer in designing blended learning designs and develops blended learning assessments to accommodate all learning activities and domains



[1] Y. Eshet, “Digital literacy: A conceptual framework for survival skills in the digital era,” J. Educ. Multimed. hypermedia, vol. 13, no. 1, pp. 93–106, 2004.
[2] M. Pellerin, “E-inclusion in early French immersion classrooms: Using digital technologies to support inclusive practices that meet the needs of all learners,” Can. J. Educ., vol. 36, no. 1, p. 44, 2013.
[3] J. Bersin, The Blended Learning Book. San Francisco: John Wiley & Sons, Inc., 2004.
[4] B. Güzer and H. Caner, “The past, present and future of blended learning: an in depth analysis of literature,” Procedia-social Behav. Sci., vol. 116, pp. 4596–4603, 2014.
[5] J. Watson, “Blended Learning: The Convergence of Online and Face-to-Face Education. Promising Practices in Online Learning.,” North Am. Counc. Online Learn., 2008.
[7] U. Rahmi, “Pengembangan Model Pembelajaran Blended Learning pada Mata Kuliah Desain Pembelajaran Berbasis Komputer di Fakultas Ilmu Pendidikan Universitas Negeri Padang,” Universitas Negeri Padang, 2013.
[8] R. Soler, J. R. Soler, and I. Araya, “Subjects in the Blended Learning Model Design. Theoretical-Methodological elements,” Procedia-Social Behav. Sci., vol. 237, pp. 771–777, 2017.
[9] H. Crompton and D. Burke, “Research trends in the use of mobile learning in mathematics,” in Blended Learning: Concepts, Methodologies, Tools, and Applications, IGI Global, 2017, pp. 2090–2104.
[10] F. Dewi, “Edmodo: A social learning platform for blended learning class in higher education,” Res. Educ. Technol. Pedagog. Technol. Journal. SEAMEO-SEAMOLEC, vol. 11, no. 2, 2014.
[11] M. Kerres and C. De Witt, “A didactical framework for the design of blended learning arrangements,” J. Educ. Media, vol. 28, no. 2–3, pp. 101–113, 2003.
[12] U. Rahmi, Z. Mawardi Effendi, and M. Ansyar, “The Development of Message-Design Model in Blended Learning,” Asian J. Technol. Manag., vol. 10, no. 1, pp. 1–9, 2017, doi: 10.12695/ajtm.2017.10.1.1.
[13] A. Bentri and U. Rahmi, “Students Absorption of Materials Through using Blended Learning in the Implementation of Curriculum,” Int. J. Adv. Soc. Sci. Humanit. ( IJASSH ), 2016.
[14] O. R. Gambari, A.I; Shittu, A. T; Ogunlade, O.O; Osunlade, “Effectiveness Of Blended Learning And ELearning Modes Of Instruction On The Performance Of Undergraduates In Kwara State, Nigeria.pdf,” Malaysian Online J. Educ. Sci., vol. 5, no. 1, pp. 25–36, 2017.
[15] S. Hubackova and I. Semradova, “Evaluation of blended learning,” Procedia-Social Behav. Sci., vol. 217, pp. 551–557, 2016.
[16] G. T. L. Brown, S. K. F. Hui, W. M. Flora, and K. J. Kennedy, “Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance,” Int. J. Educ. Res., vol. 50, no. 5–6, pp. 307–320, 2011.
[17] L. R. Harris and G. T. L. Brown, “The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students,” Assess. Educ. Princ. Policy Pract., vol. 16, no. 3, pp. 365–381, 2009.
[18] A. Remesal, “Primary and secondary teachers’ conceptions of assessment: A qualitative study,” Teach. Teach. Educ., vol. 27, no. 2, pp. 472–482, 2011.
[19] G. T. L. Brown, R. Lake, and G. Matters, “Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes,” Teach. Teach. Educ., vol. 27, no. 1, pp. 210–220, 2011.
[20] D. Opre, “Teachers’ conceptions of assessment,” Procedia-Social Behav. Sci., vol. 209, pp. 229–233, 2015.
[21] P. McGee and A. Reis, “Blended course design: A synthesis of best practices.,” J. Asynchronous Learn. Networks, vol. 16, no. 4, pp. 7–22, 2012.
[22] H. C. Dayal and G. I. Lingam, “Fijian Teachers’ Conceptions of Assessment.,” Aust. J. Teach. Educ., vol. 40, no. 8, p. n8, 2015.
[23] D. R. Garrison and H. Kanuka, “Blended learning: Uncovering its transformative potential in higher education,” internet High. Educ., vol. 7, no. 2, pp. 95–105, 2004.
[24] W. W. Porter, C. R. Graham, K. A. Spring, and K. R. Welch, “Blended learning in higher education: Institutional adoption and implementation,” Comput. Educ., vol. 75, pp. 185–195, 2014.