Abstract
The present study executed blended learning to develop students' communication skills. The study aimed to explore how blended learning enhances the communication skills of secondary school students. The participants were 29 secondary school students who were selected using a purposive sampling technique. The study mainly explores communication patterns collected from qualitative data. Qualitative data were collected through field notes, focus group interviews, and students’ learning logs. Quantitative data on communication skills were collected using a standardised tool administered to 29 participants. The scale encompassed four key dimensions: (1) awareness of one's own communication style, (2) understanding and valuing others' communication styles, (3) practising empathy, and (4) interaction during blended learning. Responses were recorded on a 5-point Likert scale: 5 (Always), 4 (Very often), 3 (Sometimes), 2 (Seldom), and 1 (Never). The accumulated scores of each participant were quantitative in nature. The communication scale served a supplementary, exploratory purpose to triangulate qualitative findings. Hence, the study used a partially mixed sequential dominant status design. The results identified eight themes: listening to others, supporting others, accepting others' views, writing ability, online sharing, responding, encouraging others, and making gestures. Integrated findings depicted that blended learning enabled students to have positive experiences in improving their communication skills. Thus, blended learning should be designed to allow learners to practice what they have learned from face-to-face instruction anytime and anywhere.
Keywords:
Blended Learning, Collaboration, Communication, Group SharingReferences
Issue
Copyright & License
This work is licensed under a Creative Commons Attribution 4.0 International License.