English is an international language for intercultural communication on the Internet, in the field of business and trade. MOOC are an effective means of the formation of English language skills in the conditions of distance learning and blended learning. The purpose of THE research is a quantitative analysis of the online courses for learning English, which are presented on the international (Udemy, Alison, FutureLearn, edX) and Ukrainian (Prometheus and EdEra) online platforms. During the research, we used quantitative research methods, which involved direct observation of the number of online courses on popular MOOC platforms as of January 2023. The similar criteria for comparing MOOC were the number of online courses, level of training, cost, and type of the course completion document. The analyzed online platforms contain 1675 courses on learning English. On the analyzed MOOC 1350 online courses (80.5%) are payable. Users can enroll on the courses of such levels as Beginner (699 courses, 41.7%), Intermediate (336 courses, 20.1%), Advanced (66 courses, 3.9%), and the courses without a specified level of training (574 courses, 34.3%). It was found that online courses provide additional options like Subtitles, Quizzes, Practice Tests, and Video Transcript, which help to learn English better. In the future, it is planned to study the influence of some elements of online courses on the quality of students’ training and their educational motivation during blended learning.
{"title":"The Quantitative Analysis of Massive Open Online Courses (MOOC) for Learning English","authors":"Tetiana Sharova, Oksana Filatova, Lidiia Kavun, Alina Zemlianska, Viktoriia Donii","doi":"10.18178/ijiet.2023.13.9.1943","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.9.1943","url":null,"abstract":"English is an international language for intercultural communication on the Internet, in the field of business and trade. MOOC are an effective means of the formation of English language skills in the conditions of distance learning and blended learning. The purpose of THE research is a quantitative analysis of the online courses for learning English, which are presented on the international (Udemy, Alison, FutureLearn, edX) and Ukrainian (Prometheus and EdEra) online platforms. During the research, we used quantitative research methods, which involved direct observation of the number of online courses on popular MOOC platforms as of January 2023. The similar criteria for comparing MOOC were the number of online courses, level of training, cost, and type of the course completion document. The analyzed online platforms contain 1675 courses on learning English. On the analyzed MOOC 1350 online courses (80.5%) are payable. Users can enroll on the courses of such levels as Beginner (699 courses, 41.7%), Intermediate (336 courses, 20.1%), Advanced (66 courses, 3.9%), and the courses without a specified level of training (574 courses, 34.3%). It was found that online courses provide additional options like Subtitles, Quizzes, Practice Tests, and Video Transcript, which help to learn English better. In the future, it is planned to study the influence of some elements of online courses on the quality of students’ training and their educational motivation during blended learning.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"9 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":"135550681","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.2023.13.9.1952
Ainur Yusra Nabila Mohd Nadzri, Ahmad Fauzi Mohd Ayub, Nurul Nadwa Zulkifli
There are many Augmented Reality (AR) applications in smart devices, but their use in education is less focused and does not meet the current syllabus. AR has a great potential to be used in education, especially in introducing abstract concepts. To use augmented reality in education, students and teachers must follow teaching and learning guidelines. Therefore, this study implied the development of an educational module with augmented reality in Geometry, specifically under Space, following the standards-based curriculum for primary school (KSSR) Year 4 lessons. This study aims to determine the effects of using a module with AR (GeomAR3) on student performance in learning Geometry compared to a traditional module (Geom3). This study was conducted quantitatively following a quasi-experimental design with a pre- and post-test. Fifty-nine (59) Year 4 students were involved in the study from a school selected through purposive sampling, with 29 of them as an experimental group and the remaining 30 as a control group. The point of assessing student performance is seen through the implementation instrument, such as a pre-test, a post-test, and a delayed post-test. The study data were analysed using Multivariate Analysis of Covariance (MANCOVA) with the pre-test score as a covariate. The results show a significant difference in student performance on the overall mean score for the post-test (F (1,59) = 33.848, p = 0.000; eta squared = 0.377) and the delayed post-test (F (1,59) = 14.740, p = 0.000; eta squared = 0.208), with the experimental group significantly better than the control group. In conclusion, the use of modules with AR was found to improve students’ achievement in learning Geometry due to the factor of the ability to visualize clearly, strengthen students’ long-term memory, and gain conceptual understanding through the experience shown by AR.
在智能设备中有许多增强现实(AR)应用，但它们在教育中的应用不太受关注，也不符合当前的教学大纲。增强现实技术在教育领域具有巨大的应用潜力，特别是在引入抽象概念方面。为了在教育中使用增强现实，学生和教师必须遵循教学指导方针。因此，本研究暗示，根据小学四年级的标准课程(KSSR)课程，在几何课程中开发具有增强现实的教育模块，特别是在空间课程中。本研究旨在确定与传统模块(Geom3)相比，使用AR模块(GeomAR3)对学生几何学习成绩的影响。本研究采用准实验设计，采用前测和后测进行定量分析。通过有目的的抽样，从一所学校中选择了59名四年级学生参与了这项研究，其中29名作为实验组，其余30名作为对照组。评估学生表现的重点是通过实施工具，如前测、后测和延迟后测。采用多变量协方差分析(MANCOVA)对研究数据进行分析，以前测分数为协变量。结果显示，学生在测试后的总体平均分上的表现有显著差异(F (1,59) = 33.848, p = 0.000;eta平方= 0.377)和延迟后验(F (1,59) = 14.740, p = 0.000;Eta平方= 0.208)，实验组明显优于对照组。综上所述，我们发现使用AR模块可以提高学生的几何学习成绩，因为它可以使学生清晰地想象，增强学生的长期记忆，并通过AR所展示的经验获得概念理解。
{"title":"The Effect of Using Augmented Reality Module in Learning Geometry on Mathematics Performance among Primary Students","authors":"Ainur Yusra Nabila Mohd Nadzri, Ahmad Fauzi Mohd Ayub, Nurul Nadwa Zulkifli","doi":"10.18178/ijiet.2023.13.9.1952","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.9.1952","url":null,"abstract":"There are many Augmented Reality (AR) applications in smart devices, but their use in education is less focused and does not meet the current syllabus. AR has a great potential to be used in education, especially in introducing abstract concepts. To use augmented reality in education, students and teachers must follow teaching and learning guidelines. Therefore, this study implied the development of an educational module with augmented reality in Geometry, specifically under Space, following the standards-based curriculum for primary school (KSSR) Year 4 lessons. This study aims to determine the effects of using a module with AR (GeomAR3) on student performance in learning Geometry compared to a traditional module (Geom3). This study was conducted quantitatively following a quasi-experimental design with a pre- and post-test. Fifty-nine (59) Year 4 students were involved in the study from a school selected through purposive sampling, with 29 of them as an experimental group and the remaining 30 as a control group. The point of assessing student performance is seen through the implementation instrument, such as a pre-test, a post-test, and a delayed post-test. The study data were analysed using Multivariate Analysis of Covariance (MANCOVA) with the pre-test score as a covariate. The results show a significant difference in student performance on the overall mean score for the post-test (F (1,59) = 33.848, p = 0.000; eta squared = 0.377) and the delayed post-test (F (1,59) = 14.740, p = 0.000; eta squared = 0.208), with the experimental group significantly better than the control group. In conclusion, the use of modules with AR was found to improve students’ achievement in learning Geometry due to the factor of the ability to visualize clearly, strengthen students’ long-term memory, and gain conceptual understanding through the experience shown by AR.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"26 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":"135550912","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}
This study aims to develop augmented reality (AR) as a learning media that can be accessed on smartphones to improve students’ multiple representation and problem-solving skills, named direct current electricity-augmented reality (DICTY-AR). The media integrated with Javanese local wisdom ‘Wayang’ performance to make learning more interesting and closer to the student environment. The development adopted the 4D model. Two content experts, two media experts, and four practitioners validated the media. The validation result of the developed media shows a V index between 0.80–1.00 for all aspects with very high categories. The readability test was administered to 20 students and gained very good results. Therefore, it can be concluded that DICTY-AR is suitable for learning direct current electricity as a physics concept. An expanded test was conducted to see the effectiveness of the media was developed. DICTY-AR effectively contributed 89.7% in learning physics to improve students’ multiple representation and problem-solving skills. Learning using DICTY-AR is more effective and positively impacts students in learning physics.
{"title":"Development of DICTY-AR Integrated Local Wisdom to Improve Multiple Representation and Problem-Solving Skills","authors":"Arshi Alfianti, Heru Kuswanto, Anggi Datiatur Rahmat, Reno Nurdiyanto","doi":"10.18178/ijiet.2023.13.9.1941","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.9.1941","url":null,"abstract":"This study aims to develop augmented reality (AR) as a learning media that can be accessed on smartphones to improve students’ multiple representation and problem-solving skills, named direct current electricity-augmented reality (DICTY-AR). The media integrated with Javanese local wisdom ‘Wayang’ performance to make learning more interesting and closer to the student environment. The development adopted the 4D model. Two content experts, two media experts, and four practitioners validated the media. The validation result of the developed media shows a V index between 0.80–1.00 for all aspects with very high categories. The readability test was administered to 20 students and gained very good results. Therefore, it can be concluded that DICTY-AR is suitable for learning direct current electricity as a physics concept. An expanded test was conducted to see the effectiveness of the media was developed. DICTY-AR effectively contributed 89.7% in learning physics to improve students’ multiple representation and problem-solving skills. Learning using DICTY-AR is more effective and positively impacts students in learning physics.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"94 33 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":"135550988","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.2023.13.10.1955
Sidonie F. Costa, Ana I. Borges
Educational videos have been an increasingly used tool in education, accentuated not only by the rapid growth of the Internet and mobile technologies but also by the Coronavirus disease 19 pandemic. Following this trend, the b-Learning Mathematics course b-Mat@plicada was created in 2015 for Higher Education students and has evolved to extend the course and improve the quality of the available contents. This evolution was influenced by some studies that have been made since the first year of implementation. The main objective of this work is to evaluate the influence of the Coronavirus disease 19 pandemic on the students’ perceptions and attitudes toward the learning videos available on the course b-Mat@plicada and, also, on the Internet. At the end of the year 2022, 104 higher education (HE) students responded to a satisfaction survey about the use of learning videos to study and the contents of the b-Mat@plicada course. By using descriptive statistics and independent Chi-square tests, the responses were analyzed and compared with other results obtained in 2015 and 2018, that is, before the pandemic. The findings indicate that there has been a rise in the demand for b-Mat@plicada educational videos and for videos available on the Internet in general. Also, students perceived an improvement in the quality of the videos since the pre-pandemic period. Additionally, students now consider online videos more useful than before the pandemic. However, they still view them as supplementary rather than a primary learning source.
{"title":"Students' Pre- and Post-COVID-19 Perception of Mathematics Videos in Higher Education","authors":"Sidonie F. Costa, Ana I. Borges","doi":"10.18178/ijiet.2023.13.10.1955","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.10.1955","url":null,"abstract":"Educational videos have been an increasingly used tool in education, accentuated not only by the rapid growth of the Internet and mobile technologies but also by the Coronavirus disease 19 pandemic. Following this trend, the b-Learning Mathematics course b-Mat@plicada was created in 2015 for Higher Education students and has evolved to extend the course and improve the quality of the available contents. This evolution was influenced by some studies that have been made since the first year of implementation. The main objective of this work is to evaluate the influence of the Coronavirus disease 19 pandemic on the students’ perceptions and attitudes toward the learning videos available on the course b-Mat@plicada and, also, on the Internet. At the end of the year 2022, 104 higher education (HE) students responded to a satisfaction survey about the use of learning videos to study and the contents of the b-Mat@plicada course. By using descriptive statistics and independent Chi-square tests, the responses were analyzed and compared with other results obtained in 2015 and 2018, that is, before the pandemic. The findings indicate that there has been a rise in the demand for b-Mat@plicada educational videos and for videos available on the Internet in general. Also, students perceived an improvement in the quality of the videos since the pre-pandemic period. Additionally, students now consider online videos more useful than before the pandemic. However, they still view them as supplementary rather than a primary learning source.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"18 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":"136258971","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.2023.13.1.1777
Anália Santos, Dora A Pereira, Nanci Botelho, Paul Medeiros, J. Cascalho
This paper intends to analyze the implementation of the Festival de Robótica - AZORESminiBOT, a robotics festival for the young which purpose was to create learning experiences that lead to the utilization of robots, promoting coding skills and computational thinking, as well as cooperative problem solving and with the mobilization of knowledge from specific curricular areas. At the same time, we intended to sensitize teachers to the relevance and comprehensiveness that robotic and coding activities can have in an educational environment. The festival took place in a school located at São Miguel Island, Azores. The proposed activities and the participation of the children in the four stations available were evaluated using direct observation and surveys by questionnaire. From the observations made by the researchers and the answers to the questionnaires of the 155 children who participated, 11 teachers, and 22 collaborators who facilitated the activities, it was concluded that the activities implemented were of interest to the children and were considered relevant by the teachers, but some aspects concerning the operation of the robots and the scenarios created should be taken care of in the future so that the pedagogical component is effective and of quality.
{"title":"Robotics for Young People in AZORESminiBOT","authors":"Anália Santos, Dora A Pereira, Nanci Botelho, Paul Medeiros, J. Cascalho","doi":"10.18178/ijiet.2023.13.1.1777","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1777","url":null,"abstract":"This paper intends to analyze the implementation of the Festival de Robótica - AZORESminiBOT, a robotics festival for the young which purpose was to create learning experiences that lead to the utilization of robots, promoting coding skills and computational thinking, as well as cooperative problem solving and with the mobilization of knowledge from specific curricular areas. At the same time, we intended to sensitize teachers to the relevance and comprehensiveness that robotic and coding activities can have in an educational environment. The festival took place in a school located at São Miguel Island, Azores. The proposed activities and the participation of the children in the four stations available were evaluated using direct observation and surveys by questionnaire. From the observations made by the researchers and the answers to the questionnaires of the 155 children who participated, 11 teachers, and 22 collaborators who facilitated the activities, it was concluded that the activities implemented were of interest to the children and were considered relevant by the teachers, but some aspects concerning the operation of the robots and the scenarios created should be taken care of in the future so that the pedagogical component is effective and of quality.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67490673","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.2023.13.1.1788
Hassan Abuhassna, N. Yahaya, M. A. Z. M. Zakaria, N. M. Zaid, N. A. Samah, Fareed Awae, Chee Ken Nee, Ahmad H. Alsharif
The technology acceptance model (TAM) is an information systems model that models how consumers use and accept technology. Scholars have implemented TAM widely to examine the effectiveness and ease of use of online learning. Therefore, this analysis comprehensively analyses TAM’s role in accepting online learning platforms by conducting bibliometric and content analysis based on the PRISMA framework. Insights into technology acceptance models were determined by bibliometrics analysis with VosViewer and content analysis. Methods: This study expanded all research from 2002 to 2020. A sum of 120 publications was analysed in January 2022 as documented in the Scopus database after applying the including and excluding criteria in addition to the manual evaluation. Results: This review’s findings identified the most compelling subjects covered by the journal. Most prolific countries, educational institutions, Journals, and authors were identified. Additionally, the results demonstrate several significant models for technology acceptance; several online learning environments were outlined (MOOC, Moodle, E-learning, flipped learning, and blended learning). Conclusion: The research presents a roadmap for potential researchers, concentrating on critical areas where success is possible. However, more research is required to utilize the TAM model and incorporate different online learning environments.
{"title":"Trends on Using the Technology Acceptance Model (TAM) for Online Learning: A Bibliometric and Content Analysis","authors":"Hassan Abuhassna, N. Yahaya, M. A. Z. M. Zakaria, N. M. Zaid, N. A. Samah, Fareed Awae, Chee Ken Nee, Ahmad H. Alsharif","doi":"10.18178/ijiet.2023.13.1.1788","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1788","url":null,"abstract":"The technology acceptance model (TAM) is an information systems model that models how consumers use and accept technology. Scholars have implemented TAM widely to examine the effectiveness and ease of use of online learning. Therefore, this analysis comprehensively analyses TAM’s role in accepting online learning platforms by conducting bibliometric and content analysis based on the PRISMA framework. Insights into technology acceptance models were determined by bibliometrics analysis with VosViewer and content analysis. Methods: This study expanded all research from 2002 to 2020. A sum of 120 publications was analysed in January 2022 as documented in the Scopus database after applying the including and excluding criteria in addition to the manual evaluation. Results: This review’s findings identified the most compelling subjects covered by the journal. Most prolific countries, educational institutions, Journals, and authors were identified. Additionally, the results demonstrate several significant models for technology acceptance; several online learning environments were outlined (MOOC, Moodle, E-learning, flipped learning, and blended learning). Conclusion: The research presents a roadmap for potential researchers, concentrating on critical areas where success is possible. However, more research is required to utilize the TAM model and incorporate different online learning environments.","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":"67491333","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.2023.13.4.1852
Shadi Esnaashari, L. Gardner, Michael Rehm, T. Arthanari, O. Filippova
This study investigates final scores predictability based on students’ longitudinally reported motivation belief and the use of learning strategies in blended learning (BL) courses for freshmen and upper-level students. The Motivated Strategies for Learning Questionnaire was administered three times to measure students’ motivation belief and use of learning strategies (N=314) and collected 850 viable surveys. Firstly, an investigation of the dynamics of the factors involved with students’ motivational belief and use of learning strategies was completed. It was found that freshmen students’ motivation dropped until the mid-term and it increased again as the course progressed towards the end, whereas, upper-level students’ motivation continued to drop throughout the course. In terms of the predictability of final scores, at construct level, stepwise regression chose motivation as predictors of freshmen’s final score and strategy used as a predictor for upper-level students. The paper also discusses the implications of the study related to self-regulation learning theory, learning analytics, and instructional design.
{"title":"A Comparison of the Predictability of Final Scores for Freshmen and Upper-Level Students in Blended Learning Courses","authors":"Shadi Esnaashari, L. Gardner, Michael Rehm, T. Arthanari, O. Filippova","doi":"10.18178/ijiet.2023.13.4.1852","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1852","url":null,"abstract":"This study investigates final scores predictability based on students’ longitudinally reported motivation belief and the use of learning strategies in blended learning (BL) courses for freshmen and upper-level students. The Motivated Strategies for Learning Questionnaire was administered three times to measure students’ motivation belief and use of learning strategies (N=314) and collected 850 viable surveys. Firstly, an investigation of the dynamics of the factors involved with students’ motivational belief and use of learning strategies was completed. It was found that freshmen students’ motivation dropped until the mid-term and it increased again as the course progressed towards the end, whereas, upper-level students’ motivation continued to drop throughout the course. In terms of the predictability of final scores, at construct level, stepwise regression chose motivation as predictors of freshmen’s final score and strategy used as a predictor for upper-level students. The paper also discusses the implications of the study related to self-regulation learning theory, learning analytics, and instructional design.","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":"67493102","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.2023.13.4.1853
Spyridon Tzimiris, Stefanos Nikiforos, K. Kermanidis
The present research examines the way in which Emergency Remote Teaching (ERT) affected students with Special Educational Needs and/or Disability (SEND) during the COVID-19 pandemic. Qualitative descriptive analysis by hand and AI-based/linguistic analysis was performed on the interviews of 12 parents of students with SEND. The results revealed a). how students responded to those special learning conditions, b). how the special educational needs or disabilities of those children affected their attendance on the online courses, and c). how their parents judged the educational dimension of ERT, along with any changes noticed in the psychological and emotional state of their children. Parents highlighted the overall negative impact of ERT on children with SEND.
{"title":"The Effect of Emergency Remote Teaching on Students with Special Educational Needs and/or Disability during the COVID-19 Pandemic: The Parents‘ View","authors":"Spyridon Tzimiris, Stefanos Nikiforos, K. Kermanidis","doi":"10.18178/ijiet.2023.13.4.1853","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1853","url":null,"abstract":"The present research examines the way in which Emergency Remote Teaching (ERT) affected students with Special Educational Needs and/or Disability (SEND) during the COVID-19 pandemic. Qualitative descriptive analysis by hand and AI-based/linguistic analysis was performed on the interviews of 12 parents of students with SEND. The results revealed a). how students responded to those special learning conditions, b). how the special educational needs or disabilities of those children affected their attendance on the online courses, and c). how their parents judged the educational dimension of ERT, along with any changes noticed in the psychological and emotional state of their children. Parents highlighted the overall negative impact of ERT on children with SEND.","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":"67493833","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.2023.13.7.1911
W. D. Sulistyo, Ulfatun Nafi'ah, Moch. Nurfahrul, Lukmanul Khakim
The learning model is an important and strategic aspect that affects the implementation of learning. Therefore, the learning model used must be varied and innovative to create effective and optimal learning outcomes. The first innovation in learning is the incorporation of technology and the second innovation is the use of historical sites in learning. This has a lot of potential and can solve many problems in history classes. This article presents a videography-based learning history activities on site (LHAOS) learning model that utilizes the Negeri Baru Temple site. The research method used is the research and development (R&D) method, following the analyze, design, develop, implement, and evaluate (ADDIE) approach, which includes the stages of analysis, design, development, implementation, and evaluation. The literature review is also conducted with descriptive analysis. The sources used include books, articles, archives, and other relevant sources. The results of this study include: first, a study of the Negeri Baru Temple site in Ketapang Regency, West Kalimantan, and second, a videography-based LHAOS learning model that utilizes the Negeri Baru Temple site. This learning model consists of three stages: observation, exploration, and reflection. This study reached an average score of 90 from the four aspects of the validator's assessment. The implementation results for the practical test and the effectiveness of the media consisting of seven aspects of the assessment, show an average score of 93.4. From these figures, it can be concluded that the product of the LHAOS model is an effective product.
{"title":"Learning History Activities on Site (LHAOS) Based on Videography Technology","authors":"W. D. Sulistyo, Ulfatun Nafi'ah, Moch. Nurfahrul, Lukmanul Khakim","doi":"10.18178/ijiet.2023.13.7.1911","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.7.1911","url":null,"abstract":"The learning model is an important and strategic aspect that affects the implementation of learning. Therefore, the learning model used must be varied and innovative to create effective and optimal learning outcomes. The first innovation in learning is the incorporation of technology and the second innovation is the use of historical sites in learning. This has a lot of potential and can solve many problems in history classes. This article presents a videography-based learning history activities on site (LHAOS) learning model that utilizes the Negeri Baru Temple site. The research method used is the research and development (R&D) method, following the analyze, design, develop, implement, and evaluate (ADDIE) approach, which includes the stages of analysis, design, development, implementation, and evaluation. The literature review is also conducted with descriptive analysis. The sources used include books, articles, archives, and other relevant sources. The results of this study include: first, a study of the Negeri Baru Temple site in Ketapang Regency, West Kalimantan, and second, a videography-based LHAOS learning model that utilizes the Negeri Baru Temple site. This learning model consists of three stages: observation, exploration, and reflection. This study reached an average score of 90 from the four aspects of the validator's assessment. The implementation results for the practical test and the effectiveness of the media consisting of seven aspects of the assessment, show an average score of 93.4. From these figures, it can be concluded that the product of the LHAOS model is an effective product.","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":"67495198","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.2023.13.6.1889
M. Samonte, Kevin Nicholas U. Banganay, Karen E. Fernandez, Jameela Nadine D. Jamena
Distance learning has become common in Philippines as schools have started to cater to online education due to the outbreak of COVID-19. E-learning has been adapted to provide learning materials and train students over the Internet. However, for people with impairments such as hearing and vision, this can be a problem. With this situation, the study developed an e-learning application with an assistive laboratory for assessments, specifically for college students. The subject matter used for the developed system is cybersecurity. cybersecurity is now one of the most in-demand courses due to the rising cases of cyberattacks. The developed system allows students to learn cybersecurity and conduct laboratory exercises in a virtual machine with text-to-speech and closed-caption technology. The study used two post-tests in a controlled group of respondents to determine if the developed system accommodates online cybersecurity learning compared to the traditional learning methods available. Comparing scores from the first group who used the developed system to the second group who used the current learning methods shows that the former received higher scores and has deemed the developed system. The developed system that has presented a guided cybersecurity learning scenario is more effective than current learning methods. Security testing was applied in this study to identify potential vulnerabilities and possible security risks in e-learning systems like this.
{"title":"CyLearn: An Assistive Web-Based e-Learning System for Cybersecurity Skills Course","authors":"M. Samonte, Kevin Nicholas U. Banganay, Karen E. Fernandez, Jameela Nadine D. Jamena","doi":"10.18178/ijiet.2023.13.6.1889","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.6.1889","url":null,"abstract":"Distance learning has become common in Philippines as schools have started to cater to online education due to the outbreak of COVID-19. E-learning has been adapted to provide learning materials and train students over the Internet. However, for people with impairments such as hearing and vision, this can be a problem. With this situation, the study developed an e-learning application with an assistive laboratory for assessments, specifically for college students. The subject matter used for the developed system is cybersecurity. cybersecurity is now one of the most in-demand courses due to the rising cases of cyberattacks. The developed system allows students to learn cybersecurity and conduct laboratory exercises in a virtual machine with text-to-speech and closed-caption technology. The study used two post-tests in a controlled group of respondents to determine if the developed system accommodates online cybersecurity learning compared to the traditional learning methods available. Comparing scores from the first group who used the developed system to the second group who used the current learning methods shows that the former received higher scores and has deemed the developed system. The developed system that has presented a guided cybersecurity learning scenario is more effective than current learning methods. Security testing was applied in this study to identify potential vulnerabilities and possible security risks in e-learning systems like this.","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":"67495419","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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