Ahmed Jamah Alnagrat Alnagrat, Rizalafande Che Ismail, Syed Zulkarnain Syed Idrus
The use of extended reality (XR) technologies, namely Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality(MR) in education, has attracted much attention in recent years. Since the middle of the 20th century, virtual reality (VR) has been a part of our lives. Today, technology has made virtual reality accessible to everyone. In the last ten years, virtual reality equipment has become suitable for individual use and has started to be used by large numbers of people. Virtual reality can now be used for educational purposes, including education virtual laboratories. The studies were carried out to reveal the advantages of virtual reality compared to traditional media tools, as well as the conclusion that a successful instructional design process plays a major role in the success of technology in education. In line with what has been mentioned, we review in this paper the historical development of virtual reality technologies, followed by the use of Extended reality technology in the field of education, including virtual laboratories. This paper is to argue and present evidence from extensive research that VR can be a valuable tool in engineering, such as virtual laboratories. As a result of the review we conducted, we were able to conclude that VR has a positive pedagogical and cognitive impact on engineering education, thus increasing students' understanding of the subjects, their grades and performance, and overall satisfaction with their education. Furthermore, VR, as a replacement for physical laboratories, can reduce university liability, infrastructure, and costs. It was also discovered that VR applications for education currently lack the integration of learning theories and objectives in engineering education. In this research, we aim to provide recommendations and guidelines for researchers who want to work in the field of virtual reality and to offer suggestions for virtual laboratories.
{"title":"The Opportunities and challenges in virtual reality for virtual laboratories","authors":"Ahmed Jamah Alnagrat Alnagrat, Rizalafande Che Ismail, Syed Zulkarnain Syed Idrus","doi":"10.11113/itlj.v6.91","DOIUrl":"https://doi.org/10.11113/itlj.v6.91","url":null,"abstract":"The use of extended reality (XR) technologies, namely Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality(MR) in education, has attracted much attention in recent years. Since the middle of the 20th century, virtual reality (VR) has been a part of our lives. Today, technology has made virtual reality accessible to everyone. In the last ten years, virtual reality equipment has become suitable for individual use and has started to be used by large numbers of people. Virtual reality can now be used for educational purposes, including education virtual laboratories. The studies were carried out to reveal the advantages of virtual reality compared to traditional media tools, as well as the conclusion that a successful instructional design process plays a major role in the success of technology in education. In line with what has been mentioned, we review in this paper the historical development of virtual reality technologies, followed by the use of Extended reality technology in the field of education, including virtual laboratories. This paper is to argue and present evidence from extensive research that VR can be a valuable tool in engineering, such as virtual laboratories. As a result of the review we conducted, we were able to conclude that VR has a positive pedagogical and cognitive impact on engineering education, thus increasing students' understanding of the subjects, their grades and performance, and overall satisfaction with their education. Furthermore, VR, as a replacement for physical laboratories, can reduce university liability, infrastructure, and costs. It was also discovered that VR applications for education currently lack the integration of learning theories and objectives in engineering education. In this research, we aim to provide recommendations and guidelines for researchers who want to work in the field of virtual reality and to offer suggestions for virtual laboratories.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"317 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120940856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohd Zainuddin, N. Maarop, Rasimah Che Mohd Yusop, Suraya Yaacob, Norazmah Suhailah Abdul Malek, Wan Azlan Wan Hassan
Designing learning instruction or pedagogical activities is one of the elements in constructive alignment. Constructive alignment is needed to assess students’ learning on the concept of infographics. In teaching the concept of infographics with good storytelling, students need to understand the principles and categories of visualization. This concept is quite challenging for students to understand and implement in real situations. Based on the given data, most of the students have used the wrong visualization technique. Therefore, this article provides the explanation on how a formative assessment can be conducted via online. In doing this, the researcher involved a group of postgraduate students in a case study. Findings show these students can improve their design via group work activities. Hopefully, this article contributes to provide innovative ideas on online learning and teaching andragogy and thus, makes it more meaningful and engaging to both students and teachers.
{"title":"Implementation of Formative Assessment in Teaching Infographics","authors":"Mohd Zainuddin, N. Maarop, Rasimah Che Mohd Yusop, Suraya Yaacob, Norazmah Suhailah Abdul Malek, Wan Azlan Wan Hassan","doi":"10.11113/itlj.v6.96","DOIUrl":"https://doi.org/10.11113/itlj.v6.96","url":null,"abstract":"Designing learning instruction or pedagogical activities is one of the elements in constructive alignment. Constructive alignment is needed to assess students’ learning on the concept of infographics. In teaching the concept of infographics with good storytelling, students need to understand the principles and categories of visualization. This concept is quite challenging for students to understand and implement in real situations. Based on the given data, most of the students have used the wrong visualization technique. Therefore, this article provides the explanation on how a formative assessment can be conducted via online. In doing this, the researcher involved a group of postgraduate students in a case study. Findings show these students can improve their design via group work activities. Hopefully, this article contributes to provide innovative ideas on online learning and teaching andragogy and thus, makes it more meaningful and engaging to both students and teachers.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114556792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vinohthini Ramasany, Norah Md Noor, Norasykin Mohd Zaid
This study was conducted to identify the effect of learning methods using the Edpuzzle interactive video application on students' interest, engagement, and achievement in science subjects. The purposive sampling technique was used in this study to select the sample. A total of 40 students were selected as a sample in this study. The selected sample is students from a primary school in the Batu Pahat Johor district. The sample was selected from two classes of year 2 students who had similar ICT backgrounds in primary school. Pre-tests, post-tests, checklists, and questionnaires were used as instruments in this study. This study's objectives are to identify the effectiveness of the use of the interactive video application, Edpuzzle in increasing students' interest, engagement, and achievement in science subjects. The data were analysed through inferential statistics using Statistical Package for Social Science (SPSS) software. The data analysis results show significant differences in the level of interest, engagement, and achievement of primary school students in science subjects when using the EdPuzzle application. This suggests that the use of interactive video in the classroom has a promising approach to improve the quality of teaching and learning (TnL) among science teachers. However, considering the limitations of the research, specifically in relation to the context and the period of application, more studies are needed with different methodological approaches and in extended periods and samples.
本研究旨在确定使用Edpuzzle交互式视频应用程序的学习方法对学生在科学科目中的兴趣、参与度和成绩的影响。本研究采用目的性抽样技术来选择样本。本研究共选取40名学生作为样本。所选的样本是来自柔佛州巴哈县一所小学的学生。样本选自两个具有相似ICT背景的小学二年级学生班级。本研究采用前测、后测、检查表和问卷作为工具。本研究的目的是确定使用交互式视频应用程序Edpuzzle在提高学生对科学科目的兴趣、参与度和成就方面的有效性。采用SPSS (Statistical Package for Social Science)软件对数据进行推理统计分析。数据分析结果显示，小学生在使用EdPuzzle应用程序时，对科学科目的兴趣程度、参与度和成绩都有显著差异。这表明，在课堂上使用互动视频对提高科学教师的教与学质量(TnL)有很大的帮助。然而，考虑到研究的局限性，特别是在背景和应用时间方面，需要使用不同的方法方法和更长的时间和样本进行更多的研究。
{"title":"Effects of Learning Using EDPUZZLE Interactive Video Application on Students' Interest, Engagement and Achievement in Science Subjects","authors":"Vinohthini Ramasany, Norah Md Noor, Norasykin Mohd Zaid","doi":"10.11113/itlj.v6.111","DOIUrl":"https://doi.org/10.11113/itlj.v6.111","url":null,"abstract":"This study was conducted to identify the effect of learning methods using the Edpuzzle interactive video application on students' interest, engagement, and achievement in science subjects. The purposive sampling technique was used in this study to select the sample. A total of 40 students were selected as a sample in this study. The selected sample is students from a primary school in the Batu Pahat Johor district. The sample was selected from two classes of year 2 students who had similar ICT backgrounds in primary school. Pre-tests, post-tests, checklists, and questionnaires were used as instruments in this study. This study's objectives are to identify the effectiveness of the use of the interactive video application, Edpuzzle in increasing students' interest, engagement, and achievement in science subjects. The data were analysed through inferential statistics using Statistical Package for Social Science (SPSS) software. The data analysis results show significant differences in the level of interest, engagement, and achievement of primary school students in science subjects when using the EdPuzzle application. This suggests that the use of interactive video in the classroom has a promising approach to improve the quality of teaching and learning (TnL) among science teachers. However, considering the limitations of the research, specifically in relation to the context and the period of application, more studies are needed with different methodological approaches and in extended periods and samples.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130759652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rise of e-books has been adopted in the education system around the world due to its positive impact on the learning environment, including language learning. However, previous research has shown that the use of interactive e-books in learning Malay in Malaysia is still not encouraging. The purpose of this study is to investigate the user-friendliness and effectiveness of self-learning Malay among adult foreign speakers. This study used mixed mode research and the Technology Acceptance Model (TAM) as a quantitative framework. The research material chosen is an interactive e-book titled "Learn Malay With Rene," which was written and developed by the researcher with the participation of 18 adult foreign speakers and expatriates from Iskandar Puteri, Johor Bahru. The study's findings show that adult foreign speakers positively perceived e-book designs with interactive elements and multimedia features that are user-friendly and simple to use. Meanwhile, respondents were optimistic about interactive e-books as a self-learning Malay language tool. The study can be used as a reference for designers when creating materials for interactive e-books for learning Malay. Adult foreign speakers clearly enjoyed the audio-visual learning material and appreciated the interactive links in the e-book that included graphics, music, videos, games, and quizzes. As a result, it is possible to conclude that interactive e-books should be expanded in all fields, particularly in teaching and learning Malay.
{"title":"The User-Friendliness and Effectiveness of the Interactive E-Book \"Learn Malay With Rene\" for Adult Foreign Speakers","authors":"Marene Mohammad, Zaliza Mohd Nasir","doi":"10.11113/itlj.v6.110","DOIUrl":"https://doi.org/10.11113/itlj.v6.110","url":null,"abstract":"The rise of e-books has been adopted in the education system around the world due to its positive impact on the learning environment, including language learning. However, previous research has shown that the use of interactive e-books in learning Malay in Malaysia is still not encouraging. The purpose of this study is to investigate the user-friendliness and effectiveness of self-learning Malay among adult foreign speakers. This study used mixed mode research and the Technology Acceptance Model (TAM) as a quantitative framework. The research material chosen is an interactive e-book titled \"Learn Malay With Rene,\" which was written and developed by the researcher with the participation of 18 adult foreign speakers and expatriates from Iskandar Puteri, Johor Bahru. The study's findings show that adult foreign speakers positively perceived e-book designs with interactive elements and multimedia features that are user-friendly and simple to use. Meanwhile, respondents were optimistic about interactive e-books as a self-learning Malay language tool. The study can be used as a reference for designers when creating materials for interactive e-books for learning Malay. Adult foreign speakers clearly enjoyed the audio-visual learning material and appreciated the interactive links in the e-book that included graphics, music, videos, games, and quizzes. As a result, it is possible to conclude that interactive e-books should be expanded in all fields, particularly in teaching and learning Malay. \u0000 ","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134294643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vocabulary is the backbone and prominent feature in language acquisition. Limited vocabulary causes a major breakdown in both written and oral communication which inflicts inefficiency among Malaysian students despite being exposed to the vocabulary for more or less than 11 years. In order to tackle students’ eagerness to acquire vocabulary, teachers are to be creative and aware of the current changes in the teaching and learning process. The mushrooming of technologies including mobile phones has provided students with learning mobility in recent years and has a great influence in the education field. The use of instant messaging mobile applications has become an epidemic among generation Z (Gen-Z). The current study attempts to explore the effect of WhatsApp in assisting tertiary level students to learn vocabulary. A quasi – experimental study was employed which lasted for six weeks with the participation of Psychology students from a private educational institution. The participants were given a vocabulary pre-test before receiving vocabulary instruction via WhatsApp. Later, they sat for a post-vocabulary test. The t-test results indicated that WhatsApp had a significant effect on assisting students to learn vocabulary. It is clear that WhatsApp has a wide range of possibilities in class that needs further exploration.
{"title":"Effectiveness of WhatsApp in Vocabulary Learning","authors":"K. Sivabalan, Z. Ali","doi":"10.11113/itlj.v6.82","DOIUrl":"https://doi.org/10.11113/itlj.v6.82","url":null,"abstract":"Vocabulary is the backbone and prominent feature in language acquisition. Limited vocabulary causes a major breakdown in both written and oral communication which inflicts inefficiency among Malaysian students despite being exposed to the vocabulary for more or less than 11 years. In order to tackle students’ eagerness to acquire vocabulary, teachers are to be creative and aware of the current changes in the teaching and learning process. The mushrooming of technologies including mobile phones has provided students with learning mobility in recent years and has a great influence in the education field. The use of instant messaging mobile applications has become an epidemic among generation Z (Gen-Z). The current study attempts to explore the effect of WhatsApp in assisting tertiary level students to learn vocabulary. A quasi – experimental study was employed which lasted for six weeks with the participation of Psychology students from a private educational institution. The participants were given a vocabulary pre-test before receiving vocabulary instruction via WhatsApp. Later, they sat for a post-vocabulary test. The t-test results indicated that WhatsApp had a significant effect on assisting students to learn vocabulary. It is clear that WhatsApp has a wide range of possibilities in class that needs further exploration.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115288214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. I. Oniye, Z. Hassan, A. Quadri, Y. M. Abdulrahman, Tawakalitu Oniye Masud
In Nigeria, the need for the reopening of schools during the COVID-19 pandemic necessitated the introduction of a virtual teaching-learning process as an alternative to the face-to-face instructional approach. This study thus investigated the perception of history education students on the virtual teaching-learning process during COVID-19 pandemic in Kwara State, Nigeria. It examined the challenges of the virtual teaching-learning process during Covid-19 pandemic as perceived by history education students in Kwara State, and the level of the respondents’ willingness to further use virtual teaching-learning process after the pandemic. The research design employed for this study was the descriptive survey. Multi-stage sampling technique was used to select 248 respondents and the “Perception of Virtual Teaching-Learning Process Questionnaire” (PVTLPQ) was used to collect data for the study. At the end of the questionnaire administration, 235 copies were valid for data analysis. The method used to analyse the data collected were descriptive and inferential statistics. The findings of the study revealed that some of the benefits of the virtual teaching-learning process were flexibility to the study at the time convenient to the learner and accommodating different types of learning styles. Lack of internet connectivity, epileptic power supply and lack of computer/phone devices were some of the identified challenges of the virtual teaching-learning process. Also, gender, age and level of study did not influence respondents’ perception of the virtual teaching-learning process. Based on the findings of this study, it was recommended that government and curriculum planners should integrate the virtual teaching-learning approach into the classroom instructional process so that both the students and their lecturers can be well acquainted with the use of ICT and be able to explore the benefits embedded in its usage.
{"title":"Perception of History of Education Students on Virtual Teaching-Learning Process During Covid-19 Pandemic in Kwara State Nigeria","authors":"M. I. Oniye, Z. Hassan, A. Quadri, Y. M. Abdulrahman, Tawakalitu Oniye Masud","doi":"10.11113/itlj.v6.95","DOIUrl":"https://doi.org/10.11113/itlj.v6.95","url":null,"abstract":"In Nigeria, the need for the reopening of schools during the COVID-19 pandemic necessitated the introduction of a virtual teaching-learning process as an alternative to the face-to-face instructional approach. This study thus investigated the perception of history education students on the virtual teaching-learning process during COVID-19 pandemic in Kwara State, Nigeria. It examined the challenges of the virtual teaching-learning process during Covid-19 pandemic as perceived by history education students in Kwara State, and the level of the respondents’ willingness to further use virtual teaching-learning process after the pandemic. The research design employed for this study was the descriptive survey. Multi-stage sampling technique was used to select 248 respondents and the “Perception of Virtual Teaching-Learning Process Questionnaire” (PVTLPQ) was used to collect data for the study. At the end of the questionnaire administration, 235 copies were valid for data analysis. The method used to analyse the data collected were descriptive and inferential statistics. The findings of the study revealed that some of the benefits of the virtual teaching-learning process were flexibility to the study at the time convenient to the learner and accommodating different types of learning styles. Lack of internet connectivity, epileptic power supply and lack of computer/phone devices were some of the identified challenges of the virtual teaching-learning process. Also, gender, age and level of study did not influence respondents’ perception of the virtual teaching-learning process. Based on the findings of this study, it was recommended that government and curriculum planners should integrate the virtual teaching-learning approach into the classroom instructional process so that both the students and their lecturers can be well acquainted with the use of ICT and be able to explore the benefits embedded in its usage.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120967219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Malaysia, the teachers are struggling to teach diverse learners in large classrooms. Since the Ministry has called upon the abolishment of streaming practices, both high-achieving and low-achieving students are now being grouped together. Therefore, the teachers have to equip themselves with a latest and effective teaching and learning method to address students’ differences and needs. They have to be able to identify, acknowledge and tailor their lessons to make sure no one is left behind, and every student have the opportunity to learn at their best. Differentiated learning method (DLM) has been recognized globally for its ability to accommodate diverse learners. However, this concept is still new in Malaysia and the implementation is limited to the gifted students. This paper will discuss the concept of differentiated learning method in detail and the application of DLM in Malaysia context.
{"title":"The Differentiated Learning Method (DLM) Practices in Malaysia","authors":"Fatin Nabilah Abu Hassan, Muhammad Talhah Ajmain","doi":"10.11113/itlj.v6.99","DOIUrl":"https://doi.org/10.11113/itlj.v6.99","url":null,"abstract":"In Malaysia, the teachers are struggling to teach diverse learners in large classrooms. Since the Ministry has called upon the abolishment of streaming practices, both high-achieving and low-achieving students are now being grouped together. Therefore, the teachers have to equip themselves with a latest and effective teaching and learning method to address students’ differences and needs. They have to be able to identify, acknowledge and tailor their lessons to make sure no one is left behind, and every student have the opportunity to learn at their best. Differentiated learning method (DLM) has been recognized globally for its ability to accommodate diverse learners. However, this concept is still new in Malaysia and the implementation is limited to the gifted students. This paper will discuss the concept of differentiated learning method in detail and the application of DLM in Malaysia context.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122575165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Advanced technology in education provides various facilities to enhance students’ learning. The evolution of technology has become an integral part of sustaining life, especially in education. The technology in education develops and continues its development with innovative learning approaches to sustain the needs of the 21st-century learning environment. The transformation in the educational field takes out the existence of a new strategy that is flipped classroom learning approach. A flipped classroom is a learning approach that is a type of blended learning that involves face-to-face and online learning instruction. The flipped classroom is a pedagogical approach in which learning activities that have traditionally taken place inside the classroom occur outside the classroom and vice versa. Flipped classroom provides an interactive learning environment where teachers guide students as they engage actively in the subject matter. Thus, this paper will review the recent literature regarding the potential of flipped classroom technology in education and explore its advantages and challenges. The review describes the potential of the flipped classroom in various fields of education, including Chemistry, Physics, Mathematics, Biology, and Civics at secondary school or high school level. Searching of the literature was obtained from several databases by using certain Boolean queries when searching the keywords. Ten papers were selected according to the specific criteria. This paper concludes the advantages and challenges during the implementation of FC. The advantages of flipped classsroom are increased students’ motivation during learning processes, providing active learning, increasing learning perception, increasing learning engagement, enhancing knowledge, increasing teacher-student interaction, increasing peer interaction, enhancing creativity and helping to improve students’ achievement and performance. The challenges of FC are the time-consuming for teachers to prepare the learning materials, lack of teachers’ technical skills to produce learning videos, lack of students’ motivation to watch the pre-class video, and the difficulty of students to understand the contents presented in the learning video. Based on these challenges, this paper provides the literature recommendations that can help to produce effective flipped classroom environments in the future.
{"title":"Flipped Classroom in Secondary School or High School Education: A Review of Its Advantages and Challenges","authors":"Nurul Aini Md Desa, N. D. Abd Halim","doi":"10.11113/itlj.v6.81","DOIUrl":"https://doi.org/10.11113/itlj.v6.81","url":null,"abstract":"Advanced technology in education provides various facilities to enhance students’ learning. The evolution of technology has become an integral part of sustaining life, especially in education. The technology in education develops and continues its development with innovative learning approaches to sustain the needs of the 21st-century learning environment. The transformation in the educational field takes out the existence of a new strategy that is flipped classroom learning approach. A flipped classroom is a learning approach that is a type of blended learning that involves face-to-face and online learning instruction. The flipped classroom is a pedagogical approach in which learning activities that have traditionally taken place inside the classroom occur outside the classroom and vice versa. Flipped classroom provides an interactive learning environment where teachers guide students as they engage actively in the subject matter. Thus, this paper will review the recent literature regarding the potential of flipped classroom technology in education and explore its advantages and challenges. The review describes the potential of the flipped classroom in various fields of education, including Chemistry, Physics, Mathematics, Biology, and Civics at secondary school or high school level. Searching of the literature was obtained from several databases by using certain Boolean queries when searching the keywords. Ten papers were selected according to the specific criteria. This paper concludes the advantages and challenges during the implementation of FC. The advantages of flipped classsroom are increased students’ motivation during learning processes, providing active learning, increasing learning perception, increasing learning engagement, enhancing knowledge, increasing teacher-student interaction, increasing peer interaction, enhancing creativity and helping to improve students’ achievement and performance. The challenges of FC are the time-consuming for teachers to prepare the learning materials, lack of teachers’ technical skills to produce learning videos, lack of students’ motivation to watch the pre-class video, and the difficulty of students to understand the contents presented in the learning video. Based on these challenges, this paper provides the literature recommendations that can help to produce effective flipped classroom environments in the future.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121864795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sumithara Manugaran, Noor Azean Atan, Sanitah Md Yusof
Pendidikan Komponen Sastera dilaksanakan melalui bimbingan murid-murid untuk menghayati, menghargai, mencintai serta membanggakan Bahasa, seterusnya berfikir secara analitis, kritis dan kreatif. Namun, sehingga kini penghayatan nilai-nilai kesusasteraan ini masih belum sepenuhnya dikuasai oleh murid-murid yang disebabkan oleh kurangnya meminati dan menyertai dalam aktiviti pembelajaran Kesusasteraan Bahasa Tamil. Berdasarkan kajian literatur, mendapati kaedah pembelajaran Kesusasteraan Bahasa Tamil memerlukan penambahbaikan agar murid dapat menguasai Komponen Sastera dengan baik selaras dengan Pembelajaran abad ke-21 serta keperluan pengintegrasian teknologi seperti yang dinyatakan dalam DSKP. Justeru kajian ini dilaksanakan dengan merekabentuk aktiviti pembelajaran Kesusasteraan Bahasa Tamil melalui suntikan elemen Pembelajaran abad ke-21 serta penggunaan teknologi berdasarkan strategi permainan berkomputer bagi menggalakkan murid untuk terus meminati dan aktif menyertai dalam pembelajaran, sekaligus meningkatkan kefahaman murid-murid. Penguasaan Kemahiran abad ke-21 dengan elemen kemahiran komunikasi, kolaboratif, pemikiran kreatif dan kritis dalam kalangan murid sekolah rendah disokong menerusi aktiviti pembelajaran yang disediakan. Seterusnya, kesan pengimplementasian aktiviti pembelajaran ini terhadap tahap kemahiran Abad ke-21 murid di kenalpasti menerusi rubrik penilaian dan tahap kefahaman diperolehi menerusi ujia- pra dan ujian-pos. Persepsi murid beserta temubual terhadap pengintegrasian strategi permainan berkomputer dengan elemen Pembelajaran Abad ke-21 turut didapatkan. Seramai 30 murid dari Sekolah Jenis Kebangsaan Tamil terlibat dalam kajian ini berdasarkan rekabentuk kuasi-eksperimental. Data dianalisis secara deskriptif dan inferensi, serta dapatan yang diperolehi memaparkan terdapat kesan yang signifikan dengan nilai p<0.05 iaitu secara keseluruhan murid-murid menguasai dengan baik kemahiran Abad ke-21 dalam pembelajaran Kesusasteraan Bahasa Tamil dengan strategi permainan berkomputer. Selain itu, merujuk kepada persepsi murid-murid turut memaparkan respon yang positif terhadap penglibatan aktif pelajar dalam aktiviti pembelajaran. Kesimpulannya, pengintegrasian strategi permainan berkomputer dalam pembelajaran Kesusateraan Bahasa Tamil dengan elemen Pembelajaran Abad ke-21 dapat membantu meningkatkan kefahaman murid-murid serta penguasaan kemahiran Komunikasi, Kolaboratif, Pemikiran Kreatif dan Kritis dengan baik.
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Aplikasi Google Classroom merupakan salah satu aplikasi yang sering digunakan oleh para pendidik untuk menyampaikan ilmu dan bahan-bahan pengajaran secara dalam talian. Ia telah dibangunkan oleh pihak Google untuk kegunaan dalam sistem Pendidikan pada tahun 2014 supaya memudahkan para pendidik merancang, melaksanakan dan mentaksir hasil tugasan pelajar secara “paperless”. Selain itu, Google Classroom juga digunakan sebagai platform pembelajaran dalam norma baru bagi pelajar. Justeru itu, kajian ini telah dilaksanakan menggunakan kaedah tinjauan untuk mengenal pasti tahap kesediaan pelajar sekolah menengah terhadap penggunaan aplikasi Google Classroom daripada aspek pengetahuan, sikap, motivasi dan kemudahan infrastrutktur di Pasir Mas, Kelantan. Seramai 288 orang pelajar menengah rendah dan 192 orang pelajar menengah atas telah dipilih secara rawak sebagai sampel kajian. Kajian ini menggunakan soal selidik secara dalam talian sebagai instrumen kajian untuk mengumpul data daripada responden. Perisian SPSS (Statistical Package for Social Science) telah digunakan untuk menganalisis data secara deskriptif. Borang soal selidik telah melepasi proses kesahan dan kebolehpercayaan. Dapatan kajian menunjukkan min tahap kesediaan daripada aspek pengetahuan, sikap, motivasi dan kemudahan infrastruktur berada pada tahap sederhana dengan nilai 3.67, 3.29, 3.55 dan 3.33. Ini menunjukkan bahawa pelajar telah bersiap sedia namun tahap pengetahuan, sikap, motivasi dan kemudahan infrastruktur pelajar perlu ditingkatkan lagi dalam menjalankan pembelajaran secara norma baru bagi meningkatkan keberkesanan pembelajaran dalam talian.
{"title":"Kesediaan Pelajar Sekolah Menengah Terhadap Penggunaan Aplikasi Google Classroom dalam Pembelajaran Norma Baru","authors":"Roshasfarizan Che Ghazali, N. D. Abd Halim","doi":"10.11113/itlj.v6.87","DOIUrl":"https://doi.org/10.11113/itlj.v6.87","url":null,"abstract":"Aplikasi Google Classroom merupakan salah satu aplikasi yang sering digunakan oleh para pendidik untuk menyampaikan ilmu dan bahan-bahan pengajaran secara dalam talian. Ia telah dibangunkan oleh pihak Google untuk kegunaan dalam sistem Pendidikan pada tahun 2014 supaya memudahkan para pendidik merancang, melaksanakan dan mentaksir hasil tugasan pelajar secara “paperless”. Selain itu, Google Classroom juga digunakan sebagai platform pembelajaran dalam norma baru bagi pelajar. Justeru itu, kajian ini telah dilaksanakan menggunakan kaedah tinjauan untuk mengenal pasti tahap kesediaan pelajar sekolah menengah terhadap penggunaan aplikasi Google Classroom daripada aspek pengetahuan, sikap, motivasi dan kemudahan infrastrutktur di Pasir Mas, Kelantan. Seramai 288 orang pelajar menengah rendah dan 192 orang pelajar menengah atas telah dipilih secara rawak sebagai sampel kajian. Kajian ini menggunakan soal selidik secara dalam talian sebagai instrumen kajian untuk mengumpul data daripada responden. Perisian SPSS (Statistical Package for Social Science) telah digunakan untuk menganalisis data secara deskriptif. Borang soal selidik telah melepasi proses kesahan dan kebolehpercayaan. Dapatan kajian menunjukkan min tahap kesediaan daripada aspek pengetahuan, sikap, motivasi dan kemudahan infrastruktur berada pada tahap sederhana dengan nilai 3.67, 3.29, 3.55 dan 3.33. Ini menunjukkan bahawa pelajar telah bersiap sedia namun tahap pengetahuan, sikap, motivasi dan kemudahan infrastruktur pelajar perlu ditingkatkan lagi dalam menjalankan pembelajaran secara norma baru bagi meningkatkan keberkesanan pembelajaran dalam talian.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131411999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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