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Maturakarn, Charlie, and Chumporn Moorapun. "Design Thinking: Interior Architecture and Interior Design in Thailand." Environment-Behaviour Proceedings Journal 2, no. 6 (November 6, 2017): 71. http://dx.doi.org/10.21834/e-bpj.v2i6.980.
Повний текст джерелаАнотація:
This research aims to explore the aspects of design thinking of students from two different curricula: Interior Architecture (five years) and Interior Design (four years) to see what different aspects of design thinking. The research method is a survey based on quantitative approach. A questionnaire is developed from Perry scheme of intellectual development and Kolb’s Experiential Learning Theory (ELT) model. Then, both aspects were compared to see the difference. The findings indicate that the pattern of design thinking and learning style from two curricula are different and can be improved the thinking and learning styles of design students in Thailand.
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van Merriënboer, Jeroen J. G., and Paul Ayres. "Research on cognitive load theory and its design implications for e-learning." Educational Technology Research and Development 53, no. 3 (September 2005): 5–13. http://dx.doi.org/10.1007/bf02504793.
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Nicaise, Molly. "Cognitive Research, Learning Theory, & Software Design: The Virtual Library." Journal of Educational Computing Research 18, no. 2 (March 1998): 105–21. http://dx.doi.org/10.2190/qnxx-xce2-u0hu-emq1.
Повний текст джерелаАнотація:
The idea that theory and research on learning and cognition could influence the way we teach and structure learning environments has established a new paradigm for software designers [1]. According to a social-constructivist perspective, discourse, authentic tasks, exploratory and student-centered learning are integral to learning and understanding. The purpose of this article is to describe design considerations that were made for a software prototype called the Virtual Library—considerations that were framed by cognitive research and learning theory. When completed, the software will assist preservice teachers in learning about educational psychology and instructional design. The software resembles a library where students browse through a series of 3-D, virtual buildings to understand research, theory, and classroom applications of educational psychology and instructional design. Students have access to movies, text, images, and World Wide Web sites. They also have opportunities to participate in interactive lessons and e-mail conversations with other students, classroom teachers, educational psychologists, and instructional designers.
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MacLean, Piers, and Marie Cahillane. "The human factor in learning design, research, policy, and practice." International Journal of Information and Learning Technology 32, no. 3 (June 1, 2015): 182–96. http://dx.doi.org/10.1108/ijilt-12-2014-0029.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education institutions developing e-learning materials and present recommendations emphasising the human factor within processes. Design/methodology/approach – In this paper a recent empirical study which applies current theory from cognitive psychological and multimodal learning research provides the backdrop to discussion about alignment of strategic vision, through policy, to effective practice. Findings – Despite advances in cognitive psychology which can be applied to targeting effective and measurable training and education, many institutions fail to maintain updated e-learning strategy and policy resulting in a negative impact on practice and the learner experience. Practical implications – The model presented in this paper is intended to promote thoughtful discussion about the processes and framework necessary for improved collaboration and communication supported by ongoing evaluation of institutional e-learning policy such that policy becomes a dynamic process congruent with developments in the learning sciences. Social implications – The paper includes recommendations for a refined view of knowledge, skills, and attitudes and alignment of policy with practice and theory and will be of interest to training and education institutions seeking to review their policies for training needs analysis and e-learning. Originality/value – This paper offers an up-to-date view of training needs analysis and multimedia design for training discrete psychomotor skills. It will be of value to organisations and institutions providing training and education mediated by technology as well as those involved in the design of training interventions.
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Fasso, Wendy, Cecily Knight, and Bruce Allen Knight. "A Learner-Centered Design Framework for E-Learning." International Journal of Online Pedagogy and Course Design 4, no. 4 (October 2014): 44–59. http://dx.doi.org/10.4018/ijopcd.2014100104.
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This paper presents a design framework for online learning. The framework is based upon the taxonomy devised by Dettmer (2006). In a learner-centered focus, it draws together the cognitive, affective, social, and sensorimotor domains of learning, and is situated with the concept of online personal learning spaces and environments. It is at this intersection of learning domains that the graduate attributes and general capabilities of students are able to be intentionally supported and demonstrated. The proposed framework draws on recognized theory, principles, and practical considerations of contemporary online learning to clarify considerations of the learning outcomes, learning processes and learner performance when designing online learning that is mediated by education technology. This integrative approach will support mentored, reflective learning design and design-based research aimed at improving both the experience and outcomes of online students. The paper contends that this framework presents a useful design that reflects the nature of contemporary online learning environments.
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Yi dong, FENG, GUI Zhan ji, FANG Yun duan, and WANG Xiao xia. "The Research of E- Learning Environment Design Based on The Theory of Multiple Intelligences." International Journal of Education and Management Engineering 1, no. 5 (November 29, 2011): 49–54. http://dx.doi.org/10.5815/ijeme.2011.05.08.
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Cao, Xianzhong, Feng Wang, and Zhongmei Zheng. "The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory." Physics Procedia 25 (2012): 997–1005. http://dx.doi.org/10.1016/j.phpro.2012.03.190.
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Afify, Mohammed. "E-learning content design standards based on interactive digital concepts maps in light of meaningful learning theory and constructivist learning theory." Journal of Technology and Science Education 8, no. 1 (March 16, 2018): 5. http://dx.doi.org/10.3926/jotse.267.
Повний текст джерелаАнотація:
The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, oraganize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning content design standards based on interactive digital concepts maps. It involved (11) general standards and (40) performance indicators. It was investigated by 21 teaching staff members who are experts in educational technology and e-learning to ration the list and its performance indicators. Results illustrated that standards are too significant and appropriate for the purpose of the study. Results were discussed in the light of theoretical background results of researches and literature review in the field. The study provided recomendations and suggestions that can be used as practical applications in the field of developing E-learning content based on utilizing interactive digital concepts maps.
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Ashraf, Sadia. "DESIGN AND VALIDATION OF EDUCATIONAL THEORIES-BASED FRAMEWORK FOR E-LEARNING SYSTEMS." International Journal of Advanced Research 10, no. 06 (June 30, 2022): 760–73. http://dx.doi.org/10.21474/ijar01/14947.
Повний текст джерелаАнотація:
Educational theories play a key role in attaining e-learning success. This contribution of theories is even more important for primary education which requires special attention since children possess childish behaviors.However, research shows that most e-learning systems lack theoretical foundations. We argue that these systems can be more effectively utilized by integrating educational theories. Therefore, we offer an e-learning system design framework based on learning and e-learning theories for primary education. The paper first discusses educational theories from different domains. Next, we provide an overview of how each theory can contribute toa successful e-learning system. Ethnographic Content Analysis (ECA) was conductedof the most renowned theories to construct this framework. Shortlisted theories belonged to domains of constructivism, early education, and e-learning. Design principles from each theory were extracted with the help of grounded theory methodology. These principles were mapped to e-learning system components including tasks, tools, and interfaces by performing thematic analysis.A comprehensive framework based on theoretical design principles was constructed. Lastly, the framework was validated by developing an e-learning system based on design principles. We evaluated students academic performance after they used the developed system for three weeks. Findings revealed that an e-learning system has great potential in primary education and can assist practitioners in achieving desired learning outcomes by integrating educational theories. It was also found that the sequence in which learning activities are performed can overshadow a systems performance and hence needs to be addressed for e-learning success.
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McCarthy, Stephen, Wendy Rowan, Nina Kahma, Laura Lynch, and Titiana Petra Ertiö. "Open e-learning platforms and the design–reality gap: an affordance theory perspective." Information Technology & People 35, no. 8 (December 22, 2021): 74–98. http://dx.doi.org/10.1108/itp-06-2021-0501.
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PurposeThe dropout rates of open e-learning platforms are often cited as high as 97%, with many users discontinuing their use after initial acceptance. This study aims to explore this anomaly through the lens of affordances theory, revealing design–reality gaps between users' diverse goals and the possibilities for action provided by an open IT artefact.Design/methodology/approachA six-month case study was undertaken to investigate the design implications of user-perceived affordances in an EU sustainability project which developed an open e-learning platform for citizens to improve their household energy efficiency. Thematic analysis was used to reveal the challenges of user continuance behaviour based on how an open IT artefact supports users in achieving individual goals (e.g. reducing energy consumption in the home) and collective goals (lessening the carbon footprint of society).FindingsBased on the findings, the authors inductively reveal seven affordances related to open e-learning platforms: informing, assessment, synthesis, emphasis, clarity, learning pathway and goal-planning. The findings centre on users' perception of these affordances, and the extent to which the open IT artefact catered to the goals and constraints of diverse user groups. Open IT platform development is further discussed from an iterative and collaborative perspective in order to explore different possibilities for action.Originality/valueThe study contributes towards research on open IT artefact design by presenting key learnings on how the designers of e-learning platforms can bridge design–reality gaps through exploring affordance personalisation for diverse user groups. This can inform the design of open IT artefacts to help ensure that system features match the expectations and contextual constraints of users through clear action-oriented possibilities.
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Li, Pei, and Jian-Hui Chen. "A model of an e-customized co-design system on garment design." International Journal of Clothing Science and Technology 30, no. 5 (September 3, 2018): 628–40. http://dx.doi.org/10.1108/ijcst-01-2018-0011.
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Purpose To improve the apparel e-customized system and meet consumers’ personalized requirement in the e-customization, the purpose of this paper is to develop an e-customized co-design system on garment design (ECS-GD) that enables users to co-design garment and communicate with stakeholders. Design/methodology/approach The e-customized co-design system mainly consists of function and modular structure, communication and evaluation modular. Based on the evolutionary algorithm and fuzzy theory, the e-customized system model is proposed with a presentation of garment interface. Based on the parameters of skirts, technical sketches, fabrics, color, patterns, comments and scores, the decision is made by consumers. Findings For the system to be effective, the system was conducted by multi-individuals co-work (consumers, designers, manufacturers and experts). The data flow was congruent to the design knowledge. The expert evaluation and communication were involved in the proposed system. Research limitations/implications The limitation of this study is that the system is not tested in experiments. The model, main function and data flow are proposed in this study, which is important in the e-customized co-design system development. Originality/value Compared to the e-shopping and garment recommendation, the proposed ECS-GD is a good approach to improve the existing e-customized system and a well solution to help consumers with design knowledge recommending, professional suggestions and evaluations. Besides, the sketches and knowledge recommendation are provided to consumers which is a learning process.
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Rahmi, Ulfia, and Azrul Azrul. "Message Design of Printed and Digital Material to Meaningful Learning." Al-Ta lim Journal 28, no. 1 (February 28, 2021): 26–34. http://dx.doi.org/10.15548/jt.v28i1.634.
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This article reports on research a message design of printed and digital message in Learning Theory course at Universitas Negeri Padang (UNP). Survey was conducted to collect data on the utilization of instructional materials by students who ware active in the semester in January-June. The results indicated that the print instructional materials written by lecturers have started to consider the design principles message, but still needs to be improved. That principle has not been carried out for digital teaching materials. Digital teaching materials need to be developed to familiarize students studying in 21st century environments by optimizing the campus e-learning facility to be able to perform generative learning, and meaningful learning
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Kun, Yu Xiao. "Study on Digital E-Learning System and its Effect on Cognition." Applied Mechanics and Materials 701-702 (December 2014): 1348–51. http://dx.doi.org/10.4028/www.scientific.net/amm.701-702.1348.
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This paper studies the E-Learning theory and technology research to analyze the E-Learning platform mode of learning, presentation design key technology E-Learning platform, and platform architecture and functional analysis, key technologies, system architecture, network topology and functional architecture of the system. Through this project research and development, and ultimately lead-in development framework and run online learning platform, while the cognitive effects of learning learners were evaluated.
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Villesseche, Julie, Olivier Le Bohec, Christophe Quaireau, Jeremie Nogues, Anne-Laure Besnard, Sandrine Oriez, Fanny De La Haye, Yvonnick Noel, and Karine Lavandier. "Enhancing reading skills through adaptive e-learning." Interactive Technology and Smart Education 16, no. 1 (March 11, 2019): 2–17. http://dx.doi.org/10.1108/itse-07-2018-0047.
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Purpose E-learning is part of instructional design and has opened a whole world of new possibilities in terms of learning and teaching. The purpose of this paper is to develop an adaptive e-learning platform that enhances skills from primary school to university learners. Two purposes converge here: a pedagogical one – offering new possibilities, especially in terms of teaching scenarios (blended learning); and a research one – confirming the effectiveness of an adaptive e-learning tool in the case of individualized cross-disciplinary competences, such as comprehension of implicit information in written texts (French). Design/methodology/approach The case study presented here concerns primary-school learners using the Implicit module of TACIT adaptive e-learning tool over the 2016-2017 academic year. Findings This paper gives a first positive answer to the effectiveness of such a tool in this specific context. This pedagogical effectiveness is more pronounced for low-level pupils, especially for girls and for older pupils (CM1/CM2, respectively, fourth/fifth grade). Originality/value In this case study, the module comes from an existing platform, created by the TACIT research group. The adaptive environment was created by using the Item Response Theory models and, more precisely, the Rasch model.
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Ratliff, Lillian J., Roy Dong, Shreyas Sekar, and Tanner Fiez. "A Perspective on Incentive Design: Challenges and Opportunities." Annual Review of Control, Robotics, and Autonomous Systems 2, no. 1 (May 3, 2019): 305–38. http://dx.doi.org/10.1146/annurev-control-053018-023634.
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The increasingly tight coupling between humans and system operations in domains ranging from intelligent infrastructure to e-commerce has led to a challenging new class of problems founded on a well-established area of research: incentive design. There is a clear need for a new tool kit for designing mechanisms that help coordinate self-interested parties while avoiding unexpected outcomes in the face of information asymmetries, exogenous uncertainties from dynamic environments, and resource constraints. This article provides a perspective on the current state of the art in incentive design from three core communities—economics, control theory, and machine learning—and highlights interesting avenues for future research at the interface of these domains.
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Oktavianti, E., S. K. Handayanto, W. Wartono, and E. Saniso. "Students’ Scientific Explanation in Blended Physics Learning with E-Scaffolding." Jurnal Pendidikan IPA Indonesia 7, no. 2 (July 16, 2018): 181–86. http://dx.doi.org/10.15294/jpii.v7i2.14232.
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This purpose of this research was to analyze the influence of blended physics learning with e-scaffolding on the gas kinetic theory to the students’ scientific explanation. This research used quasi-experimentation with one group pretest-posttest design. The population of this research included the grade XI students of Natural Sciences in SMA Negeri 1 Bangkalan. The proposed hypothesis was that the blended physics learning with e-scaffolding affected the students’ scientific explanation. The research results indicated that the students’ scientific explanation ability significantly increased after they experienced blended physics learning with e-scaffolding. All aspects of scientific explanation, that was the claim, evidence, and reasoning improved significantly.
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Amelia, Rizki, Imam Rofiki, Hasan Said TORTOP, and Joshua Abah ABAH. "Pre-service Teachers’ Scientific Explanation with E-Scaffolding in Blended Learning." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 9, no. 1 (April 30, 2020): 33–40. http://dx.doi.org/10.24042/jipfalbiruni.v9i1.5091.
Повний текст джерелаАнотація:
This study aims to examine the effect of e-scaffolding in blended learning on pre-service teachers' scientific explanation abilities as well as to find out the patterns of scientific explanation of pre-service teachers who learn by e-scaffolding in blended learning. This study employed mixed-method with concurrent embedded design. Quasi-experimental research design in the form of a one-group pretest-posttest control group design was used as a quantitative approach, whereas the learning process and scientific explanation patterns were described in a qualitative approach. The population of this study was 152 elementary school pre-service teachers of a state university at Malang, while the sample was 24 elementary school pre-service teachers in the seventh semester. The sample selection technique in the study was purposive sampling. The instrument used for measuring scientific explanation abilities was problem descriptions. The quantitative data were analyzed using the t-test, while qualitative data were analyzed using descriptive method. The finding of the study indicated that pre-service teachers' scientific explanation improved after learning with e-scaffolding in blended learning. The pre-service teachers were able to explain the relationship between theory and problems very well. The recommendation for future research, it is crucial to investigate the characterization of scientific explanation
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Huang, Qian, and Xue Wen Li. "Research on the Design of Government Affairs Platform in the Context of Big Data." Scientific Programming 2021 (May 29, 2021): 1–13. http://dx.doi.org/10.1155/2021/9936217.
Повний текст джерелаАнотація:
Big data is a massive and diverse form of unstructured data, which needs proper analysis and management. It is another great technological revolution after the Internet, the Internet of Things, and cloud computing. This paper firstly studies the related concepts and basic theories as the origin of research. Secondly, it analyzes in depth the problems and challenges faced by Chinese government management under the impact of big data. Again, we explore the opportunities that big data brings to government management in terms of management efficiency, administrative capacity, and public services and believe that governments should seize opportunities to make changes. Brainlike computing attempts to simulate the structure and information processing process of biological neural network. This paper firstly analyzes the development status of e-government at home and abroad, studies the service-oriented architecture (SOA) and web services technology, deeply studies the e-government and SOA theory, and discusses this based on the development status of e-government in a certain region. Then, the deep learning algorithm is used to construct the monitoring platform to monitor the government behavior in real time, and the deep learning algorithm is used to conduct in-depth mining to analyze the government's intention behavior.
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Zainal Abidin, Fatin Amirrah, Rusmadiah Anwar, and Zainudin Siran. "Interpretation of Humanoid Design towards ASD Learning Abilities: Theoretical framework." Environment-Behaviour Proceedings Journal 7, SI7 (August 31, 2022): 381–86. http://dx.doi.org/10.21834/ebpj.v7isi7.3807.
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The humanoid robot has been used in part of the intervention programme for Autism Spectrum Disorder (ASD). Some studies address what kind of form and functionality a human-like robot should have to be socially accepted by them as Autism Spectrum Disorder (ASD) children's motivation faces complex challenges. This research aims to study the specific factor, problems and connection elements between the contexts of issues related to the interpretation of humanoid design toward ASD learning abilities. All the studied variables identified from the literature of recent theory models were summarized and arranged accordingly to form the conceptual framework. Keywords: Humanoid Robot Design; Personalisation; New Product Development; ASD Learning Abilities eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7iSI7%20(Special%20Issue).3807
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T., Adolphus, Aderonmu T.S.B, and Naade N.B. "EFFECT OF SCHOOL CLIMATE ON TEACHING AND LEARNING OF PHYSICS IN SENIOR SECONDARY." International Journal of Online and Distance Learning 1, no. 1 (July 15, 2021): 1–15. http://dx.doi.org/10.47604/ijodl.1314.
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Purpose: The study investigated the effect of school climate on teaching and learning of physics in senior secondary schools.
Methodology: The mixed research design, specifically descriptive and exploratory analysis method was employed for the study. 14 Physics teachers and 248 Physics students were purposively selected from four secondary schools in Rivers State, Nigeria. Instruments for data collection includes Questionnaire for Physics Teachers (QPT), Questionnaire for Physics Students (QPS) and two semi-structured interview schedules which are Interview Schedule for Teachers (ISfT) and the Interview Schedule for Students (ISfS). Data were analyzed using mean and percentage for the research questions while hypotheses were tested at 0.05 level of significance using t-test.
Results: The findings of the study revealed that although Physics teachers enjoy a fairly good working relationship with their students, both teachers and students maintained that their school climate were not friendly and conducive for teaching of Physics. The study further revealed that there were no significant differences between male and female Physics teachers and students on their mean responses on school climate related factors affecting the teaching and learning of Physics.
Unique contribution to theory and practice: The study recommended exigent need for synergy among all stakeholders in the secondary school to encourage the prevalence of harmonious relationship that will enhance effective teaching and learning of Physics among others.
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Gish-Lieberman, Jaclyn Joy, Amanda Rockinson-Szapkiw, Andrew A. Tawfik, and Teresa M. Theiling. "Designing for Self-Efficacy: E-Mentoring Training for Ethnic and Racial Minority Women in STEM." International Journal of Designs for Learning 12, no. 3 (November 4, 2021): 71–85. http://dx.doi.org/10.14434/ijdl.v12i3.31433.
Повний текст джерелаАнотація:
Research indicates that peer mentoring is an effective solution for building ethnic and racial minority women’s self-efficacy to persist in STEM degrees and careers. What is not known, however, is how to design a training program grounded in learning theory to build mentoring knowledge, skills, and self-efficacy in underrepresented populations in Historically Black Colleges and Universities (HBCU). This instructional design case fulfills that gap by presenting details of design challenges and decisions made while developing an eight-week online training program for both mentors and mentees participating in a STEM peer mentoring program at two HBCUs. This design case is a second iteration of the training program following an initial pilot study. Stakeholder feedback, along with a conceptual framework, including Tinto’s Institutional Departure Model and Bandura’s Theory of Self-Efficacy, guided the design work.
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Efendi, Ahmad, Diyah Dwi Agustina, and Rahmat Basuki. "ENGLISH TRANSLATION BASED COMMUNICATIVE E-MODULE DESIGN TRANSLATION APPROACH IN UNU-SMART DARING APPLICATION IN TRANSLATION COURSE." Journal of English Educational Study (JEES) 5, no. 1 (May 30, 2022): 11–18. http://dx.doi.org/10.31932/jees.v5i1.1360.
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Research on e-Modules was present learning packaged in one form of teaching materials in a systematic, easy to understand, interesting way so that it was easy to learn independently. This was in accordance with the times in the digital world, on the other hand, there was still an outbreak of the COVID-19 pandemic. The purpose of this research was designed an e-Module as a teaching material for fifth semester students of English Education in the smart UNU application. E-Model was an experience for prospective teacher students and has the ability to translate after graduating from college. As a support for the learning model to easily produce products, namely; Analysis, Design, Development, Implementation, Evaluation (ADDIE Model). The research has 3 (three) steps; Introduction, Development and Assessment. In stage (1) the Preliminary Study includes; study of translation theory in Education, communicative translation approach (CTA theory), UNU Online Smart software, (2) designing e-Modules, developing module assessment instruments, evaluation instruments, and (3) Product Testing Phase and a module-based communicative translation approach for English Language Education courses. The average value obtained was 43.31 with a good category based on the results of the validation analysis.
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Wijaya, Nadia Oktia Putri, and Hidayat Hidayat. "Development of e-LKPD Based on Real Problems in Theory Statistics Data Class VI SDN 101868 Sena Village." Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 10, no. 1 (September 1, 2022): 132–47. http://dx.doi.org/10.21107/widyagogik.v10i1.16815.
Повний текст джерелаАнотація:
This research is motivated by the absence of appropriate teaching materials in the online learning process. Learning is only done through whatsapp groups because of the limited distance between teachers and students. This study aims to produce Electronic Student Worksheets (e-LKPD) based on Real Problems on data statistics material with sub-materials mean, median and mode to be applied in mathematics learning activities in elementary school and determine the feasibility of the developed e-LKPD. The subjects in this study were material experts and media experts. This type of research is research and development ( RD ) using ADDIE Analysis (Analysis), Design (Design), Development (Development), Implementation (Implementation), and Evaluation (Evaluation). However, this research only limits the stages to the ADD stage, namely Analysis, Design, and Development. The instrument used in this study was a validation sheet that was reviewed by material experts and media experts. The data analysis technique used in this study is a qualitative descriptive analysis technique. The results of this study are e-LKPD products based on Real Problems that fall into the "very valid" category in terms of the validation results of material expert studies with a percentage of 96.13% obtained from the content feasibility aspect 96.8%, the presentation feasibility aspect 97.2% , and linguistic aspects 94.4%. The validity of the e-LKPD from the media expert's review was stated to be very valid with a percentage of 95.2% obtained from the graphic aspect 95.4% and the software engineering aspect 95.0%. Based on the validation results from the material expert review and the media expert review, it can be concluded that the Real Problem-based e-LKPD that was developed is suitable for use in the mathematics learning process in elementary school.
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Cevikbas, Mustafa, and Gabriele Kaiser. "A Systematic Review on Task Design in Dynamic and Interactive Mathematics Learning Environments (DIMLEs)." Mathematics 9, no. 4 (February 18, 2021): 399. http://dx.doi.org/10.3390/math9040399.
Повний текст джерелаАнотація:
Task design constitutes a growing core of research in mathematics education. In particular, task design in Dynamic and Interactive Mathematics Learning Environments (DIMLEs) has become very popular, although it remains under-researched. This study aims to systematically analyze the current state of research on task design in DIMLEs. The literature was searched through the Web of Science, and 10 articles were included in the review. Results show that the majority of research studies were undertaken in Asia, with a focus on secondary and higher education. Studies used design-based research, case study, and grounded theory. Most studies were carried out in the domain of geometry, followed by algebra and calculus. Most researchers used GeoGebra as a DIMLE. The studies used different frameworks and contributed to the literature by developing and testing design principles, problematizing task design, and extending existing frameworks. There are also some reported challenges concerning task design in DIMLEs, such as students’ negative attitudes and beliefs and being inexperienced or unfamiliar with DIMLEs. E-assessment issues also created problems, as well as students’ poor mathematical background and time-consuming activities for teachers and students. Overall, the results indicate that further studies are needed on task design in DIMLEs.
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Et.al, Zul Fikar Ahmad. "The E-Learning Utilization On Attitudes And Behavior Of Diarrhea Prevention During Pandemic." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 10, 2021): 231–36. http://dx.doi.org/10.17762/turcomat.v12i6.1298.
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Diarrhoea is a health problem that is often experienced by infants and toddlers and in almost every country. One of the efforts to prevent diarrhoea was through counselling. Due to the pandemic situation, face-to-face counselling was not possible. This study aimed to assess the use of e-learning in increasing knowledge, attitudes, and behaviours to prevent diarrhoea. This research was an analytical observational study with the design of The One Group Pre-test Post-test Design. Samples were select used the purposive sampling technique. The sample size in this study was 54 students. The eLearning model used in this research was Google Class. The data were obtained by using google form then analyzed using McNemar Test. The results of the analysis showed that there were differences in knowledge (p-value = 0.000), attitudes (p-value = 0.031), and behaviour (p-value = 0.016) to prevent diarrhea before and after treatment. The utilization of online learning (e-learning) significantly affected increasing knowledge, attitudes, and behaviour in preventing diarrhea. In the future, e-learning can be an alternative to prevent diarrhea during a pandemic.
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Widayanti, Widayanti, Khusnatul Amaliah, Ainun Ummi Sholikhah, and Andrew Kurniawan. "Ethnoscience-Based Interactive E-Module: E-Module Development on Nonrenewable Resources Topic." Indonesian Journal of Science and Mathematics Education 5, no. 3 (November 8, 2022): 261–70. http://dx.doi.org/10.24042/ijsme.v5i3.13806.
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This study aims to develop an ethnoscience-based interactive e-module with the topic of non-renewable resources. Research and Development in this study adopted the ADDIE theory by Dick and Carry which consists of five stages: 1) Analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. This research only reached the third stage because at that stage the research objectives had been achieved. The instrument of this research is a Likert scale questionnaire which is analyzed by percentage. The results showed that the interactive e-module was declared feasible to be applied in learning with content and media expert validators giving an average score of above 75%. Student responses to this e-module also reached more than 75%, so this interactive e-module was stated to be very interesting. The conclusion of this study is that this interactive e-module is valid so that it can be applied in physics learning. For further research, it is hoped to develop e-modules on different topics.
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Sariah Syed Hassan, Sharifah, and Zahra Mardani Landani. "Predicting Actual Use of Mobile Technology in Learning: Towards E-Learning Culture Framework." International Journal of Engineering & Technology 7, no. 2.29 (May 22, 2018): 614. http://dx.doi.org/10.14419/ijet.v7i2.29.13985.
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With the advent of communication technology evolution, learning becomes flexible and accessible at any time and anywhere. Educational technology researchers have extensively integrated the Theory of Acceptance Model (TAM) and Theory of Planned Behavior to link the beliefs and actions in mobile learning. This study attempted to predict a hypothesized model of mobile learning culture via smart phone. In this present study, the m-learning culture is conceptualized from the factors of attitude, ethical use, technology competent; technology reliance and social well being. Social well being from the perspectives of The Adaptive Structuration has been integrated to underpin the study. 185 samples were drawn from the population of Korea University. Using self constructed questionnaire for the survey, the analyses involved descriptive and simultaneous Multiple Regression Analysis (MRA). The study was supported by qualitative design via interviews. The findings indicate all predictors are significant except for technology reliance and ethical use. Social well being is the highest predictor for the m-learning via smartphone. This study has been explored from both quantitative and qualitative research which provide important empirical information to support m-learning culture and its predictors. The findings have contributed to a model of m-learning which extends the literature and existing models of TAM and Theory of Planned Behavior.
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Yanto, Yanto, Dinar Ismunandar, Erni Erni, Santoso Setiawan, and Muhammad Ifan Rifani Ihsan. "Desain Game Edukasi Ilmu Tajwid Bagi Anak Usia Dini menggunakan Pemodelan Finite State Automata." Edumatic: Jurnal Pendidikan Informatika 5, no. 1 (June 25, 2021): 80–88. http://dx.doi.org/10.29408/edumatic.v5i1.3317.
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This study discusses how Finite State Automata (FSA) can be used as a model to design a Tajweed Science game application as a business diagram. This study aims to facilitate early childhood in learning the science of recitation by grouping hijaiyah letters into grouping the science of recitation by using a touch of the hand. The type of automata theory used is a non-deterministic finite automata with epsilon transition (E) or better known as E-NFA. Each transition, input, state that exists from the NFA, is basically to show the characteristics or states that occur in a game application. The importance of this research, in addition to learning recitation from an early age, is to show that automata theory can be used to help design a system in making game applications. The results of this Tajweed Science game application design are a rough display because there will still be further development stages and can ensure that game applications can be built from E-NFA modeling.
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Hardiman, Michele, Marie Connolly, Sinead Hanley, Jackie Kirrane, and Winifred O'Neill. "Designing and implementing an electronic nursing record to support compassionate and person-centred nursing practice in an acute hospital using practice development processes." Journal of Research in Nursing 25, no. 3 (May 2020): 241–53. http://dx.doi.org/10.1177/1744987120917719.
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Background The complexity of nursing practice can pose challenges to the development of an e-record that meets all the requirements and standards whilst capturing the essence of the relationship between the nurse and his/her patients. Aims 1. Describe the process of designing the content of an electronic nursing record (e-record) specific to nursing in an Irish/UK context, using Practice Development (PD) methodology. 2. To share the learning of involving the end-user in the development of a person-centred e-nursing record. Methods Evidence-based PD methodologies, principles and evaluation tools were employed to involve end users in the development of a person-centred and evidence-based e-record. Results The results are limited to evaluation of the design process and reported using the SQUIRE guidelines for reporting quality improvement. Investing in time to involve end users in the design and implementation phase resulted in satisfaction and adoption of the e-record by nurses. Conclusions For nurses to be satisfied with the content and process flow of an e-nursing record it needs to include the relational and non-clinical aspect of nursing practice in addition to the clinical pre-set content. Involving the end user in a meaningful way supports a positive outcome.
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Radulescu, I. R., R. M. Aileni, A. Salistean, S. Olaru, M. C. Grosu, R. Scarlat, and I. Sandulache. "TRAINING OF TEXTILE CREATIVES IN THE FIELD OF ETEXTILES DESIGN SOFTWARE." TEXTEH Proceedings 2021 (October 22, 2021): 371–77. http://dx.doi.org/10.35530/tt.2021.40.
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Textile technologies are rapidly developing and coping with the modern software applications of etextile design means a substantial benefit for textile creatives. The target group of textile creatives is considered to include both young professionals in the textile industry as well as students of Higher Education in technical fields. A partnership of six prestigious research and educational providers in Europe, coordinated by INCDTP – Bucharest have joined their expertise to offer educational modules related to this need, within the Erasmus+ project “OptimTex- Software tools for textiles creatives”. The project has duration of two years (2020-2022) and has already implemented the educational modules in e-learning format on the project’s website (www.optimtex.eu). The five educational modules follow the main textile technologies and describe in a Problem-Based-Learning (PBL) approach software applications for: weaving, knitting, virtual prototyping of clothing, embroidery of e-textiles (electronic textiles) and experimental design. The PBL approach consists in learning by examples, followed by the theory, the corresponding software applications and a quiz for selfassessment. The e-learning instrument was programmed in HTML5 and JavaScript and offers quick access the educational modules. INCDTP has conceived the fifth module on experimental design, by tackling plasma treatments of textiles for various functionalities: hydrophobic, hydrophilic and electrical conductivity. Full factorial, Central Composite Design and Fractional factorial experimental design plans were described. This topic is of interest for the envisaged target group, for it represents alternative and useful knowledge to the official curricula of Higher Education engineering studies. Intensive Study Programs and Multiplier events will be organized in the second project’s year for students of Higher Education and textile professionals.
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Bhalla, Aparna, and Gill Frigerio. "Career counselling with life design in a collectivist cultural context: An action research study." Journal of the National Institute for Career Education and Counselling 45, no. 1 (October 1, 2020): 68–76. http://dx.doi.org/10.20856/jnicec.4509.
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Large-scale macro forces are restructuring forms of work in urban India creating the need for alternative methods of career counselling. This research explores the application of a US-based approach to constructing careers i.e. Life-Design Career Counseling (i. e., LDC) with two mid-career professionals in India. Data consisted of client responses to different narrative career counselling exercises such as a lifeline activity, a career construction interview and semi-structured feedback interviews. Action research's focus on reflexivity helped integrate theory with practice to contribute to knowledge production and meaningful innovations within practice. Findings from this research underscored the importance of relationship, reflection and sense-making and the need for India to utilise a culturally resonant career intervention. The study holds value for career professionals, in India and beyond where LDC is still unexplored. Moreover, LDC practitioners in non-Western countries and collectivist societies will benefit from a contextual adaptation that encourages focus on client learning.
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Lokollo, Lamberthus J., and J. L. Kundre. "DEVELOPMENT E-PORTFOLIO AS A MODEL OF AUTHENTIC ASSESSMENT." EDU SCIENCES JOURNAL 2, no. 1 (March 18, 2021): 29–37. http://dx.doi.org/10.30598/edusciencesvol2iss1pp29-37.
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Authentic assessment is an essential component of effective learning that links theory to practice. As information technology has developed, portfolios have been considered authentic environments to enable learning students to reflect their potential through the evidence presented in the e-portfolio. This research's general objective is to produce an e-portfolio based authentic assessment model for the PNFI Learning Media Development course in the Non-formal Education Study Program, Faculty of Teacher Training and Education, Universitas Pattimura. The method used in this research is the development research method. It uses three main stages of the Tjeer Plomp model: 1) preliminary research, 2) prototype design and development and expert validation, and 3) testing and revision. This study involved 71 students of the Faculty of Teacher Training and Education, Universitas Pattimura, and three experts in assessment, media, and learning technology. The research data were obtained through interviews, questionnaires, and observations. This study found that Mahara is a suitable platform to be used in the learning process and is recommended to be developed as an e-portfolio based authentic learning model in the Non-formal Education Study Program, Faculty of Teacher Training and Education, Universitas Pattimura
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Putri, Irna Tri, Tugiyo Aminoto, and Febri Berthalita Pujaningsih. "PENGEMBANGAN E-MODUL FISIKA BERBASIS PENDEKATAN SAINTIFIK PADA MATERI TEORI KINETIK GAS." EduFisika 5, no. 01 (June 30, 2020): 52–62. http://dx.doi.org/10.22437/edufisika.v5i01.7725.
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This research is motivated by the difficulties experienced by students in understanding gas kinetic theory material and the limitations of multimedia teaching materials possessed by teachers. The purpose of this study is to develop a physics-based e-module based on the Scientific Approach using 3D Professional Pageflipp on the gas kinetic theory material and to determine students' perceptions of the e-modules developed. This type of research is research and development using the ADDIE development model (Analyze, Design, Development, Implementation and Evaluation). This research only reached the Development stage. The resulting e-module serves as a source of student independent learning and teaching materials that can be used by students in the classroom in the learning process based on the Scientific Approach. The results of this study are e-module that were developed through a validation process by a team of experts and were declared eligible to be tested on students. From the results of testing the students' perception data it was concluded that this e-module is good for use in the learning process.
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Faridah, Fita, and Eko Sulistiono. "DESIGNING ENGLISH LEARNING MATERIALS FOR INFORMATIC STUDY PROGRAM AT ENGINEERING FACULTY OF ISLAMIC UNIVERSITY OF LAMONGAN." Jurnal ELink 5, no. 1 (July 4, 2018): 13. http://dx.doi.org/10.30736/e-link.v5i1.43.
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English learning is developing year by year through its method and every aspect in the learning process. The informatics study program has the main aim to develop the students’ intelligence, knowledge, personality, and skills in a workplace for having an independent life in their future. The relevant English learning materials for particular study programs are needed to facilitate the students to achieve good English proficiency. This research is aimed at developing English learning materials for the first semester of Informatics Study Program. The researcher applied Research and Development as the research method. In the research method the researcher implemented five of Borg and Gall’s Research and Development (R&D) stages. Then, those five stages were combined with Kemp’s theory of instructional model to develop and design the English materials, the steps included were: collecting the students’ need, planning, developing the materials, writing the final draft, and trying out the materials. Based on the research finding, the students learn English Learning material includes seven units and in every unit cover three Basic English competence reading, speaking and writing, and also consists of several sections, namely introduction, main lesson and reinforcement.
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Putra, Alfret Ade, and Nuryadi Nuryadi. "Pengembangan Media Pembelajaran Interaktif Berbasis Lms Moodle Ditinjau Dari Cognitive Loads Theory." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 6, no. 2 (January 11, 2020): 54–60. http://dx.doi.org/10.31316/j.derivat.v6i2.498.
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AbstractThe development of E-Learning is based on the development of IPTEK as a resource for the fulfillment of core competencies in curriculum 2013 which facilitate students and teachers in the learning process. The research uses R&D design, based from cognitive loads theory with the Borg & Gall development model. The steps are: research and information collection, research planning, initial product development, preliminary field test involving 4 students, revision of preliminary field test result, wider field test involving 8 students, test revision A field, a feasibility test involving 32 students, and a revision of the feasibility of a trial subject in research is a grade VIII student of SMP Negeri 1 Mlati, Kab. Sleman, D.I. Yogyakarta. Data is collected through polls and observations during trials, and then research results are analyzed with quantitative descriptive analysis techniques. Media expert responses get an average score of 3.91. While the responses of the material experts acquired an average score of 3.60 showed a Moodle-based e-learning is decent in terms of media and worthy of material terms. The results of the study on field implementation test show that all students of class VIII C percentage of class submission are above 86%. The results of the students ' responses to small and large scale trials showed that the majority of students gave positive feedback on learning activities using LMS Moodle-based e-learning media. LMS Moodle's final e-learning product contains material, video links, ppt links, quizzes, articles around mathematical numeral patterns, chat and discussion forums. Thus, from the test results of the implementation of the field can be concluded that E-learning based on LMS Moodle Mathematics learning for students of grade VIII C SMP Negeri 1 Mlati, with material "number pattern" is feasible as one of the sources Study both individually and in groups. Keywords: Development of E-learning, LMS Moodle, Cognitive Loads TheoryMathematics, Numbers Pattern
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Cheng, Fei-Fei, Chui-Chen Chiu, Chin-Shan Wu, and Der-Chian Tsaih. "The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system." Library Hi Tech 35, no. 4 (November 20, 2017): 473–89. http://dx.doi.org/10.1108/lht-12-2016-0151.
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Purpose The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness. Design/methodology/approach This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented. Findings This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women. Research limitations/implications This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system. Practical implications Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome. Originality/value This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.
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Gazali, Erfan, and Hasan Saefuloh. "KEBUTUHAN PESERTA DIDIK DAN RANCANG BANGUN MEDIA PEMBELAJARAN BAHASA ARAB DI MADRASAH ALIYAH." Arabi : Journal of Arabic Studies 4, no. 1 (July 1, 2019): 87. http://dx.doi.org/10.24865/ajas.v4i1.117.
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This study aimed to map the Arabic learning needs of Islamic senior high school students (Madrasah Aliyah) in the Cirebon city and Cirebon regencies. This research is the first and second stage of the four stages of the 'Four Door' (4D) research model. The 4D research model has four stages: (1) Defining, (2) Design, (3) Developing, and (3) Disseminating. The "Define" stage includes analysis of student needs. Questionnaire was used as an instrument in analyzing these needs. The needs analysis questionnaire was distributed to students to identify their needs and targets for learning Arabic. Respondents consisted of Madrasah Aliyah students in the 2018-2019 academic year totaling 612 students. Data from the needs analysis questionnaire were analyzed using frequency distributions and percentages and the results were then used as a basis for designing and developing e-learning learning models that matched their learning needs and targets. In the 'design' stage, the flipped classroom learning model was used and elaborated with learning theories, namely the constructive learning environment theory (Constructivist Learning Environment-CLEs), Learning Management System (LMS), and Flipped classroom.
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Sama, Hendi. "Teknologi Blended Learning Mahasiswa Di Kota Batam Dengan Metode Unified Theory Of Acceptance And Use Of Technology." CESS (Journal of Computer Engineering, System and Science) 5, no. 2 (August 9, 2020): 229. http://dx.doi.org/10.24114/cess.v5i2.18209.
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In improving the education and teaching process by lecturers in tertiary institutions, learning is carried out using Blended Learning technology. Blended learning is a collaboration and / or a combination of learning that has a traditional nature (learning by doing face-to-face) and learning by utilizing technology or what is referred to as e-learning. The application of Blended Learning technology in universities in Riau Islands province has been carried out in several universities in the city of Batam. Previous research states that there are problems in the application of Blended Learning technology. This study examines how the Acceptance of Blended Learning Technology by Students in the city of Batam with the Unified Theory of Acceptance and use of Technology (UTAUT) method. In carrying out this research activity a quantitative approach is used with a causalistic explanatory research research design. The results of this study reveal that business expectations, performance expectations, social influence, and facility conditions together affect the independent variable Blended Learning Technology Acceptance. This shows that the overall acceptance of Blended Learning Technology among students has been well received
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Li, Zeyun. "Factors Influencing Students' Continuous Willingness to Use E-Learning Platforms in Higher Education." International Journal of Information and Communication Technology Education 18, no. 3 (July 1, 2022): 1–11. http://dx.doi.org/10.4018/ijicte.313424.
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The COVID-19 pandemic has imposed significant challenges on education worldwide, particularly in areas with limited online teaching experience. The research design is based on constructivism learning theory and the technology acceptance model. A questionnaire was also distributed to a university of finance and economics in China. Structural equation model was used to test the influence mechanism of social media interaction on college students' willingness to use e-learning platform continuously. The positive moderating effect of online teaching context on this mechanism is further analyzed. Therefore, the use of social media in the online teaching process in higher education institutions should be encouraged, and a good online teaching context should be fostered.
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Maphalala, Mncedisi Christian, and Olufemi Timothy Adigun. "Academics’ Experience of Implementing E-Learning in a South African Higher Education Institution." International Journal of Higher Education 10, no. 1 (September 22, 2020): 1. http://dx.doi.org/10.5430/ijhe.v10n1p1.
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This study sought to explore the experiences of academics with the use of e-learning to support teaching and learning at a South African university. The theory underpinning the study was the Unified Theory of Acceptance and Use of Technology (UTAUT). The study adopted a qualitative design using ten purposively selected academic staff and one IT specialist at a South African university. Semi-structured interview was used to gather the data that were used to answer the research questions. Data were analysed using thematic content analysis. The following themes resulted from the analysis: technical support and training for e-learning; Information Communication Technology infrastructure and internet accessibility; uptake of e-learning and the use of the Learning Management System; content development for e-learning; and evaluation of teaching effectiveness using e-learning. Based on the findings, periodic updates and training on the new changes should be made to the university’s e-learning platforms, provision of timely technical support to academics in order to sustain positive user experiences of e-learning were recommended.
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Pholld Mwakyusa, Wilson, and Lucas Masome Ng`webeya. "The Response of Tanzania Higher Learning Institutions to e- Learning during Covid-19 Pandemic." EAST AFRICAN JOURNAL OF MANAGEMENT AND BUSINESS STUDIES 2, no. 1 (February 6, 2022): 19–28. http://dx.doi.org/10.46606/eajess2022v03i01.0142.
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This study examined how the Tanzanian Higher Learning Institutions (HLIs) responded to the e-learning implementation during the COVID-19 pandemic period. It employed the Actor Network Theory that informs the socio-technical interactions. The study employed an explorative case study design with qualitative techniques, involving a total of 13 participants from selected HLIs. A thematic analysis framework was used to analyze data. The study revealed that HLIs in Tanzania have partially implemented e-learning systems and there is limited use of e-learning technology among HLIs in Tanzania. The e-learning implementation is in terms of tuition fee payment, examination results, online learning and presentation of research proposals through mobile technologies and Zoom. It is important for the government to make more emphasis on development of e-learning policies which will increase participation, commitment and accountability in HLIs. It is also important for HLIs to redefine e-learning strategies and develop facilities that will enhance transformations in teaching and learning amidst the Covid 19 Pandemic. This requires good internet networks as well as availability of robust learning management systems. Furthermore, HLIs should establish collaboration with other learning institutions within and outside the country for sustainable e-learning outcomes.
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Ragan, Amy, Jenna Kammer, Charlene Atkins, and Rene Burress. "Learning to read online: the effect of instruction on e-textbook use." Library Hi Tech 37, no. 2 (June 17, 2019): 293–311. http://dx.doi.org/10.1108/lht-01-2018-0011.
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Purpose The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using the theory of value-expectancy, library instruction was designed to show students how the e-textbook features would improve their study habits. Design/methodology/approach Using a time-series, within-subject design, the researchers examined the students’ use of e-textbooks before receiving library instruction, and then again after receiving library instruction. Data were collected from student survey responses, focus group interviews, and digital library usage. A repeated-measures t-test was used to compare data collected prior to and following the instructional sessions. Findings The results indicate that the use of e-textbook features (glossary, audio, quizzes, notes, highlighter, and video) increased after library instruction. While the use of e-textbook features increased, this did not translate to other types of e-books: the use of the digital library did not increase. Research limitations/implications This paper has implications for research on the use of e-textbooks in academic settings. Baseline findings support the existing literature that shows that students do not use all of the features of an e-textbook. The research in this study adds that direct instruction on those features will increase use. Practical implications Librarians and teachers may want to consider direct instruction on e-textbooks. While it may not increase digital library usage, it may benefit the student learning experience. Originality/value This study builds on the work related to the student experience of using e-textbook. It highlights the value of library instruction in improving the student experience and use of e-textbooks.
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Putri, Sheila Rosmala, Kusnandar Kusnandar, and Eti Poncorini Pamungkasari. "THE EFFECT OF HEALTH PROMOTION USING EMO DEMO VIDEO ON THE SELECTION OF FOOD CONTAINS IRON FOR ANEMIA PREVENTION IN ADOLESCENTS: STUDY AT ISLAMIC SENIOR HIGH SCHOOL IN YOGYAKARTA." Media Gizi Mikro Indonesia 13, no. 2 (July 22, 2022): 85–96. http://dx.doi.org/10.22435/mgmi.v13i2.5924.
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Background. Emotional Demonstration (Emo Demo) is a technique to educate the public through the latest approach from the theory of Behavior Center Design as a reference. This strategy can be an alternative to help young women in choosing food ingredients to prevent anemia. Given the adverse effects of anemia, it is necessary to overcome them. Objective. This study aims to assess the effect of health promotion through Emo Demo video media on selecting foods containing iron to prevent anemia in adolescent girls. Method. The research design was a pre-post test with a control group design and quasi-experimental design. The research design used in this research is "Control Group Design". In this study, there were two groups, namely the intervention group using the Emo Demo video method and the control group using e-leaflets. Results. Emo Demo video promotion has a positive effect on knowledge (p value 0.000), attitudes (p value 0.000), and behavior (p value 0.000) in adolescent girls to prevent anemia compared to e-leaflets. Conclusion. Emo Demo video as a learning media is more effective in increasing knowledge, attitudes, and behavior in choosing foods high in iron in adolescent girls than in the group using e-leaflets. It is important to provide continuous Emo Demo videos and do the monitoring of adolescent girls to prevent anemia.
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Charbonneau-Gowdy, Paula, Jaime Pizarro, and Danisa Salinas. "Finally in the spotlight: How contemporary learning theory is saving education online during COVID." Electronic Journal of e-Learning 19, no. 6 (December 30, 2021): pp642–655. http://dx.doi.org/10.34190/ejel.19.6.2199.
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A surge of literature documenting myriad challenges being faced online during the COVID pandemic strongly suggests that e-learning scholarship has fallen short of conveying an understanding of how to build highly effective e-learning spaces. Recent stories from practitioners abound with reports of absenteeism, cameras and microphones turned off, inaction in forums and a general reticence on the part of learners to engage online. Where have we missed the mark in our efforts to have contemporary e-learning theory affect online practice? Scholarship is indicating that the root of the disconnect often lies in the conventional instructional designs being used in these spaces and the teaching, learning and assessment practices they support. In response to such issues, we conducted a qualitative action research initiative to apply an instructional design (ID) model, based on contemporary learning theories and goals, in a teacher education program in Chile. The study took place in 2020 over 2 academic semesters. In this study, we focussed on the impact of these changes on a small group of first-year Pre-service Teachers (PSTs, n=17), experiencing online learning for the first time. Pre and post interviews, an open-ended questionnaire, field notes from self-assessment portfolios and observations of the digital environment were used to collect data. We also draw on two other data sources in the same context: 1) an earlier report of this initiative that focussed on the Teacher Educators (TEs) in the same program (n=4), and 2) survey data collected in a preparatory stage of the action research on the experiences of the greater university student body (n=1,054). Evidence revealed that initially learners’ epistemological views were heavily influenced by the teacher-centric and content-driven pedagogies of earlier schooling. Yet, results also showed that the contemporary learning design framework had positive implications for many students’ social, cognitive, and metacognitive competencies. Clear signs of more active investment in social interactive learning online on the part of the PSTs and of flexible, self-directed behaviours were evidenced. The results of this study provide an empirically based practical solution for connecting current learning theory to practice in online contexts, solutions that could endure even once the challenges of the pandemic crisis are behind us.
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Buchori, Achmad. "PENGEMBANGAN MEDIA E-LEARNING PADA MATA KULIAH KOMPUTASI I DI PERGURUAN TINGGI." Jurnal Ilmiah Matematika dan Pendidikan Matematika 4, no. 1 (June 29, 2012): 147. http://dx.doi.org/10.20884/1.jmp.2012.4.1.2949.
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Media Development E-Learning in Computing I course at the university.This study aims to acquire e-learning instructional media are valid for self-study student in the course of computing I. Population in the study were all students of third semester of mathematics education IKIP PGRI Semarang. This study is a research and development. In media studies e-learning development is carried out with 4 (four) stages, namely (a) a preliminary analysis, (b) Design, (c) Evaluation, (d) Revised. Processing the data using descriptive qualitative data analysis techniques. Corresponding results of questionnaires about the development of e-learning in the obtained value sig = 0.00 and R = 0,541, which means it affects the motivation for 54.1% of the student learning outcomes. Gained an average of better learning outcomes between the experimental class at 84.27 compared with 80.05 for the control class. The results obtained from the e-learning instructional media are valid for independent study students on computing courses I according to developmental theory Akker and student learning outcomes.
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Recke, Moritz Philip, and Stefano Perna. "Emergent Narratives in Remote Learning Experiences for Project Based Education." Electronic Journal of e-Learning 19, no. 2 (April 21, 2021): 59–70. http://dx.doi.org/10.34190/ejel.19.2.2142.
Повний текст джерелаАнотація:
The University of Naples Federico II (Italy) offers a nine-month formative training program aimed at software development for the Apple technology ecosystem to ~400 learners per year and utilises the Challenge Based Learning (CBL) methodology as a framework for learning. As a collaborative and self-guided, inquiry-based learning method, it focuses on learners’ intrinsic motivation while working on real world problems organised in projects (Challenges in CBL) with an experiential and progressive approach to apply acquired knowledge in real world scenarios, ideate solution concepts and build innovative digital products. To overcome limitations of spiral curriculum or elaboration theory, the authors applied narrative theory to design the program’s educational experience for the academic year 2019/2020 as a cohesive journey within a communal learning environment with a coherent and connected structure of narratively driven learning Challenges. The authors present concepts to develop their approach further towards an emergent narrative experience design system to manage the educational journey as it develops, rather than scripting it. This paper evolves the authors’ Narrative Experience Design Canvas to model educational experience design that encourages unscripted, emergent narratives for experiential education with the goal of fostering learners’ engagement, agency and creativity. Derived in part by models developed for digital interactive storytelling or educational video games, it categorises the components for designing an educational experience that allows the learning progression to be driven by learners as co-authors and describes mechanisms that allow unscripted narratives to emerge based on intrinsic motivation. Additionally, the authors present considerations for synchronous and asynchronous learning to evolve their framework for application in blended or remote learning scenarios. Drawing upon findings for remote learning and experiential e-learning - ee-learning - presented by scholars as well as implications identified during the COVID-19 pandemic and the resulting switch to remote learning within the program at University of Naples Federico II in 2020, it is shown how combining narrative elements with experiential e-learning principles can result in increased engagement, motivation and sense of community in learners. Using the example of an individual learning unit - a Challenge - considerations from overall course design down to day-to-day learning activities within the course are presented. For the future, the authors indicate action points to develop this model into an Emergent Narrative System for designing narratively driven and experiential software development education programs and indicate areas of further research on learning activity design for blended or remote learning experiences.
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Almutairy, sultan Howedey. "Designing a digital video based on storytelling in an e-learning environment and its effect on developing mental motivation and academic achievement among students at College of Education, King Saud University." International Journal of research in Educational Sciences 5, no. 1 (January 1, 2022): 315–62. http://dx.doi.org/10.29009/ijres.5.1.8.
Повний текст джерелаАнотація:
This research aimed to developing mental motivation and academic achievement among students at College of Education, King Saud University, through design a digital video based on storytelling in an e-learning environment. To achieve this goal, a sample of (62) students from College of Education at King Saud University was selected. The researcher divided them into experimental group of (30) students, who studied by using digital videos which designed based on storytelling in an e-learning environment, and control group of (32) students, who studied by traditional method, both groups were enrolling in the course of “Integrating Technology in Education”. The mental motivation measurement and academic achievement test were used as well as T-test for analyzing the research data. This research found the effectiveness of using digital video in an e-learning environment based on storytelling in developing mental motivation and academic achievement among students at College of Education, King Saud University.
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Raunsbæk Knudsen, L., K. Lomborg, and A. De Thurah. "AB1308-HPR DEVELOPMENT OF AN E-LEARNING PATIENT EDUCATION PROGRAM TARGETING PATIENTS WITH RHEUMATOID ARTHRITIS: FROM CONTENT TO DESIGN." Annals of the Rheumatic Diseases 79, Suppl 1 (June 2020): 1944.1–1945. http://dx.doi.org/10.1136/annrheumdis-2020-eular.2280.
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Background:Patient education (PE), with the aim of supporting patients to self-manage their disease is important in the treatment and care of patients with rheumatoid arthritis (RA) (1). Today, there is a shift in the organization of healthcare systems due to a demographic change towards ageing populations and an increasing use of technology. Advancements in web-technology can offer alternative ways to provide PE – e.g. through an e-learning platform. However,E-Learning development must be based on the needs of the learners and on existing evidence on both education and content.Objectives:To develop an e-learning platform targeting newly diagnosed patients with RA.Methods:Focus group interviews with patients, rheumatologists and nurses, with the aim of exploring informational and educational needs related to RA and how this may be communicated in an e-learning program, were conducted. We used a short interview guide to ensure the focus of the interviews, however, strived for a less structured start of the interview to promote a free discussion and later a more structured discussion of specific questions. Pictures, illustrating possible topics in PE within RA and ways to communicate, were also applied. The transcribed interviews were analyzed using thematic analysis (2).The theoretical framework in the development and design drew on the cognitive theory of multimedia learning (3) and entertainment education (4).Results:Four themes, covering experiences and needs emerged in the analysis of the focus-group interviews;‘Knowledge of RA, the disease course and prognosis’, ‘Medical treatment’, ‘A new life situation’and‘Daily living with RA’.Subsequently, the program was developed through an iterative process between the project group, patient representatives, a communication consultant, graphic designers and an e-learning company.The program was divided into three learning modules covering knowledge of RA, complications, medical treatment, examinations and daily living with RA, e.g. coping with emotions, pain, fatigue, work, education, physical activity etc. It offers a combination of e.g. animations, videos with personal patient stories, podcasts, written text, spoken words and interactive quizzes.Conclusion:The e-learning program is developed and ready for feasibility testing. Subsequently, the effectiveness of the program will be tested in a RCT study among approximately 250 patients.References:[1]Zangi HA, Ndosi M, Adams J, et al. EULAR recommendations for patient education for people with inflammatory arthritis. Ann Rheum Dis. 2015; 0:1-9.[2]Braun V, Clarke V. Using thematic analysis in psychology.Qualitative research in psychology. 2006; 3 (2): 77-101.[3]Mayer R. The Cambridge handbook of multimedia learning. 2005. New York.[4]Singhal A, Cody MJ, Rogers EM, Sabido M (editors). Entertainment-education and social change – History, research and practice. Taylor and Francis; 2003.Acknowledgments:We thank the participants in focus groups who shared their experiences. We also express our gratitude to the Novo Nordisk Foundation for supporting the study. Furthermore, we are grateful for the collaboration with the communication consultants, graphic designers and the e-learning company, who have contributed to the development of the e-learning platform.Disclosure of Interests:Line Raunsbæk Knudsen Consultant of: Phizer (Not relevant for the present study)., Speakers bureau: Phizer (Not relevant for the present study).Lily (Not relevant for the present study).Roche (Not relevant for the present study)., Kirsten Lomborg: None declared, Annette de Thurah Grant/research support from: Novartis (not relevant for the present study)., Speakers bureau: Lily (not relevant for the present study).
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Kusuma, Mobinta, Purwo Susongko, and Yuni Arfiani. "VALIDATION OF THE INSTRUMENTS OF LEARNING READINESS WITH E-LEARNING USING RASCH MODELING TO EMPOWER TECHNOLOGICAL CONTENT KNOWLEDGE (TCK)." Jurnal Pena Sains 6, no. 1 (April 30, 2019): 18. http://dx.doi.org/10.21107/jps.v6i1.5030.
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<p><span lang="EN-US"><em>E-learning based learning is a trend in era 4.0 that requires learning readiness. This study is aimed at (1) developing GS-based e-learning readiness scale items to empower standardized TCKs; (2) validating the scale of e-learning readiness using Rasch modeling. The method used is the research on the development of modified Plomps according to needs, consisting of 3 stages, namely (1) the initial investigation stage; (2) stages of development (scale design & construction); and (3) assessment stages (tests, evaluations and revisions). ata analysis using Rasch modeling with R-program 3.1.2. The results showed that the preparation of standardized e-learning learning readiness scale items through (a) study of the learning readiness scale theory; (b) defining concepts and operations; (c) determine dimensions; (d) determine indicators; (e) compile scale items; (f) rational validation by experts; (g) field trials; (h) Rasch modeling validation test. Validation of rasch modeling shows that e-learning readiness scale items are declared valid by considering aspects of content and substance. Therefore, this instrument can be applied in learning</em></span></p>
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Ramadhan, Anugrah Agung, and Nizwardi Jalinus. "The The Development of E-Module Based on Learning Models of Self Directed Learning in Welding Subject." JURNAL PENDIDIKAN TEKNOLOGI KEJURUAN 4, no. 2 (November 22, 2021): 59–64. http://dx.doi.org/10.24036/jptk.v4i2.16923.
Повний текст джерелаАнотація:
This study aimed to produce an e-module based on a self-directed learning model that was valid, practical and effective and was able to help students learn independently and understand SMAW manual arc welding theory. This study is a Reset and Development (R&D) study which refers to the ADDIE instructional development model. ADDIE development procedures namely Analysis, Design, Develop, Implementation and Evaluation. The results of this Research and Development produced a valid learning e-module based on the evaluation of material expert validators who declared valid and the material expert validators who declared valid. The practicality of using e-module was known from the use of e-module that going well and the results of students and teachers responses from questionnaire statements were high practicality. The results of the effectiveness were known from the increase in the students' understanding of subject and the test results of the difference between pre-test and post-test results of the application of this e-module were quite effective category. Based on this study, a learning e-module for SMAW Manual Arc Welding based on the Self Directed Learning model had produced. this was valid, practical and effective for use in learning and can improve the theoretical understanding of SMAW Manual Arc Welding subject.