Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.6.1892
N. Rati, I. B. Arnyana, G. Dantes, N. Dantes
Overcoming elementary students learning loss during the pandemic Covid-19 through implementing an online project-based learning model has been taken into account. The study aimed to determine the effectiveness of the high-order thinking skills oriented online project-based learning (HOTS-oriented E-PjBL) tools for improving 4C skills and science learning outcomes of fourth-grade elementary students. A quasi-experimental design with a post-test control group design was implemented. The samples were 301 pupils consisting of 149 experimental class students and 152 in the control group. The learning outcome data were collected through an essay-type test. The observation sheet was used to measure 4C’s skills. The data were analyzed by using the inferential statistical analysis of MANOVA. The results showed an effect of the HOTS-oriented E-PjBL tools on improving 4C skills and science learning outcomes simultaneously and partially. Another finding was that the HOTS-oriented E-PjBL tools affected 21st-century skills more than the science learning outcomes. Thus, HOTS-oriented E-PjBL is recommended to improve students’ 4C skills and science learning outcomes in elementary schools.
{"title":"HOTS-Oriented e-Project-Based Learning: Improving 4C Skills and Science Learning Outcome of Elementary School Students","authors":"N. Rati, I. B. Arnyana, G. Dantes, N. Dantes","doi":"10.18178/ijiet.2023.13.6.1892","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.6.1892","url":null,"abstract":"Overcoming elementary students learning loss during the pandemic Covid-19 through implementing an online project-based learning model has been taken into account. The study aimed to determine the effectiveness of the high-order thinking skills oriented online project-based learning (HOTS-oriented E-PjBL) tools for improving 4C skills and science learning outcomes of fourth-grade elementary students. A quasi-experimental design with a post-test control group design was implemented. The samples were 301 pupils consisting of 149 experimental class students and 152 in the control group. The learning outcome data were collected through an essay-type test. The observation sheet was used to measure 4C’s skills. The data were analyzed by using the inferential statistical analysis of MANOVA. The results showed an effect of the HOTS-oriented E-PjBL tools on improving 4C skills and science learning outcomes simultaneously and partially. Another finding was that the HOTS-oriented E-PjBL tools affected 21st-century skills more than the science learning outcomes. Thus, HOTS-oriented E-PjBL is recommended to improve students’ 4C skills and science learning outcomes in elementary schools.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495479","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}
Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.9.1947
Nader S. Shemy
Dependence on technological concepts and applications to improve learning outcomes and learners’ performance has broad positive effects on deepening students’ understanding, especially in higher education and postgraduate studies. Digital storytelling (DST) is a high-value-added tool for achieving many learning goals. This study aims to explore students’ perceptions about the use of DST in strengthening the understanding of practical concepts among students on a master’s program in instructional technology at the Arab Open University in Oman. Both quantitative and qualitative methods were used to gather the required data. A total of 67 students participated in the study through a questionnaire, and a semi-structured personal interview format was used to gather qualitative data from ten of these participants. The results indicated that the students used DST for the purpose of learning and deep understanding of some practical concepts in an effective, fun, useful and constructive way in order to achieve targeted learning. The students’ most positive perception was of the technique when used in the following categories: information stability, application of concepts in a variety of contexts, and problem-solving skill development (M = 4.186, SD = 0.7371; M = 4.051, SD = 0.7558; and M = 4.023, SD = 0.7531 respectively). At the same time, the students’ perception was the least positive for DST in the analysis and discussion categories (M = 2.056, SD = 1.209). Most of the participants supported the idea that DST was a perfect and enjoyable tool for learning and deep understanding in their specialization. They also agreed that DST helped them to fix what they had learned and helped them to achieve broad interaction with the content and that it also contributed effectively to the application of the concepts in various learning contexts. DST developed students’ ability to solve any instructional problems but mainly contributed to raising the motivation toward learning.
{"title":"The Power of Digital Storytelling: Students’ Perceptions about Its Utilization in Developing Practical Understanding in an Instructional Technology Context","authors":"Nader S. Shemy","doi":"10.18178/ijiet.2023.13.9.1947","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.9.1947","url":null,"abstract":"Dependence on technological concepts and applications to improve learning outcomes and learners’ performance has broad positive effects on deepening students’ understanding, especially in higher education and postgraduate studies. Digital storytelling (DST) is a high-value-added tool for achieving many learning goals. This study aims to explore students’ perceptions about the use of DST in strengthening the understanding of practical concepts among students on a master’s program in instructional technology at the Arab Open University in Oman. Both quantitative and qualitative methods were used to gather the required data. A total of 67 students participated in the study through a questionnaire, and a semi-structured personal interview format was used to gather qualitative data from ten of these participants. The results indicated that the students used DST for the purpose of learning and deep understanding of some practical concepts in an effective, fun, useful and constructive way in order to achieve targeted learning. The students’ most positive perception was of the technique when used in the following categories: information stability, application of concepts in a variety of contexts, and problem-solving skill development (M = 4.186, SD = 0.7371; M = 4.051, SD = 0.7558; and M = 4.023, SD = 0.7531 respectively). At the same time, the students’ perception was the least positive for DST in the analysis and discussion categories (M = 2.056, SD = 1.209). Most of the participants supported the idea that DST was a perfect and enjoyable tool for learning and deep understanding in their specialization. They also agreed that DST helped them to fix what they had learned and helped them to achieve broad interaction with the content and that it also contributed effectively to the application of the concepts in various learning contexts. DST developed students’ ability to solve any instructional problems but mainly contributed to raising the motivation toward learning.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550920","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}
Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.9.1949
Suhaizal Hashim, Alias Masek, Nur Zahira Mohamed Zahir, Nurhani Khamis
The present educational system must be digitalised in light of the growth of communication technology and the current confined lifestyle caused by the pandemic’s expansion. However, efforts to digitise education usually encounter two major issues: first, the applications developed are more likely to emphasise the qualities of graphics and animations; second, the multimedia presentation highlighted in the application is a stereotype that causes users to become bored. Thus, the purpose of this research was to look into the effects of Computer Supported Collaborative Learning (CSCL) as a medium for knowledge construction in the School Based Assessment (SBA) environment using the Collaborative Portfolio Assessment (CPA) learning system. The sample comprised 61 students from two Malaysian secondary schools partaking in the History teaching and learning (T&L) process utilising the CPA learning system. The value of Sig. (p-value) was 0.000, less than 0.05, based on the results of the pre and post-test evaluations for both groups of students. In essence, there is a substantial difference in the average test scores of the children before and after the intervention. According to the data, all selected students received an average grade of 80% or better on their 13 task question marks, indicating a good grade on the task questions. Finally, all students interviewed believed that the CPA learning system helped with their studies, especially in learning more about the History subject through quizzes, group projects, and discussion sessions.
{"title":"The Efficacy of Students‟ Knowledge Construction Process in Computer-Supported Collaborative Learning (CSCL) Environment: A Malaysian View","authors":"Suhaizal Hashim, Alias Masek, Nur Zahira Mohamed Zahir, Nurhani Khamis","doi":"10.18178/ijiet.2023.13.9.1949","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.9.1949","url":null,"abstract":"The present educational system must be digitalised in light of the growth of communication technology and the current confined lifestyle caused by the pandemic’s expansion. However, efforts to digitise education usually encounter two major issues: first, the applications developed are more likely to emphasise the qualities of graphics and animations; second, the multimedia presentation highlighted in the application is a stereotype that causes users to become bored. Thus, the purpose of this research was to look into the effects of Computer Supported Collaborative Learning (CSCL) as a medium for knowledge construction in the School Based Assessment (SBA) environment using the Collaborative Portfolio Assessment (CPA) learning system. The sample comprised 61 students from two Malaysian secondary schools partaking in the History teaching and learning (T&L) process utilising the CPA learning system. The value of Sig. (p-value) was 0.000, less than 0.05, based on the results of the pre and post-test evaluations for both groups of students. In essence, there is a substantial difference in the average test scores of the children before and after the intervention. According to the data, all selected students received an average grade of 80% or better on their 13 task question marks, indicating a good grade on the task questions. Finally, all students interviewed believed that the CPA learning system helped with their studies, especially in learning more about the History subject through quizzes, group projects, and discussion sessions.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550923","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}
Technology has advanced so fast and communication media is also rapidly adapting. Previously, people read publications from newspapers, magazines, documents, books. But when the technology has changed, the media was changed as well. There are more chances to get access to media that have more content, such as Google, YouTube, Facebook, Line, and Twitter. So, the changes have led to content on digital media to be adjusted to meet the needs of media users. Content on digital media will attract people’s attention for easy access to information. Content on digital media is very important for the understanding of media readers. If the content on digital media is good, easy to read, beautiful, interesting, it will be better to get the reader’s understanding. Therefore, the purposes of this research were: 1) Use synthesize documents and international research to design architecture digital content system with a reality program format to enhance learning achievements in digital media technology, by using content analysis techniques to draw conclusions and using diagram software and flowchart maker in architectural design; 2) Develop a digital content system with a reality program format to enhance learning achievements in digital media technology, with the Systems Development Lifecycle (SDLC) development model and evaluate the efficiency of the system in the form of black box testing. The research results showed that the developed architecture was at the highest level of suitability and the system black box testing results showed that the system performance was at the highest level.
{"title":"Digital Content System Development with a Reality Program Format to Enhance Learning Achievements in Digital Media Technology","authors":"Randa Kanabsak, Siriruang Phatchuay, Noppasak Tantisattayanon, Phisit Pornpongtechavanich","doi":"10.18178/ijiet.2023.13.10.1958","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.10.1958","url":null,"abstract":"Technology has advanced so fast and communication media is also rapidly adapting. Previously, people read publications from newspapers, magazines, documents, books. But when the technology has changed, the media was changed as well. There are more chances to get access to media that have more content, such as Google, YouTube, Facebook, Line, and Twitter. So, the changes have led to content on digital media to be adjusted to meet the needs of media users. Content on digital media will attract people’s attention for easy access to information. Content on digital media is very important for the understanding of media readers. If the content on digital media is good, easy to read, beautiful, interesting, it will be better to get the reader’s understanding. Therefore, the purposes of this research were: 1) Use synthesize documents and international research to design architecture digital content system with a reality program format to enhance learning achievements in digital media technology, by using content analysis techniques to draw conclusions and using diagram software and flowchart maker in architectural design; 2) Develop a digital content system with a reality program format to enhance learning achievements in digital media technology, with the Systems Development Lifecycle (SDLC) development model and evaluate the efficiency of the system in the form of black box testing. The research results showed that the developed architecture was at the highest level of suitability and the system black box testing results showed that the system performance was at the highest level.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136259484","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 rapid development of communication and information technology is capable of supporting the learning and teaching process in higher education. This leads to the consideration of self-evaluation by the course team teaching “Extension Science and Communication of Innovation”. Therefore, the research aimed to develop the course best suitable to equip Gen-Z (Z Generation) students with future change agents’ skills. In this development process, the teaching team engaged in a competitive learning innovation known as Hibah Kompetitif Inovasi Pembelajaran (Competitive Grant for Learning Innovation) at Institut Pertanian Bogor (IPB) University, also known as Bogor Agricultural University, through an experiential approach modified with an action research model. In addition to face-to-face meetings, the team uses Learning Management System (LMS) to plan, monitor and assess student performance. Several data were also obtained from the course, including curricula, learning contents, and students’ projects. Moreover, the context, input, process, and product evaluation models were used for the analysis. The results showed that the learning and teaching transformation adjusted from course content fulfilment to strengthening the students’ competencies. Based on the HKIP-based evaluation, the score for course performance also improved from 75/93 to 85/93. To strengthen students’ competencies, the teaching team updated learning outcomes, completed course regulations and documents, documented academic experiences, and co-operated with technical staff for more effective use of LMS. From the results, the teaching team also implemented additional approaches to develop the skills of students, including (1) practicing collaborative learning, (2) learning from real-world situations, (3) group projects based on problem-solving, and (4) mixed media for extension education. In this case, the regular adjustment of the course to present and future challenges assisted the students in meeting the learning outcomes.
{"title":"Strengthening the Competencies of Gen-Z Students as Future Change Agents: Learning from Extension Science and Communication of Innovation Course (KPM121C)","authors":"Siti Amanah, Dwi Sadono, Anna Fatchiya, Asri Sulistiawati, Titania Aulia, Annisa Utami Seminar","doi":"10.18178/ijiet.2023.13.10.1973","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.10.1973","url":null,"abstract":"The rapid development of communication and information technology is capable of supporting the learning and teaching process in higher education. This leads to the consideration of self-evaluation by the course team teaching “Extension Science and Communication of Innovation”. Therefore, the research aimed to develop the course best suitable to equip Gen-Z (Z Generation) students with future change agents’ skills. In this development process, the teaching team engaged in a competitive learning innovation known as Hibah Kompetitif Inovasi Pembelajaran (Competitive Grant for Learning Innovation) at Institut Pertanian Bogor (IPB) University, also known as Bogor Agricultural University, through an experiential approach modified with an action research model. In addition to face-to-face meetings, the team uses Learning Management System (LMS) to plan, monitor and assess student performance. Several data were also obtained from the course, including curricula, learning contents, and students’ projects. Moreover, the context, input, process, and product evaluation models were used for the analysis. The results showed that the learning and teaching transformation adjusted from course content fulfilment to strengthening the students’ competencies. Based on the HKIP-based evaluation, the score for course performance also improved from 75/93 to 85/93. To strengthen students’ competencies, the teaching team updated learning outcomes, completed course regulations and documents, documented academic experiences, and co-operated with technical staff for more effective use of LMS. From the results, the teaching team also implemented additional approaches to develop the skills of students, including (1) practicing collaborative learning, (2) learning from real-world situations, (3) group projects based on problem-solving, and (4) mixed media for extension education. In this case, the regular adjustment of the course to present and future challenges assisted the students in meeting the learning outcomes.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136259490","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}
Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.1.1776
Natalia Limantara, Meyliana, F. Gaol, Harjanto Prabowo
Gamification is the application of game elements in non-gaming situations such as education. This technique can be used to improve student learning motivation, engagement, and performance. In practice, this technique is part of the Learning Management System (LMS) that is used during the learning process. Using the prior literature review and observation approach, this research integrates gamification framework, type of player, and six steps of gamification into a gamification model that can be applied in university-level learning. This gamification strategy is expected to boost student learning motivation, engagement, and performance.
{"title":"Designing Gamified Learning Management Systems for Higher Education","authors":"Natalia Limantara, Meyliana, F. Gaol, Harjanto Prabowo","doi":"10.18178/ijiet.2023.13.1.1776","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1776","url":null,"abstract":"Gamification is the application of game elements in non-gaming situations such as education. This technique can be used to improve student learning motivation, engagement, and performance. In practice, this technique is part of the Learning Management System (LMS) that is used during the learning process. Using the prior literature review and observation approach, this research integrates gamification framework, type of player, and six steps of gamification into a gamification model that can be applied in university-level learning. This gamification strategy is expected to boost student learning motivation, engagement, and performance.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67490604","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}
Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.1.1774
Jahfet Naca Nabayra
The COVID-19 pandemic has affected education institutions around the world which has forced them to abruptly shift to online learning to address educational challenges with limited resources. Hence, this developmental research aimed to develop teacher-made videos as a learning tool for online learning in elementary statistics. This was utilized as an asynchronous lecture material during the pandemic and its acceptability was evaluated using the ADDIE Model. However, this paper focused only on the development and evaluation phase. It included 104 freshmen university students and five experts as participants of the study. Mean, standard deviation, frequency count, correlation analysis, and test of difference were used as data analysis tools. The developed videos consist of the following elements: title, learning objectives, overview, content discussion, assessment, and answer key. The teacher-made videos were highly acceptable in terms of learning objectives, content, organization and presentation, format and design, learning activities, and assessment as evaluated by the students and experts. In addition, when the participants were grouped according to sex and specialization, their overall acceptability mean did not exhibit significant differences. It was also found that the evaluation factors in the acceptability questionnaire all have a strong, positive correlation with the overall acceptability mean. Thus, technology-enhanced instructional materials like videos and other learning media are helpful learning resources in maximizing learning outcomes amid the pandemic.
{"title":"Teacher-Made Videos as Learning Tool in Elementary Statistics during the Pandemic: A Developmental Research","authors":"Jahfet Naca Nabayra","doi":"10.18178/ijiet.2023.13.1.1774","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1774","url":null,"abstract":"The COVID-19 pandemic has affected education institutions around the world which has forced them to abruptly shift to online learning to address educational challenges with limited resources. Hence, this developmental research aimed to develop teacher-made videos as a learning tool for online learning in elementary statistics. This was utilized as an asynchronous lecture material during the pandemic and its acceptability was evaluated using the ADDIE Model. However, this paper focused only on the development and evaluation phase. It included 104 freshmen university students and five experts as participants of the study. Mean, standard deviation, frequency count, correlation analysis, and test of difference were used as data analysis tools. The developed videos consist of the following elements: title, learning objectives, overview, content discussion, assessment, and answer key. The teacher-made videos were highly acceptable in terms of learning objectives, content, organization and presentation, format and design, learning activities, and assessment as evaluated by the students and experts. In addition, when the participants were grouped according to sex and specialization, their overall acceptability mean did not exhibit significant differences. It was also found that the evaluation factors in the acceptability questionnaire all have a strong, positive correlation with the overall acceptability mean. Thus, technology-enhanced instructional materials like videos and other learning media are helpful learning resources in maximizing learning outcomes amid the pandemic.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67490950","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}
Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.1.1791
H. Fibriasari, W. Andayani, T. T. A. Putri, N. Harianja
The need to study during the pandemic drove students of all grade levels to pursue online education. Some Indonesian schools and colleges developed the LMS platform to facilitate online learning. LMS (Learning Management Systems) is a novel concept for the majority of pupils. This study explored the experiences and expectations of students using LMS at an Indonesian government university. This is a qualitative study comprised of interviews. Twenty university students were recruited for interviews. The interview findings were then coded to identify major themes. The interview showed three primary themes: the benefits of employing an LMS, the difficulties of utilizing an LMS, and the future of LMS. The majority of students enjoyed using the LMS during their studies and encountered no operational difficulties. However, the biggest difficulty is the pupils’ poor internet connection, as they access the Internet from their rural homes. The findings suggested that in the future, following the COVID-19 pandemic, LMS could serve as a replacement for the traditional learning process, since many students have realized its benefits.
{"title":"Learning Management System Now and in The Future: Study Case from the Indonesian University Students","authors":"H. Fibriasari, W. Andayani, T. T. A. Putri, N. Harianja","doi":"10.18178/ijiet.2023.13.1.1791","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1791","url":null,"abstract":"The need to study during the pandemic drove students of all grade levels to pursue online education. Some Indonesian schools and colleges developed the LMS platform to facilitate online learning. LMS (Learning Management Systems) is a novel concept for the majority of pupils. This study explored the experiences and expectations of students using LMS at an Indonesian government university. This is a qualitative study comprised of interviews. Twenty university students were recruited for interviews. The interview findings were then coded to identify major themes. The interview showed three primary themes: the benefits of employing an LMS, the difficulties of utilizing an LMS, and the future of LMS. The majority of students enjoyed using the LMS during their studies and encountered no operational difficulties. However, the biggest difficulty is the pupils’ poor internet connection, as they access the Internet from their rural homes. The findings suggested that in the future, following the COVID-19 pandemic, LMS could serve as a replacement for the traditional learning process, since many students have realized its benefits.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67491105","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}
Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.1.1792
Adriana Shamsudin, Siti Nurulhuda Mamat, Nur Farahah Mohd Pauzi, Mohd Syazwan Karim
As a developing nation, Malaysia is looking forward to transforming its direction towards the Industrial Revolution 5.0. Aligned with the transformation process that is mainly driven by the rapid modern industrial transformation, Malaysian education system is faced with a variety of challenges especially in equipping young adults with innovative, digitally literate, and high critical thinking skills to make them future-ready. Additionally, the growing digital world economy has resulted in the loss and transformation of jobs which necessitates the transformation of Malaysian education for future employability. Moreover, the ongoing global COVID-19 pandemic has accelerated the digitalization of the education sector. Hence, this study aims to explore, analyze, and evaluate first-year Bachelor in Accountancy students’ perspectives with regard to their online learning experiences in digitalized classrooms by looking at six dimensions: 1) Self-Directed Learning, 2) Learner Readiness toward Online Learning, 3) Learner Control, 4) Online Communication, 5) Computer/Internet Self-Efficacy, and 6) Motivation for Learning. Using a qualitative research design, online interviews via Google Meet involving 43 first-year students were conducted. The recorded interviews were then transcribed and analyzed using ATLAS.ti 8. The results of the study suggest that online learning has its advantages and disadvantages based on the respondents’ perspectives and experiences. A majority of the respondents reported that they enjoyed online learning and were well prepared for it while some of them perceived online learning as a complicated approach due to some factors. It can be concluded that these students were ready for online learning.
{"title":"Adapting to Changing Expectations: Accounting Students in the Digital Learning Environment","authors":"Adriana Shamsudin, Siti Nurulhuda Mamat, Nur Farahah Mohd Pauzi, Mohd Syazwan Karim","doi":"10.18178/ijiet.2023.13.1.1792","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1792","url":null,"abstract":"As a developing nation, Malaysia is looking forward to transforming its direction towards the Industrial Revolution 5.0. Aligned with the transformation process that is mainly driven by the rapid modern industrial transformation, Malaysian education system is faced with a variety of challenges especially in equipping young adults with innovative, digitally literate, and high critical thinking skills to make them future-ready. Additionally, the growing digital world economy has resulted in the loss and transformation of jobs which necessitates the transformation of Malaysian education for future employability. Moreover, the ongoing global COVID-19 pandemic has accelerated the digitalization of the education sector. Hence, this study aims to explore, analyze, and evaluate first-year Bachelor in Accountancy students’ perspectives with regard to their online learning experiences in digitalized classrooms by looking at six dimensions: 1) Self-Directed Learning, 2) Learner Readiness toward Online Learning, 3) Learner Control, 4) Online Communication, 5) Computer/Internet Self-Efficacy, and 6) Motivation for Learning. Using a qualitative research design, online interviews via Google Meet involving 43 first-year students were conducted. The recorded interviews were then transcribed and analyzed using ATLAS.ti 8. The results of the study suggest that online learning has its advantages and disadvantages based on the respondents’ perspectives and experiences. A majority of the respondents reported that they enjoyed online learning and were well prepared for it while some of them perceived online learning as a complicated approach due to some factors. It can be concluded that these students were ready for online learning.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67491196","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}
Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.1.1793
Dorine Rakaj
Higher education around the world has undergone significant transformation as a result of the COVID-19 pandemic. This transition compelled Kosovar teachers at all levels to switch to an online mode right away. This study aims to investigate professors' perceptions of online learning during the COVID-19 pandemic. A qualitative descriptive approach was used in this study. A questionnaire was used to elicit the responses of 20 professors at University ‘‘Ukshin Hoti’’ Prizren, Kosovo. The questionnaire used a 5-point Likert scale. The data were processed using simple statistical analysis. The findings of this study revealed that, on average, professors had positive perceptions towards online classes during the pandemic. This study also revealed that most of professors experienced several technical problems during online classes. Although they experienced some technical problems, the study showed that most of professors enjoyed the online teaching experience. The outcomes of this study will help policymakers and educational institutions design practical and useful online teaching methods and techniques for teachers in the post COVID world.
{"title":"University Professors' Perceptions of Online Learning during the COVID-19 Pandemic: A Case Study","authors":"Dorine Rakaj","doi":"10.18178/ijiet.2023.13.1.1793","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1793","url":null,"abstract":"Higher education around the world has undergone significant transformation as a result of the COVID-19 pandemic. This transition compelled Kosovar teachers at all levels to switch to an online mode right away. This study aims to investigate professors' perceptions of online learning during the COVID-19 pandemic. A qualitative descriptive approach was used in this study. A questionnaire was used to elicit the responses of 20 professors at University ‘‘Ukshin Hoti’’ Prizren, Kosovo. The questionnaire used a 5-point Likert scale. The data were processed using simple statistical analysis. The findings of this study revealed that, on average, professors had positive perceptions towards online classes during the pandemic. This study also revealed that most of professors experienced several technical problems during online classes. Although they experienced some technical problems, the study showed that most of professors enjoyed the online teaching experience. The outcomes of this study will help policymakers and educational institutions design practical and useful online teaching methods and techniques for teachers in the post COVID world.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67491258","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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