Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Multimedia self-study.
Статті в журналах з теми "Multimedia self-study"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "Multimedia self-study".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Sekey, A. "Multimedia self-study courses in DSP and speech processing." IEEE Signal Processing Magazine 9, no. 4 (October 1992): 36–42. http://dx.doi.org/10.1109/79.157329.
Повний текст джерела
2
Bagheri, Mohsen, Mohammad Hashemi Gheshlaghi, and Fatemeh Joshaghan Nezhad. "Effect of self-directed learning process on multimedia competencies of educational technology students." World Journal on Educational Technology 7, no. 1 (November 12, 2015): 22. http://dx.doi.org/10.18844/wjet.v7i1.20.
Повний текст джерелаАнотація:
The current study aimed to investigate the effectiveness of the Self-directed Learning (SDL) process on multimedia competencies of educational technology students at Arak university in Iran. The sample of the study consisted of all educational technology students studying at Arak university. The sample included students who were selected for project courses in the second semester of academic year 2014-2015. The quasi-experimental research, pre-test, post-test design was used for the study. Before the treatment, the pretest of multimedia competencies was employed, then students in the project course received education through the SDL process. The period lasted for 13 weeks, then the post-test was conducted. For data collection, the researchers prepared a questionnaire of multimedia competencies with three subscales (multimedia instructional design, multimedia production skills, and multimedia production tools). The validity of the questionnaire was confirmed by experts in the field of Educational Technology, and Cronbach's alpha coefficient was obtained as a reliability of 0.90. The data were analyzed with independent and paired-samples t-test. The results showed that there was a significant difference between students’ scores in pre-test and post-test; and there was no significant difference between male and female students’ scores on multimedia competencies.Keywords: educational technology, self-directed learning process, multimedia competencies
3
Soboleva, Olga, and Natalia Tronenko. "A Russian Multimedia Learning Package for Classroom Use and Self-Study." Computer Assisted Language Learning 15, no. 5 (December 2002): 483–99. http://dx.doi.org/10.1076/call.15.5.483.13470.
Повний текст джерела
4
Finch, Arthur E., Michael J. Lambert, and George (Jeb) Brown. "Attacking anxiety: A naturalistic study of a multimedia self-help program." Journal of Clinical Psychology 56, no. 1 (January 2000): 11–21. http://dx.doi.org/10.1002/(sici)1097-4679(200001)56:1<11::aid-jclp2>3.0.co;2-g.
Повний текст джерела
5
Chapman, Niamh, Rebekah McWhirter, Matthew K. Armstrong, Ricardo Fonseca, Julie A. Campbell, Mark Nelson, Martin G. Schultz, and James E. Sharman. "Self-directed multimedia process for delivering participant informed consent." BMJ Open 10, no. 7 (July 2020): e036977. http://dx.doi.org/10.1136/bmjopen-2020-036977.
Повний текст джерелаАнотація:
ObjectiveObtaining informed consent is a cornerstone requirement of conducting ethical research. Traditional paper-based consent is often excessively lengthy and may fail to achieve the desired participant understanding of study requirements. Multimedia tools including video and audio may be a useful alternative. This study aimed to determine the efficacy, usability and acceptability of self-directed multimedia delivery of participant consent.DesignIt is a single-centre, randomised, prospective study to determine the efficacy, usability and acceptability of a self-directed multimedia consent process (intervention) compared with the traditional paper-based approach (control). The intervention was free of research staff, with computer-based finger-signed consent.SettingPathology blood collection services in Tasmania, Australia.Participants298 participants (63±8 years; 51% female individuals) referred from general practice were randomised to intervention (n=146) and control (n=152).Outcome measuresEfficacy, usability and acceptability of the allocated consent process were assessed by a questionnaire.ResultsAll participants successfully completed the allocated interventions. Efficacy parameters were higher among intervention participants, including a better understanding of study requirements compared with controls (p<0.05 all). Intervention participants were more likely to engage with the study information and spend more time on the consent process (p=<0.001 and p=0.006, respectively). Both groups reported similar levels of acceptability, although more control participants reported that the study information was too long (24% vs 14%; p=0.020).ConclusionA self-directed multimedia consent process is effective for achieving participant understanding and obtaining consent free of research staff. Thus, multimedia represents a viable method to reduce the burden on researchers, meet participant needs and achieve informed consent in clinical research.
6
CHEN, Yufeng, Zhengtao XIANG, Dengliang CHENG, and Jieren XIE. "A Study on Information Multimedia Integrated Introductory Course of Internet of Vehicles to Students’ Self-Efficacy and Learning Effect." Revista de Cercetare si Interventie Sociala 64 (March 6, 2019): 223–34. http://dx.doi.org/10.33788/rcis.64.18.
Повний текст джерелаАнотація:
Along with the rapid development of information technology, the information technology education trend is emerged. The enhancement of quality becomes the cross-century direction of education reform. To grasp the trend of time and integrate information multimedia into traditional teaching courses for enhancing teaching quality are the primary issues for professional teachers. With an experimental design model, Total 100 students of Hubei University of Automotive Technology, as the research objects. The class is an 8-week experimental instruction every Thursday (32 hours in total, 16 hours in class, another 16 hours are for out-of-class activities). The research results reveal that information multimedia instruction shows higher self-efficacy than general instruction and achieves the significance, information multimedia instruction reveals higher learning effect than general instruction and reaches the significance, and self-efficacy appears notably positive effects on learning effect. According to the results to propose suggestions, it is expected, through the integration of information multimedia, to induce and maintain students’ interests in the curricula and even the willingness to make efforts towards the learning goal for better learning effect.
7
Wang, Mei Ting. "The Adult Education Self-Help Study Platform Based on Internet." Applied Mechanics and Materials 519-520 (February 2014): 1650–53. http://dx.doi.org/10.4028/www.scientific.net/amm.519-520.1650.
Повний текст джерелаАнотація:
With the development of computer science and multimedia technology, network act as an important role in adult education. The traditional adult education mode are not suitable the modern teaching modes need. To construct an adult education self-help study platform is urgent needed. This paper analyses the defects of the traditional adult education mode, rises a new education mode based on the internet, and realizes the framework design of the self-help study platform based on Internet.
8
Dhanil, Muhammad, and Fatni Mufit. "Design and Validity of Interactive Multimedia Based on Cognitive Conflict on Static Fluid Using Adobe Animate CC 2019." Jurnal Penelitian & Pengembangan Pendidikan Fisika 7, no. 2 (December 30, 2021): 177–90. http://dx.doi.org/10.21009/1.07210.
Повний текст джерелаАнотація:
This study aims to produce valid cognitive conflict-based interactive multimedia. This study uses the Plomp development model, which reports the results of the preliminary study and the prototyping phase. In the preliminary phase, five journals were analyzed and data were collected through teacher questionnaires. In the prototyping phase, multimedia is designed and self-evaluation is carried out and data collection is carried out through expert review questionnaires. The results of the journal analysis show that students' misconceptions about static fluid material are quite high. The results of the questionnaire show that learning is still teacher-centered, and interactive multimedia teaching materials are not yet available that can improve understanding of 4C concepts and skills. Based on the results of the preliminary research, in the prototyping phase, interactive multimedia based on cognitive conflict was designed using the Adobe Animate cc 2019 application. Interactive multimedia was arranged according to 4 syntaxes of cognitive conflict-based learning models, namely activation of preconceptions and misconceptions, presentation of cognitive conflicts, discovery of concepts and similarities, and reflection. . Each syntax is designed to improve students' conceptual understanding and 4C skills. The results of the interactive multimedia prototype self-evaluation obtained very good criteria. The results of the prototype validity test obtained a very valid category. Interactive multimedia has been valid in material substance, learning design, visual communication display, and software utilization.
9
Awogbami, Popoola A. "Lecturers’ Use of Multimedia Resources for Knowledge Transfer: A Study of Adeleke University, Ede, Osun State." Information Impact: Journal of Information and Knowledge Management 11, no. 2 (August 25, 2020): 35–50. http://dx.doi.org/10.4314/iijikm.v11i2.4.
Повний текст джерелаАнотація:
This study investigated lecturers’ use of multimedia resources for knowledge transfer at Adeleke University. A descriptive survey design was employed. The study was conducted among the 84 full-time academic staff using census techniques. A self-developed was used to collect data from 84 lecturers out of which 80 questionnaires were adequately completed and retrieved for analysis making a 95.2% response rate. Data analysis involves the use of descriptive and inferential statistics such as frequency counts and percentage distribution, mean and standard deviation as well as student t-test and multiple regression analysis. Findings revealed an overall moderate level of multimedia resource availability at Adeleke University (mean = 2.81) on the scale of 4points. The study also revealed a high extent of knowledge transfer among lecturers with the use of multimedia resources (mean = 2.99). The findings revealed that top among the factors militating against multimedia use includes lack of understanding of the benefits of multimedia facilities (mean = 2.89), high cost of technology (mean = 2.88), lack of perceived economic value of the multimedia resources (mean = 2.85) and inadequate capital on the part of individual lecturer to procure some of the multimedia resources for personal use (mean = 2.81). The findings revealed that slide prThis study investigated lecturers’ use of multimedia resources for knowledge transfer at Adeleke University. A descriptive survey design was employed. The study was conducted among the 84 full-time academic staff using census techniques. A self-developed was used to collect data from 84 lecturers out of which 80 questionnaires were adequately completed and retrieved for analysis making a 95.2% response rate. Data analysis involves the use of descriptive and inferential statistics such as frequency counts and percentage distribution, mean and standard deviation as well as student t-test and multiple regression analysis. Findings revealed an overall moderate level of multimedia resource availability at Adeleke University (mean = 2.81) on the scale of 4points. The study also revealed a high extent of knowledge transfer among lecturers with the use of multimedia resources (mean = 2.99). The findings revealed that top among the factors militating against multimedia use includes lack of understanding of the benefits of multimedia facilities (mean = 2.89), high cost of technology (mean = 2.88), lack of perceived economic value of the multimedia resources (mean = 2.85) and inadequate capital on the part of individual lecturer to procure some of the multimedia resources for personal use (mean = 2.81). The findings revealed that slide presentation (β = 2.494, t = 4.067, p<.05); use of projector (β = 0.075, t = .077, p<.05) and Internet use (β = 4.551, t = 9.242, p<.05) were shown to significantly influenced knowledge transfer among the lecturers. Arising from the findings, recommendations were made.
Keywords: Meltimedia, Knowledge Transfer, Lecturers, Adeleke University
10
Shilpa, Singh, and Mishra Sunita. "Positive effects of multimedia on the early education (3-6)." Journal of Management and Science 6, no. 1 (June 30, 2017): 1–5. http://dx.doi.org/10.26524/jms.2016.1.
Повний текст джерелаАнотація:
Multimedia is a term commonly heard among educational setup. Multimedia are compulsory for an education in many ways for developing thinking, effectivecommunication, solving questions, , curiosity and interest. In this study to identify positive effects of multimedia on the child’s education (3-6).The study was conducted in the year 2013 in Lucknow city. The main area selected for the study was Alambagh. In this area selected five mohllas. A total of 120 Pre-primary and primary teachers (respondents) were selected for the study. Random sampling method was used for sample selection and self made questionnaire schedule was used for data collection. t test used in research for data analysis. The results revealed that the multimedia can encourage children’s to learn new things and motivate to do things in own way. Multimedia has quality to increased children’s knowledge and communication skills in positively.
11
Idris, Ismi Hafsari, Syamsurizal Syamsurizal, and Damris Muhammad. "Peningkatan Cognitive Engagement Siswa dalam Pembelajaran dengan Pendekatan POE (predict-observe-explain) dan Multimedia Interaktif yang Dikembangkan Sendiri." Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 7, no. 2 (July 31, 2018): 21–31. http://dx.doi.org/10.22437/jmpmipa.v7i2.8204.
Повний текст джерелаАнотація:
Students’ cognitive engagement in teaching and learning process is an important factor for successful learning. Improvement of students’cognitive engagement was investigated through a teaching and learning process using POE (predict-observe-explain) approach and self-developed interactive media. The objective of this study is to improve students’ cognitive engagement in teaching and learning process at junior high school. The development of interactive multimedia uses Animate CC and Four D and its validation were explained. The self-developed interactive multimedia was used with POE approachin teaching and learning process at junior high school. This three steps predict-observe-explain approach is used and students higher order thinking and total participants showing higher order thinking characteritics were analysed. It was found that the self-developed interactive multimedia isto contribute to the students’ active cognitive engagement.
12
Wibowo, Tri Hastuti, Sunyono Sunyono, and R. B. Rudibyani. "Perception of Teachers and Students by Using Interactive Multimedia to Improve Science Literacy and Self-Efficacy." Dinamika Jurnal Ilmiah Pendidikan Dasar 12, no. 2 (November 3, 2020): 75. http://dx.doi.org/10.30595/dinamika.v12i2.5046.
Повний текст джерелаАнотація:
The purpose of this study is to analyze and explain Perception of Teachers and Students by Using Interactive Multimedia to Improve Science Literacy and Self Efficacy. The research method was descriptive method.The population in this study were ten junior high school teachers and seventy five junior high school students from five different schools. The data collection used questionnaires and data analysis techniques using percentages. The results showed that the teachers perception of learning using interactive multimedia in the aspect of implementation was low category, because teachers still use books and students worksheet. Teachers perceptions of scientific literacy aspects are low, but teachers have tried to apply them in learning. Furthermore, teachers perceptions of students self efficacy in category “medium”. Students' perceptions for aspects of learning using Multimedia interactive (MMI) and scientific literacy were still low, but on aspect of students self efficacy in the “high” category. Then, the percentage of students requirements of using MMI in learning in “high” category. It can be concluded that using MMI to improve students sains literacy and students self efficacy.
13
McLaughlin, Laura, John M. Laux, and Lisa Pescara-Kovach. "Using Multimedia to Reduce Bullying and Victimization in Third-Grade Urban Schools." Professional School Counseling 10, no. 2 (December 2006): 2156759X0601000. http://dx.doi.org/10.1177/2156759x0601000210.
Повний текст джерелаАнотація:
This study investigated the effects of increasing levels of multimedia interventions (cognitive behavioral treatment, videotapes, and CD-ROM modules) on self-reported bullying and victimization among urban third graders. Students’ self-ratings were assessed using Reynolds’ Bully Victimization Scale (Reynolds, 2003). The results indicated that the interventions did produce statistically significant reductions in bullying and victimization scores; however, these reductions were not universally associated with multimedia intervention type. Implications for school counselors and future researchers are offered.
14
Mahdi, Hassan Saleh. "Using Multimedia-Assisted LINCS for Learning English Pronunciation." International Journal of Emerging Technologies in Learning (iJET) 14, no. 09 (May 14, 2019): 105. http://dx.doi.org/10.3991/ijet.v14i09.10356.
Повний текст джерелаАнотація:
Learning pronunciation can be enhanced by several strategies. LINCS (List, Identify, Note, Create, Self-test) is one of these strategies that can be used to help language learners learn and remember new words effectively. LINCS is an acronym of the following steps: List the words, identify a reminding word, note a LINCing story, create a LINCing picture, and self-test. LINCS can be implemented either traditionally (i.e. pen-and-paper) or with the help of multimedia. Previous studies examined the effect of traditional LINCS on learning pronunciation. However, no single study has examined the effect of LINCS enhanced by multimedia on pronunciation learning. Therefore, this study aims at investigating the effect of LINCS enhanced by multimedia on learning English pronunciation. Data were collected through pronunciation tests from 45 Arab university learners of English as a foreign language. They were randomly assigned into three groups: Multimedia-assisted LINCS, Traditional LINCS, and a control group (No LINCS). The study is an experimental one in which pre- and a post-tests were administered to these groups. The results indicated that LINCS (either multimedia-assisted LINCS or traditional LINCS) is an effective way of improving learners’ FL pronunciation. The participants in both experimental groups performed better than the participants in the control group.
15
Тетяна Григоренко and Микола Захаревич. "SELF-DEVELOPMENT OF STUDENTS IN A MULTIMEDIA EDUCATIONAL ENVIRONMENT IN TERMS OF HUMANISTIC PEDAGOGY." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 185–92. http://dx.doi.org/10.31499/2307-4914.2(22).2020.222710.
Повний текст джерелаАнотація:
Attention to self-development is caused by defining role in the life of the individual, the active involvement of man in the process of his own life. According to most modern scientists, the main source of development are internal contradictions, this process is, in fact, self-development (self-movement). Personal self-development is characterized by a high level of self-organization, communicativeness and the formation of a scientific “picture of the world” and a humanistically oriented attitude to themselves and others. A holistic study of the problem of preparing students of higher education institutions for self-development in a multimedia educational environment in terms of humanistic pedagogy still remains out of the attention of scientists at the theoretical and methodological level, which negatively affects the quality of training of philologists and teachers. The aim of the article is to analyze the problem of self-development of future teachers of philology in psychological and pedagogical research and to clarify the essence of the concept of “professional self-development of future teachers” as a pedagogical category. Activation of personal self-development, which we consider as a process and a phenomenon, is an integrated factor in their relationship. By “activation of personal self-development” we mean purposeful dynamics to change the internal state of the individual and the realization of their own positive movement on the path of self-development. At the same time, we consider self-control as a personal quality of a person and a mechanism of self-regulation of the success of personal and professional self-development, as well as self-education in the context of multimedia learning. The ideal condition for professional development can be ICT, multimedia (computer systems with integrated support for audio and video), virtual reality (artificial world, which in some way reflects and transforms the real world, creating a virtual environment (space) according to ideas and goals of those who build it), an automated learning system based on hypertext technology (allows to increase the assimilation of educational material, includes a set of educational and methodical materials (demonstration, theoretical, practical, control) and computer programs that control the educational process)), a powerful information resource of the World Wide Web, extensive experience in teaching multimedia technologies etc. In line with the humanistic paradigm of multimedia learning, the door to a single world cultural and educational space opens, so it is correct to consider students' self-development as a promising intellectually and morally purposeful education of themselves in new socio-cultural conditions, more precisely in multimedia learning. Taking into account the above mentioned, we are inclined to believe that Internet resources, multimedia learning systems and tools, finally, the whole educational environment are designed to become the optimal conditions for self-development of students of philology. In this case, self-development is due to the presence of personal content of educational activities (author's Internet projects, electronic textbooks).
16
Dwiwardani, Wury, and Devi Wardhani. "SENSIBILITAS MULTIMEDIA DAN KETERKAITANNYA DENGAN KESULITAN DALAM PEMBELAJARAN BAHASA JEPANG." IZUMI 6, no. 2 (December 8, 2017): 20. http://dx.doi.org/10.14710/izumi.6.2.20-30.
Повний текст джерелаАнотація:
(Title: Multimedia Sensibility And Its Relation With Difficulties In Japanese Language Learning) The development of technology and the popularity of multimedia as a means of conveying information have conditioned society to change into a multimedia community with unique characteristics, sensibility, and needs. This study aims to see the effect of multimedia sensibility on the difficulties in the process of learning Japanese. Data were taken from a survey conducted on the students and analyzed using concepts related to the characteristics of the multimedia society. The results of this study show that multimedia sensibility has an effect on student’s difficulties in understanding learning materials delivered using different media. The new needs of the multimedia society have to be answered with various adjustments. However, by only paying attention to the multimedia sensibility and needs, there is a possibility that learning activities become less reliable in sharpening analytical skills. Therefore, choosing the right materials and methods is important so that the learner’s interest can be sustained by adjusting to their needs and sensibility, and also considering activities that can sharpen other abilities, such as analytical skills, which is very important for student self- development.
17
Boyer, Tracy A., Brian C. Briggeman, and F. Bailey Norwood. "Demand for Multimedia in the Classroom." Journal of Agricultural and Applied Economics 41, no. 3 (December 2009): 791–808. http://dx.doi.org/10.1017/s1074070800003229.
Повний текст джерелаАнотація:
This study elicits preferences for multimedia in the classroom for students and faculty members in agricultural economics. Employing an Internet-based conjoint ranking survey, the results show that students prefer multimedia instructional tools over a traditional chalkboard/whiteboard lecture format while faculty members do not. Neither students nor faculty members are enthusiastic about electronic textbooks, and students will accept them only if they save $80. Finally, preferences for multimedia are shown to differ with students who self-report differing note-taking abilities, preferences for chalkboard lectures, and the need for an engaging class. Successful multimedia adoption requires appropriate use and lowering costs for students.
18
Kang, Seok, Soonhwan Lee, and Kang-Bon Goo. "The Influence of Multimedia Exposure on Purchase Intention of Sponsored Products: The Case of the 2010 FIFA World Cup." International Journal of Sport Communication 5, no. 2 (June 2012): 153–75. http://dx.doi.org/10.1123/ijsc.5.2.153.
Повний текст джерелаАнотація:
The current study examined how U.S. soccer fans’ multimedia exposure to the 2010 FIFA World Cup in South Africa and psychological factors affected purchase intention of sponsored products in an integrated model. The model tested the influence of multimedia exposure on attitude toward the sponsored products, important others’ voices, and self-control toward the brands, which could affect purchase intention. In addition, the influence of past experience with the sponsored brands on purchase intention was tested in the model. A self-reported online survey was distributed to two university communities in the U.S. after the 2010 FIFA World Cup. The analysis of 650 responses reported that multimedia exposure did not directly influence purchase intention of sponsored products, but indirectly affected intention through psychological factors (attitude and subjective norm). U.S. audiences of the 2010 FIFA World Cup tended to be affected by value, excitement, emotional feeling, and others’ voice rather than self-controlled determination for purchase intention of sponsored products. The results tested in the integrated model indicate that multimedia exposure to the FIFA World Cup is likely to foster a social facilitation atmosphere which positively influences purchase intention.
19
Boyde, M., R. Peters, N. New, R. Hwang, T. Ha, and D. Korczyk. "Self-care educational intervention to reduce hospitalisations in heart failure: A randomised controlled trial." European Journal of Cardiovascular Nursing 17, no. 2 (August 23, 2017): 178–85. http://dx.doi.org/10.1177/1474515117727740.
Повний текст джерелаАнотація:
Background: A variety of educational interventions have been implemented to assist patients with heart failure to maintain their own health, develop self-care behaviours and decrease readmissions. Aims: The purpose of this study was to determine the effectiveness of a multimedia educational intervention for patients with heart failure in reducing unplanned hospital readmissions. Methods: The study, a randomised controlled trial in a large tertiary referral hospital in Australia, recruited 200 patients. Patients diagnosed with heart failure were randomly allocated 1:1 to usual education or a multimedia educational intervention. The multimedia approach began with an individual needs assessment to develop an educational plan. The educational intervention included viewing a DVD, and verbal discussion supported by a written manual with a teach-back evaluation strategy. The primary outcome was all-cause unplanned hospital readmission at 28 days, three months and 12 months post-recruitment. The secondary outcomes were changes in knowledge and self-care behaviours at three months and 12 months post-recruitment. Results: At 12 months, data on 171 participants were analysed. There were 24 participants who had an unplanned hospital readmission in the intervention group compared to 44 participants in the control group ( p=0.005). The self-care educational intervention reduced the risk of readmission at 12 months by 30% (relative risk: 0.703; 95% confidence interval: 0.548–0.903). Conclusion: A targeted multimedia educational intervention can be effective in reducing all-cause unplanned readmissions for people with heart failure.
20
Feng, Jian Xia, and Zhi Hua Hu. "Study on a Self-Adapt Streaming Media Data Transmission Package Based on RTCP." Advanced Materials Research 791-793 (September 2013): 2058–61. http://dx.doi.org/10.4028/www.scientific.net/amr.791-793.2058.
Повний текст джерелаАнотація:
This paper analyzes the transmission loss of streaming media and presents a adaptive algorithm which can Intelligently adjust itself to the size of the network packet stream when network resources are adequate for the situation,. The algorithm calculates the best data packet based on RTCP protocol by controlling the change of the server-side data packet size to dynamically adjust the sending rate, so that it can achieve the best multimedia data streams transmission in a limited time and under limited network resources to improve QoS of stream media of network.
21
Goryachkina, A. Yu, O. M. Koryagina, and I. A. Goryunova. "The efficiency of the use of multimedia developments in the study of graphic disciplines." Glavnyj mekhanik (Chief Mechanic), no. 2 (February 26, 2021): 44–49. http://dx.doi.org/10.33920/pro-2-2102-05.
Повний текст джерелаАнотація:
The article substantiates the necessity of using multimedia technologies in the process of teaching graphic disciplines at the Bauman Moscow State Technical University. The applied multimedia developments have a significant impact on the process of improving the teaching methods and, accordingly, on enhancing the quality of the acquired knowledge of students in descriptive geometry and engineering graphics. The article presents the slides of the lecture material from a multimedia manual on the discipline "Descriptive Geometry", developed by the lecturers of the department for all types of classes. The manual contains theoretical material, examples of problem solving, questions and tasks for self-control in the discipline "Descriptive Geometry". The manual is based on the use of multimedia and 3D visualization of the basic concepts and engineering examples of the use of the theoretical provisions of the discipline "Descriptive Geometry" and is intended for independent work of students of engineering and technical specialties of higher educational institutions. The article provides specific recommendations at the presentation design stage. When creating a multimedia presentation, it is necessary to take into account not only the relevant principles of classical didactics, but also the specific principles of using computer multimedia presentations. Multimedia technologies open up fundamentally new methodological approaches in the system of general education, and as for the study of graphic disciplines, multimedia technologies make it possible to quickly combine a variety of tools that contribute to a deeper and more conscious acquisition of the studied material, as well as save time of seminars and lectures. Multimedia materials in the form of electronic textbooks and presentations provide a more solid assimilation of knowledge and allow improving the efficiency and quality of education. Using multimedia technologies in the process of teaching boosts students' interest in obtaining new knowledge and activation of cognitive activity, both at the level of consciousness and subconsciousness.
22
Nobaew, Banphot. "The Comparative Study of Multimedia Technological Applications Enhancing Active Self-learning in Online Course." ECTI Transactions on Computer and Information Technology (ECTI-CIT) 14, no. 1 (March 27, 2020): 20–29. http://dx.doi.org/10.37936/ecti-cit.2020141.92747.
Повний текст джерелаАнотація:
Multimedia and modality-based instruction have been broadly applied to learning and teaching in the twenty-first century; they afford an authentic learning experience. This paradigm shift has pushed learning forward based on computer-based media since the early twenty century. Previous studies showed that using visual and verbal multimodal media can help to increase learning efficiency. However, most investigations seem to focus on a single mode or medium to increase learning efficiency; it is difficult to use these results to claim that one medium can be suited for every type of content since every medium has its own limitation of capability. This paper examines three types of media genres: an unanimated slide presentation, blended info- and motion graphics and an interactive game. These media were applied with an online course of Introduction to Information Technology in Data Communication and Networking for 286 undergraduate students at Mae Fah Luang University, Thailand during 2015. The results show that the students chose to learn from the blended info- and motion graphics and the interactive game more than the unanimated slide presentation; the interactive game is more attractive to the students if it is enjoyable. The most significant media design factors that encouraged and helped the students become better self-learning are content design (87.5%), continuity and color design (80.4%) and sound design (78.6%) respectively. Image, sound, motion, and interactivity are multimodalities that helped to keep learner attention. The most appropriate length for media such as the blended info- and motion graphics learning activities was about 5-10 minutes.
23
Jae-Oke Joe. "A study on self-directed learning using multimedia for a college General English course." STEM Journal 13, no. 3 (November 2012): 135–60. http://dx.doi.org/10.16875/stem.2012.13.3.135.
Повний текст джерела
24
Kivuti, Edwin Mwosa. "Comparative Effect of Interactive Multimedia to Text-Based Content for Software Application Courses." International Journal of Information and Communication Technology Education 17, no. 4 (October 2021): 1–25. http://dx.doi.org/10.4018/ijicte.20211001.oa16.
Повний текст джерелаАнотація:
This study evaluated the comparative effect of interactive multimedia to text-based content on learners taking a software application course.111 participants took part in the study. The researcher employed the use of web analytics and online surveys to capture data. The study showed that there was a significant difference in the learner`s preference for either type of content. An exploratory study on the learner`s preference of specific interactive multimedia features showed that learners preferred the video presentation and the VDI than the other features. The study also evaluated the comparative effect of the two content types on the learner`s comprehension. For instances where learners made use of interactive multimedia they performed significantly better than instances where learners made use of text-based content. These results suggest that use of interactive multimedia can lead to better comprehension and participation than text-based content in self-paced software application courses.
25
TIKHAEVA, Victoria V., Irina V. BGANTSEVA, Ekaterina Yu IONKINA, and Irina A. TISLENKOVA. "PROBLEMS OF SELF-REGULATED LEARNING IN THE MULTIMEDIA ENVIRONMENT." PRIMO ASPECTU, no. 2(42) (June 29, 2020): 95–99. http://dx.doi.org/10.35211/2500-2635-2020-2-42-95-99.
Повний текст джерелаАнотація:
The article considers self-regulated learning in the multimedia environment as one of the leading forms of solving the problems of modern education, especially in crisis situations. The purpose of this research is to identify and analyze the main problems of this form of learning. There are a number of pedagogical conditions for the productive organization of the educational process in an online format. The study of scientific and methodological literature on the main issues of this problem has shown, on the one hand, the powerful potential of online learning as an environment with a vast amount of information for learning and development, opportunities for social contact and communication, as well as the platform, impulse and motivating factor for the development of learning throughout life. On the other hand, the negative factors of organizing the educational process in the multimedia environment, as well as their lack of knowledge, require close attention. It is obvious that immersion in the multimedia environment predetermines the threat of "depersonalization" and "depersonalized communication", which limits the individualization of learning. The study shows that overabundance of information deserves special attention, which can quickly lead to cognitive overload of partners in cooperation in the field of training. It is emphasized that online learning is in no way an alternative to traditional forms of learning, and the multimedia environment is a useful addition and enrichment of the latter.
26
Young, Eric H., and Rick E. West. "Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning." EuroCALL Review 26, no. 1 (July 31, 2018): 59. http://dx.doi.org/10.4995/eurocall.2018.8599.
Повний текст джерелаАнотація:
<p>Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.</p>
27
Dolyna, Alina V. "ВИКОРИСТАННЯ СИСТЕМИ MOODLE ДЛЯ ВДОСКОНАЛЕННЯ ФОНЕТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ". Information Technologies and Learning Tools 70, № 2 (27 квітня 2019): 205. http://dx.doi.org/10.33407/itlt.v70i2.2382.
Повний текст джерелаАнотація:
The article examines the suitability of using learning management system Moodle as tools for organizing pre-service English teachers' self-study work at improving their phonological competency. As a result of analysis of the main advantages and disadvantages of developing, programming and using the existing multimedia computer courses it was concluded that the revealed disadvantages can be solved by their adaptation and reproduction on distance learning platform Moodle. A reflexive model of improving phonological competency in self-study work is suggested as the basis for exercises and tasks arrangement to improve teachers' to be pronunciation. The structure of the multimedia computer course «Sound English» is analyzed in detail, and the ways of its implementation on learning management system Moodle are suggested, in particular, distribution of learning material into modules and their smaller structural units – cycles. The notion «learning objects» is examined; the advantages of their use and the peculiarities of combination on different levels are given. To implement the seven stages of improving phonological competency the available types of activities in learning management system Moodle were analyzed. The following activities suitable for pronunciation improvement in self-study work are picked out: Read aloud, Questionnaire, Workshop, Lesson, Quiz, Glossary, Assignment. These types of activities are correlated with the multimedia computer course «Sound English» cycle headings: Watch Video, Check Pronunciation, Review Pronunciation Rules, Do Exercises, See Progress. To optimize the process of control and self-control of students' self-study work it is suggested to use self-monitoring worksheets, training questionnaires, and learning diaries. An algorithm of doing the exercises and tasks for improving phonological competency with the use of the system of learning management Moodle is suggested.
28
Agustriana, Nesna. "PENGARUH METODE EDUTAINMENT DAN IDENTITAS DIRI TERHADAP KETERAMPILAN SOSIAL ANAK." Al Fitrah: Journal Of Early Childhood Islamic Education 2, no. 1 (July 1, 2018): 216. http://dx.doi.org/10.29300/alfitrah.v2i1.1517.
Повний текст джерелаАнотація:
This study aimed to determine the effect of method of edutainment and self-concept towards the children's social skills in group A. The research method used in this research is experimental method with the treatment design by level 2 x 2 with 48 children samples. Social skills research data obtained was analyzed by analysis of variance (ANOVA) two lines and, which firstly tested by requirements test analysis through normality test with Liliefors test and homogeneity test with Bartlett test. The results showed that, (1) there are differences in social skills children treated edutainment method to approach the game with the children who were given treatment methods edutainment multimedia approach, (2) there are significant interaction between method of edutainment and self-concept of the child's social skills, (3) there are differences in social skills children treated edutainment method to approach the game with the children who were given treatment methods edutainment multimedia approach to children who have a positive self-concept, (4) there are differences in social skills children treated edutainment method to approach the game with the children who were given treatment methods edutainment multimedia approach to children who have a negative self-concept. Keyword : Edutainment Methode, Social Skill, self-identity
29
Monkman, Helen, Andre W. Kushniruk, Elizabeth M. Borycki, Debra J. Sheets, and Jeffrey Barnett. "Differences in Memory, Perceptions, and Preferences of Multimedia Consumer Medication Information: Experimental Performance and Self-Report Study." JMIR Human Factors 7, no. 4 (December 1, 2020): e15913. http://dx.doi.org/10.2196/15913.
Повний текст джерелаАнотація:
Background Electronic health resources are becoming prevalent. However, consumer medication information (CMI) is still predominantly text based. Incorporating multimedia into CMI (eg, images, narration) may improve consumers’ memory of the information as well as their perceptions and preferences of these materials. Objective This study examined whether adding images and narration to CMI impacted patients’ (1) memory, (2) perceptions of comprehensibility, utility, or design quality, and (3) overall preferences. Methods We presented 36 participants with CMI in 3 formats: (1) text, (2) text + images, and (3) narration + images, and subsequently asked them to recall information. After seeing all 3 CMI formats, participants rated the formats in terms of comprehensibility, utility, and design quality, and ranked them from most to least favorite. Results Interestingly, no significant differences in memory were observed (F2,70=0.1, P=0.901). Thus, this study did not find evidence to support multimedia or modality principles in the context of CMI. Despite the absence of effects on memory, the CMI format significantly impacted perceptions of the materials. Specifically, participants rated the text + images format highest in terms of comprehensibility (χ22=26.5, P<.001) and design quality (χ22=35.69, P<.001). Although the omnibus test suggested a difference in utility ratings as well (χ22=8.21, P=.016), no significant differences were found after correcting for multiple comparisons. Consistent with perception findings, the preference ranks yielded a significant difference (χ22=26.00, P<.001), whereby participants preferred the text + images format overall. Indeed, 75% (27/36) of participants chose the text + images format as their most favorite. Thus, although there were no objective memory differences between the formats, we observed subjective differences in comprehensibility, design quality, and overall preferences. Conclusions This study revealed that although multimedia did not appear to influence memory of CMI, it did impact participants’ opinions about the materials. The lack of observed differences in memory may have been due to ceiling effects, memory rather than understanding as an index of learning, the fragmented nature of the information in CMI itself, or the size or characteristics of the sample (ie, young, educated subjects with adequate health literacy skills). The differences in the subjective (ie, perceptions and preferences) and objective (ie, memory) results highlight the value of using both types of measures. Moreover, findings from this study could be used to inform future research on how CMI could be designed to better suit the preferences of consumers and potentially increase the likelihood that CMI is used. Additional research is warranted to explore whether multimedia impacts memory of CMI under different conditions (eg, older participants, subjects with lower levels of health literacy, more difficult stimuli, or extended time for decay).
30
Vasianovych, Hryhoriy. "Multimedia as a Tool of Patriotic Education of Students." Journal of Vasyl Stefanyk Precarpathian National University 3, no. 2-3 (December 22, 2016): 26–31. http://dx.doi.org/10.15330/jpnu.3.2-3.26-31.
Повний текст джерелаАнотація:
The article analyzes the problem of patriotic education of students by means ofmultimedia in a class-room environment. The author pays the main attention to both the creationof didactic materials for social and human sciences and the use of the interactive whiteboard in theeducational process. Using these means, it is important for teachers to define the theme and thepurposes of a lesson, to carry out structural and block distribution of the material and to outlinethe dynamics of its presentations as well as to prepare recommendations for self-study, questionsfor control and self-control etc. It is stressed that the principle of training interactivity is animportant means of patriotic education of students
31
Alyahya, Mohammad S., Nihaya A. Al-Sheyab, Jumana A. Alqudah, Othman Beni Younis, and Yousef S. Khader. "Effect of Multimedia Messaging Service on Exercise Self-efficacy in Diabetic Patients." American Journal of Health Behavior 45, no. 5 (September 30, 2021): 902–15. http://dx.doi.org/10.5993/ajhb.45.5.10.
Повний текст джерелаАнотація:
Objectives: To increase patients' self-efficacy for initiation of physical activity, there is a need to include physical activity into patient education in clinic settings. In this study, we aimed to assess the effectiveness of multimedia messaging service (MMS) education on exercise self-efficacy in patients with type 2 diabetes mellitus (T2DM). Methods: We used a quasi-experimental, pretest-posttest design to study 98 patients with T2DM. The intervention group received MMS education targeting exercise self-efficacy for 2 months, and the control group received routine care only. Patients in both groups completed the Exercise Self-efficacy scale at 3 stages (at baseline, at 4 weeks, and at 8 weeks post-intervention). Results: We found a slight increase between baseline, first follow-up, and second follow-up in interpersonal and competing demands factors in the intervention group (p = .002, p = .001, respectively), but no improvement in the control group in any of the 3 factors over time (p > .05). Also, Cohen's d values indicated a medium effect size in all exercise self-efficacy subscales (interpersonal [0.734], competing demands [0.665], and internal feelings [0.696]). Conclusions: Health education using theoretically-based MMS targeting exercise self-efficacy was effective and affordable in promoting and changing patients' beliefs and physical activity behaviors.
32
Khan, Abdul Gaffar, Sayma Hossain Shetu, Md Nazmul Islam, and Syed Moudud-Ul-Huq. "Multimedia Instructions and Academic Performance of Students." International Journal of Smart Education and Urban Society 11, no. 1 (January 2020): 23–40. http://dx.doi.org/10.4018/ijseus.2020010103.
Повний текст джерелаАнотація:
This article assesses the effect of multimedia instructions on the academic performance of secondary and higher secondary school students in a developing country. The total sample size was 600, and the respondents were the secondary and higher secondary school students of Bangladesh. Data was collected through self-administered questionnaires. Finally, data analysis was performed using a two stage structural equations modelling approach. As per the study results, communicative and interactive class atmosphere (CIC), motivational teaching method (MTM), memorizable study materials (MSM), organized class lecture (OLC) of multimedia instruction have directly positive relationship with academic performance of secondary and higher secondary students. The findings of the current research applies to policy makers, school administrators, researchers, as well as academicians. This research presented a conceptual model which has been examined and validate of a developing country. The outcomes suggested both theoretical and practical implications.
33
Tugun, Vasfi, and Fezile Ozdamli. "Designation of teacher candidates’ self-efficacy and success level in designing multimedia." World Journal on Educational Technology 7, no. 2 (August 13, 2015): 136. http://dx.doi.org/10.18844/wjet.v7i2.45.
Повний текст джерелаАнотація:
This research aims to determine the self-efficacy and success levels of teaching candidates on developing multimedia to the Docebo learning management system through integrating various online tools in developing multimedia courses and using this method in a project-based learning process. Second year students from the department of Computer Education and Educational Technology participated in this research. Random selection method was used in order to assign the students to the groups. Online (30 participants) and blended (30 participants) groups were constituted for this experimental study. Based on the pre-test results of the students participating in the study, it was investigated as to whether there was a difference between the groups. Since pre-test success scores of the students from the two groups would affect the results of the research, the difference between the two groups was examined by applying a t-test. There was no significant difference in the pre-test scores of the teaching candidates in the group. Data from the research were collected with demographic information forms and 5-point Likert-type scale developed by authors. Keywords: multimedia designing, teacher candidates, internet based learning, learning management systems, online learning.
34
Zhang, Ruirui. "Study on Improving English Reading Ability of the Electrical Automation Specialty Students in Multimedia-assisted Self-learning." International Journal of Emerging Technologies in Learning (iJET) 11, no. 02 (February 23, 2016): 23. http://dx.doi.org/10.3991/ijet.v11i02.5256.
Повний текст джерелаАнотація:
For students majoring in Electrical Automation, reading is of vital importance in English learning process. In this paper, the author carries out tests, questionnaires and interviews and finally comes to the conclusion that multimedia-assisted self-learning has an effective impact upon students’ English reading ability. It makes students to be the key role of the learning procedure and makes them more active and more independent in English learning and is effective in improving their English reading ability.
35
Melnyk, Nadiya, Vitaliy Hereliuk, Arsen Melnychuk, Hanna Melnychuk, Roksolana Kashivska, and Lev Plaviuk. "Dynamics of Recovery of Functions of the Nasal Cavity in Patients with Aspirin-Intolerant Polypous Rhinosinusitis in the Postoperative Period." Archive of Clinical Medicine 22, no. 2 (December 27, 2016): 2016211. http://dx.doi.org/10.21802/acm.2016.2.11.
Повний текст джерелаАнотація:
The article presents the issue of expediency of multimedia technologies implementation into the process of study of “Therapeutic Dentistry” and “Paediatric Therapeutic Dentistry” disciplines for training of foreign dental students with English and Russian language of tuition. The author analyses effectiveness of student’s learning of the units “Periodontal disease” and “Periodontal disease in children” presented in multimedia and traditional forms during the practical classes. The use of multimedia support ultimately improves perception and comprehension of learning material and positively affects cognitive activity of foreign students. The lecturer is time-limited during the practical classes and by means of multimedia support he can provide guidelines for students who are not always good enough in English and Russian and in subject matter. This makes classes more emotionally comfortable for the lecturer and students and increases students’ motivation and activity. It also opens new opportunities for educational process and self-education. Thus, proficient use of multimedia facilitates the communication of a lecturer and a student with English or Russian language of tuition and significantly extends and improves educational process.
36
Lin, Ching-Ying. "Taiwanese College Students’ Perceptions of Integrating Multimedia into ESP Courses." Studies in English Language Teaching 4, no. 3 (July 27, 2016): 351. http://dx.doi.org/10.22158/selt.v4n3p351.
Повний текст джерелаАнотація:
<p><em>The purpose of this study was to investigate the learning difficulties and the preferred learning strategies among Taiwanese college students while they were taking English for Specific Purpose (ESP) courses. Two different ESP courses are examined: one of the courses is an undergraduate Marketing English course and the other is an undergraduate Hospitality English course, both in a college of liberal arts and social science in the national university in Taiwan. The instructor in the ESP courses adopted the multimedia—integrated instruction. The multimedia—integrated instruction not only provided authentic materials for learners in the target ESP, but also offered students real situational settings and useful activities that based on individual need. The result of the study indicated that students’ self-learning effectiveness in both performance and linguistic skills were significantly improved. In addition, they reported satisfaction with the multimedia-integrated instruction. Thus, the multimedia—integrated instruction increase learners’ motivation and also offer a solution to learners’ problems in the development of ESP courses.</em><em></em></p>
37
Diyana, Tsania Nur, Edi Supriana, and Sentot Kusairi. "Pengembangan multimedia interaktif topik prinsip Archimedes untuk mengoptimalkan student centered learning." Jurnal Inovasi Teknologi Pendidikan 6, no. 2 (January 6, 2020): 171–82. http://dx.doi.org/10.21831/jitp.v6i2.27672.
Повний текст джерелаАнотація:
Tujuan dari penelitian pengembangan ini adalah untuk menghasilkan produk multimedia interaktif pada mata pelajaran Fisika topik prinsip Archimedes untuk siswa kelas XI. Penggunaan multimedia sangat membantu siswa dalam memaksimalkan belajar mandiri (student centered learning) serta membantu siswa untuk memahami konsep dengan lebih baik. Metode penelitian pengembangan yang digunakan adalah Research and Development (R&D) dengan model ADDIE. Kelayakan multimedia interaktif topik prinsip Archimedes berbasis power point diperoleh dari hasil uji empiris pada 3 mahasiswa dengan hasil rata-rata 5.08 kategori sangat baik. Berdasarkan hasil penelitian kelayakan media yang telah dilaksanakan maka diperoleh kesimpulan bahwa multimedia interaktif topik prinsip Archimedes layak digunakan sebagai alternatif pembelajaran di luar waktu sekolah oleh siswa. Selain itu, dapat menjadi bahan belajar mandiri (student centered learning) yang mampu meningkatkan pemahaman konsep siswaKata kunci: Multimedia interaktif, prinsip archimedes, student centered learning Developing interactive multimedia in Archimedes principles to optimize student centered learning AbstractThe purpose of this development research is to produce interactive multimedia products on Physics subjects on the topic of Archimedes principles for grade XI students. The use of multimedia is very helpful for students in improving independent learning (student-centered learning) and helps students to understand concepts better. The research development method used is Research and Development (R&D) with the ADDIE model. The feasibility of interactive multimedia on the topic of Archimedes principles based on power point was obtained from the results of empirical tests on 3 students with an average result of 5.08 very good categories. Based on the results of a feasibility study on media that has been done it could be concluded about interactive multimedia, the principle of Archimedes used as an alternative worthy of learning outside of school time by students. Also, it can be self-learning materials that can improve student understandingKeywords: Interactive multimedia, Archimedes principles, student centered learning
38
Salman, Noralia Akilah, and Roznim Mohamad Rasli. "Koswer Multimedia Interaktif Berasaskan Web Bagi Tajuk ‘Discovering Computer’ Berkonsepkan Strategi Pembelajaran Kendiri." Journal of Engineering, Technology, and Applied Science 3, no. 3 (December 29, 2021): 128–43. http://dx.doi.org/10.36079/lamintang.jetas-0303.318.
Повний текст джерелаАнотація:
Teknologi multimedia interaktif telah menyumbang kepada proses pengajaran dan pembelajaran yang lebih efektif khususnya dalam penggunaan perisian instruksional koswer. Tujuan kajian ini adalah untuk membangunkan koswer multimedia interaktif bagi pelajar universiti untuk mempelajari dengan lebih mendalam berkenaan komputer yang bertajuk Discovering Computer. Koswer ini dibangunkan dengan menggunakan metodologi ADDIE yang terdiri daripada modul pelajar, video pembelajaran dan koleksi latihan. Pengujian kebolehgunaan meliputi isi kandungan kursus, kebolehcapaian, reka bentuk antara muka dan kebolehfungsian dijalankan dengan menggunakan kaedah tinjauan kuantitatif yang melibatkan seramai 33 orang sampel. Sasaran utama koswer ini ialah pelajar universiti yang berumur di antara 18 tahun ke 25 tahun sahaja. Dapatan menunjukkan bahawa kandungan pembelajaran di dalam koswer ini adalah lebih menarik dan interatif berbanding pembelajaran menggunakan teknik pengajaran tradisional iaitu berasaskan buku. Selain itu, pengguna koswer ini dapat meningkatkan mutu dan prestasi pengajaran dan pembelajaran (bahan bantu mengajar) dan juga meningkatkan pengalaman dan motivasi pelajar.
Web-Based Interactive Multimedia Courseware for the ‘Discovering Computer’ in the Self-Learning Strategies Concept
Abstract: Interactive multimedia technology has contributed to a more effective teaching and learning process, especially in the use of instructional software. The purpose of this study is to develop an interactive multimedia courseware for university students to learn more about computer entitle Discovering Computer. This courseware is developed by using the ADDIE methodology comprises of student modules, learning videos and a collection of exercises. Software Usability testing consist of course content, accessibility, interface design and functionality were evaluated using a quantitative survey method that involving 33 samples respondents by student in different categories. The main target of this study is university student‘s aged between 18 and 25 years old. Findings indicate that the learning content in this book is more interesting and interactive than learning using traditional teaching technique, book based learning. In addition, this courseware can enhance the quality and performance of teaching and learning (teaching aids) and also improve student’s experience and motivation.
Keywords: Computer Teaching and Learning, Interactive Multimedia Courseware, Self-Paced Learning Strategies, Teaching Aids.
39
Yuan, Fang. "An English-language Multimedia Teaching Model Based on Krashen’s Theory." International Journal of Emerging Technologies in Learning (iJET) 13, no. 08 (August 30, 2018): 198. http://dx.doi.org/10.3991/ijet.v13i08.9051.
Повний текст джерелаАнотація:
Traditional English teaching practice often centers on the teacher and implements the teaching mode of “exemplifying by the teacher-answering by students-evaluating by the teacher”. This inflexible teaching mode fails to fully exert student’s subjective function; at the same time, due to the lack of necessary guidance and help from teachers, students are more likely to suffer from learning burnout and low self-confidence. With this regard, an English multimedia teaching mode was proposed in this study based on Krashen’s “Language Input Theory”. The theory is characterized by emphasizing the analysis of English language learning from the perspectives of “acquisition” and “learning”, advocating “understanding” of knowledge and using student-centered teaching methods. In this study, Krashen’s theory was combined with interactive learning methods and multimedia information technology to form an English teaching mode focused on “teacher-student”, “student-student” and “student-computer” interactions and build an “in class- after class” and “online-offline” English learning environment. This mode was practically applied in the teaching of “College English” at Hohai University in Jiangsu Province, China. The results show that the English multimedia teaching mode based on Krashen’s theory is more effective than the traditional teaching mode in improving students’ interest and self-confidence in learning.
40
Mueller, Ruediger, and Joerg Roche. "Reading German: A Multimedia Self-Study Course on Reading German Language for Professional and Technical Purposes." Die Unterrichtspraxis / Teaching German 35, no. 2 (2002): 203. http://dx.doi.org/10.2307/3530961.
Повний текст джерела
41
Sari, Indri EkaYulia, Irwan Irwan, Edwin Musdi, and Yerizon Yerizon. "Pengembangan Multimedia Pembelajaran Interaktif Berbasis Scientific Approach Menggunakan Macromedia Flash untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika." PENDIPA Journal of Science Education 6, no. 2 (March 10, 2022): 386–93. http://dx.doi.org/10.33369/pendipa.6.2.386-393.
Повний текст джерелаАнотація:
This research was a development research using the Plomp model with 3 phases, namely preliminary research consisting of: needs analysis, curriculum analysis, concept analysis and analysis of student characteristics. The development or prototyping phase consists of: self evaluation and expert review, one-to-one evaluation and small group evaluation. And the assessment phase consists of testing the effectiveness by testing the results of learning mathematics. The results of this study indicate that the average score of the material aspect by mathematicians is 85.84%; educational technology expert 81.82%; and linguists 93.75%. Therefore, multimedia obtained a total average score of 89.10% or very valid criteria. Based on the multimedia practicality test conducted by an educator and 6 students, it shows that multimedia gets an average score of 86.15% or very practical criteria with an average of 81.67% by the teacher's response and 90.63% by the student's response. Based on the multimedia effectiveness test by giving math problem solving test questions obtained 78.26% of students who meet completeness, this shows that multimedia mathematics meets the criteria of being very valid, very practical and very effective for improving mathematical problem solving for students of MTs Muhammadiyah Class VIII.
42
Indrayanti, Iin. "MULTIMEDIA-BASED PRESENTATION AND SELF-CONFIDENCE ANALYSIS: A QUANTITATIVE STUDY ON ENGLISH LANGUAGE LEARNING OF VOCATIONAL COLLEGE STUDENTS." LLT Journal: A Journal on Language and Language Teaching 24, no. 2 (November 4, 2021): 380–88. http://dx.doi.org/10.24071/llt.v24i2.3437.
Повний текст джерелаАнотація:
Technology using multimedia assistance is expected to be able to boost some changes both in the classroom atmosphere in general and individual in particular either cognitive (learning outcomes) or affective (learning attitudes). One of learning media that is well-known among users in education is multimedia presentations or Power Point which combine text, graphics, images, photos, audio, videos, and animation in an integrated manner. One of learning tools featuring those conveniences is Genially. The current study was preliminary in nature regarding the use of Genially online media presentation and to investigate with respect its influence on self-confidence among male and female students. The study focused on one skill of language in delivering selected topic or idea using English. Using a quantitative approach, this study involved 62 students consisting of 42 males and 20 females of sophomore students from one vocational college in a small city in Indonesia. To determine level of self-confidence, students were given a questionnaire responding 12 statements in 4 answer scales. Output of One Way Anova and regression test calculation showed that the use of PowerPoint Genially influenced self-confidence for both genders. Even though this media was capable to lead more pleasant and enjoyable learning atmosphere, the influence performed by the variables was considered less significant. This means that students still feel less confident to use oral English in delivering selected topics to their friends in the class.
43
Nastiti, Faulinda Ely, and Mira Erlinawati. "PENGUJIAN MULTIMEDIA PEMBELAJARAN MATERI PERKEMBANGBIAKAN HEWAN DAN TUMBUHAN UNTUK SEKOLAH DASAR." Jurnal Teknologi Informasi dan Terapan 4, no. 2 (April 1, 2019): 125–34. http://dx.doi.org/10.25047/jtit.v4i2.70.
Повний текст джерелаАнотація:
Multimedia learning can be used as a teacher teaching aids, especially to visualize teaching materials. In order to maximum its learning tools, then the implementation of multimedia learning must go through the testing process first. The purpose of this study is to test the functionality of the application and to measure the perceptions of teachers and students on the multimedia learning of animal and plant breeding. Testing is done by Beta testing method consists of two stages: 1) application functionality testing, 2) user perception testing (teacher and student). Tests carried out by the perception of a Likert scale, and processed by taking the mean of the answers. 100% of the applications can be run in accordance with functionality. Variables: interface, interactions and material on learning multimedia of animal and plant breeding can be accepted by teachers and students. The challenge remains on infrastructure such as a computer student who has not been adequate or even students have not had a computer / tablet at home, so that the self-learning process can not be maximized.
.
44
MIRENKOV, NIKOLAY, ALEXANDER VAZHENIN, RENTARO YOSHIOKA, TSUKASA EBIHARA, TETSUYA HIROTOMI, and TATIANA MIRENKOVA. "SELF-EXPLANATORY COMPONENTS: A NEW PROGRAMMING PARADIGM." International Journal of Software Engineering and Knowledge Engineering 11, no. 01 (February 2001): 5–36. http://dx.doi.org/10.1142/s0218194001000414.
Повний текст джерелаАнотація:
A new multimedia programming paradigm is presented. It is based on a system of micro- and macro-icons (composite pictures) representing self-explanatory software components in a "film" format. A film is a series of color stills supported, if necessary, by text and sound. Each still is to represent a view of objects or processes. Each film is to represent a multiple view (an extended set of dynamic and/or static features) of objects or processes. A self-explanatory film means that the associated stills are organized and presented in such a way that the semantic richness of a computational scheme is clearly brought out. Icons and films are acquired in a net-accessible database. The user should not study them in advance. The film management system provides simple access to database items and modes to manipulate films. In this paper we explain where the database items are taken from and how the self-explanatory features of items are reached. We also describe how these items can be used for multimedia representation of methods and data and for programming users' algorithmic ideas. In addition, some technical details related to the film management system, rendering engines used for displaying various features of the software components, and the icon language are presented. Special attention is paid to how computational formulas can be attached to a film.
45
Burlak, Diana. "The use of multimedia education instruments in the process of training of future specialists in labour protection." Professional Education: Methodology, Theory and Technologies, no. 11 (June 25, 2020): 27–43. http://dx.doi.org/10.31470/2415-3729-2020-11-27-43.
Повний текст джерелаАнотація:
The article describes the functionality of multimedia education instruments to train future specialists in labour protection. One of the tasks of HEI is to train a future specialist for professional activity in a highly developed information and communication environment, who must be a connoisseur of modern pedagogical technologies, able to independently acquire and deep knowledge and skills. The primary task of the higher educational institution should introduce the forms and methods of students’ active learning into the educational process practice.
The purpose of the article is to analyse the functionality of multimedia teaching instruments that will determine the effectiveness of their use in the process of future labour safety professionals’ training.
While doing the research, theoretical methods made it possible to identify problems and tasks, to study the scientific literature and summarize the material.
The latest multimedia educational instruments give students the opportunity to use non-traditional information sources, improve the efficiency of self-study work, give new opportunities for creativity, and implement new forms and methods of learning. Multimedia learning tools greatly expand the capabilities of teachers, which promotes individualization of learning, activation of students' cognitive activity and adapts the learning process to their individual characteristics. Each student can work in its own mode, choose the rate at which the material is optimally assimilated.
Information technologies are used to develop educational technologies and create modern effective learning tools. They have a large range and potential to improve the learning process.
The students’ individual self-work helps to consolidate, deepen and systematize the acquired knowledge.
In order to ensure and improve the quality of the educational process, it is necessary to develop and implement modern information and communication technologies along with the traditional means of education.
The introduction of multimedia technologies in the educational process will improve the quality of knowledge, strengthen the motivational aspect, the students’ cognitive interest to increase the level of professional training.
46
Cheung, Waiman, Eldon Y. Li, and Lester W. Yee. "Multimedia learning system and its effect on self-efficacy in database modeling and design: an exploratory study." Computers & Education 41, no. 3 (November 2003): 249–70. http://dx.doi.org/10.1016/s0360-1315(03)00048-4.
Повний текст джерела
47
So, Winnie Wing Mui, Yu Chen, and Zhi Hong Wan. "Multimedia e-Learning and Self-Regulated Science Learning: a Study of Primary School Learners’ Experiences and Perceptions." Journal of Science Education and Technology 28, no. 5 (May 21, 2019): 508–22. http://dx.doi.org/10.1007/s10956-019-09782-y.
Повний текст джерела
48
Wang, Hengxi, and Jing Xu. "The Application of Cloud Computing Intelligent Optimization Algorithm in the Investigation of College Students’ English Autonomous Learning under the Multimedia Teaching Mode." Mobile Information Systems 2021 (October 30, 2021): 1–9. http://dx.doi.org/10.1155/2021/7737199.
Повний текст джерелаАнотація:
Autonomous learning is what college students need to learn. For some students who have difficulties in self-study, this paper develops a cloud computing intelligent optimization algorithm in the multimedia teaching mode of college students’ English autonomous learning system. This platform can help self-learners learn translation, listening, speaking, and other skills. At the same time, the platform also includes a self-assessment system including diagnostic evaluation, formative evaluation, and summative evaluation. The final test shows that the recognition rate of the system can reach more than 95%, which can meet the needs of use.
49
Manchenko, Tetyana, Marina Maria, and Tadeush Olga. "Formation of the self-educational competence of the future teachers of physics within the modern educational space." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 2 (127) (August 29, 2019): 69–75. http://dx.doi.org/10.24195/2617-6688-2019-2-10.
Повний текст джерелаАнотація:
The development of the competence-based approach is facilitated by the renewal of the educational space through the active implementation of information and communication technologies (ICTs). The professional training of graduates of higher educational institutions, the development of their ability of continuous professional self-improvement, self-development acquire special importance under conditions of dynamic changes occurring in the modern educational space, which should be ensured by their highly developed self-educational competence. The purpose of the study was to implement the project-based technology using ICTs while training future teachers of Physics as a condition for the formation of their self-educational competence within the modern educational space. The experimental research work on the formation of the designated competence was conducted on the platform of the Faculty of Physics and Mathematics (Ushynsky University). The project-based method, using ICT, was used as a method facilitating the formation of the self-educational competence. The developed multimedia complex was applied in the experimental group (EG), when developing the course in molecular physics and thermodynamics, and the following project tasks were performed: to independently find a demonstration material on a certain topic of lectures in the Internet and to demonstrate it on an interactive whiteboard at lecture sessions with the help of multimedia tools. Certain topics for the project work were selected from the course program, the laws and phenomena that can not be realized using the existing demonstration equipment were demonstrated by means of multimedia. The project-based activity substantially increased the EG students’ experience in comparison with the CG (control groups) ones’ due to the deepening, expansion, generalization, consolidation and revision of the educational material as well as its practical application. It was concluded that the implementation of the projects contributes to the formation of secondary school teachers’ self-educational competence which facilitates the development of the future Physics teacher’s ability to independently manage his / her teaching / learning activities, generate ideas, and predict their solution. Keywords: self-education competence, a future teacher of Physics, a project-based activity.
50
Wentao, Chen, Zhang Jinyu, and Yu Zhonggen. "Learning Outcomes and Affective Factors of Blended Learning of English for Library Science." International Journal of Information and Communication Technology Education 12, no. 3 (July 2016): 13–25. http://dx.doi.org/10.4018/ijicte.2016070102.
Повний текст джерелаАнотація:
English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to answer questions in questionnaires. It was found that (1) The pass rates under blended learning increased compared with traditional multimedia learning and the dropout rates under blended learning decreased compared with multimedia learning; (2) males and females did not show any significant differences in learning outcomes; (3) affective factors under blended learning were significantly more favorable than those under multimedia learning; (4) under the blended learning model, male motivation was significantly higher than female; male attitude was significantly more favorable than female; males held higher self-esteem than females. However, male anxiety was significantly less than female. Reasons for the findings, as well as future research direction, were also explored.