F. Pozzi, F. Manganello, M. Passarelli, D. Persico, M. Romagnoli
According to the socio-constructivist theories of learning, collaborative learning allows negotiation of shared meanings and co-construction of new knowledge among peers. This approach fits particularly well with healthcare professional education needs, as these professionals often face challenging issues that require the ability to fully understand the complexity of the patients’ health conditions through working with others. However, while collaborative learning approaches are widely used in face-to-face nurse education contexts, their online equivalent still seem to be understudied, in spite of their great potential for the field. This systematic literature review investigates: (1) to what extent are online collaborative learning activities being adopted and investigated in formal nurse education, (2) What kind of online collaborative learning activities/techniques are proposed and what team structures are employed, (3) what technologies are used to run these learning activities, and (4) what methods are used to evaluate the impact of these activities. Studies were included if they presented online collaborative learning activities proposed by Universities or VET (Vocational Education and Training) providers. Articles published in 2015 or later were collected in November 2022 from Scopus, Web of Science and Medline. A total of 1059 records were retrieved, selected and analysed by four coders, resulting in a final dataset of 75 papers that were coded for type of collaborative approach, study characteristics, research methodology used, strength of evidence, and relevance to the research questions. Most of them described the use of activities like Discussions, Case Studies and Peer Reviews, sometimes in association with Role Play. In terms of technologies, Learning Managements Systems, forums and social media were already common pre-pandemic, but during the lockdown synchronous communication tools – often used to support simulations – took over. Data collection was carried out quantitatively, qualitatively or using mixed methods, but in many cases data reporting is weak or absent at all. The majority of the retrieved papers illustrate activities where collaboration was not structured in any way and there was no joint assignment or common objective/artefact that learners needed to reach/produce. In case of blended interventions, often collaboration is limited to the f2f sessions, while the digital setting is used for individual work. In terms of social structure, most of the time small groups or plenaries are used. In summary, the review reveals that studies on online collaborative learning for nurses are limited, especially in Europe, and the design of online collaborative activities often clashes with the principles put forward by the Computer Supported Collaborative Learning (CSCL) research community. Based on the results of the review we put forth some key recommendations, such as ensuring that online collaboration involves the creation of a s
根据社会建构主义学习理论，协作学习允许同伴之间协商共享的意义和共同构建新知识。这种方法特别适合医疗专业人员的教育需求，因为这些专业人员经常面临挑战性问题，需要通过与他人合作来充分了解患者健康状况的复杂性。然而，尽管协作学习方法在面对面护士教育环境中被广泛使用，但尽管其在该领域具有巨大潜力，但其在线等效方法似乎仍被研究不足。这篇系统的文献综述调查了：（1）在正规护士教育中，在线协作学习活动在多大程度上被采用和调查，以及（4）使用什么方法来评估这些活动的影响。如果研究提供了大学或职业教育与培训（VET）提供者提出的在线合作学习活动，则将其纳入研究。2015年或之后发表的文章于2022年11月从Scopus、Web of Science和Medline收集。四位编码人员检索、选择和分析了总共1059份记录，形成了一个由75篇论文组成的最终数据集，这些论文根据合作方法的类型、研究特征、使用的研究方法、证据的强度和与研究问题的相关性进行了编码。他们中的大多数人描述了讨论、案例研究和同行评审等活动的使用，有时与角色扮演有关。在技术方面，学习管理系统、论坛和社交媒体在疫情前就已经很常见了，但在封锁期间，同步通信工具——通常用于支持模拟——取而代之。数据收集是定量、定性或使用混合方法进行的，但在许多情况下，数据报告薄弱或根本没有。检索到的大多数论文都说明了合作没有任何结构，也没有学习者需要达成/产生的共同任务或共同目标/工件的活动。在混合干预的情况下，合作通常仅限于f2f会议，而数字环境用于个人工作。就社会结构而言，大多数时候都是使用小团体或合议庭。总之，综述表明，对护士在线协作学习的研究是有限的，尤其是在欧洲，在线协作活动的设计往往与计算机支持的协作学习（CSCL）研究界提出的原则相冲突。根据审查结果，我们提出了一些关键建议，例如确保在线协作涉及创建共享的人工制品，并努力使虚拟模拟真正具有协作性，而不仅仅局限于设想学生在汇报阶段的互动。该论文还提出了一些很少调查的研究领域，这些领域在未来值得进一步关注。
{"title":"Collaborative Approaches in Online Nurse Education: A Systematic Literature Review","authors":"F. Pozzi, F. Manganello, M. Passarelli, D. Persico, M. Romagnoli","doi":"10.34190/ejel.21.3.2751","DOIUrl":"https://doi.org/10.34190/ejel.21.3.2751","url":null,"abstract":"According to the socio-constructivist theories of learning, collaborative learning allows negotiation of shared meanings and co-construction of new knowledge among peers. This approach fits particularly well with healthcare professional education needs, as these professionals often face challenging issues that require the ability to fully understand the complexity of the patients’ health conditions through working with others. However, while collaborative learning approaches are widely used in face-to-face nurse education contexts, their online equivalent still seem to be understudied, in spite of their great potential for the field. This systematic literature review investigates: (1) to what extent are online collaborative learning activities being adopted and investigated in formal nurse education, (2) What kind of online collaborative learning activities/techniques are proposed and what team structures are employed, (3) what technologies are used to run these learning activities, and (4) what methods are used to evaluate the impact of these activities. Studies were included if they presented online collaborative learning activities proposed by Universities or VET (Vocational Education and Training) providers. Articles published in 2015 or later were collected in November 2022 from Scopus, Web of Science and Medline. A total of 1059 records were retrieved, selected and analysed by four coders, resulting in a final dataset of 75 papers that were coded for type of collaborative approach, study characteristics, research methodology used, strength of evidence, and relevance to the research questions. Most of them described the use of activities like Discussions, Case Studies and Peer Reviews, sometimes in association with Role Play. In terms of technologies, Learning Managements Systems, forums and social media were already common pre-pandemic, but during the lockdown synchronous communication tools – often used to support simulations – took over. Data collection was carried out quantitatively, qualitatively or using mixed methods, but in many cases data reporting is weak or absent at all. The majority of the retrieved papers illustrate activities where collaboration was not structured in any way and there was no joint assignment or common objective/artefact that learners needed to reach/produce. In case of blended interventions, often collaboration is limited to the f2f sessions, while the digital setting is used for individual work. In terms of social structure, most of the time small groups or plenaries are used. In summary, the review reveals that studies on online collaborative learning for nurses are limited, especially in Europe, and the design of online collaborative activities often clashes with the principles put forward by the Computer Supported Collaborative Learning (CSCL) research community. Based on the results of the review we put forth some key recommendations, such as ensuring that online collaboration involves the creation of a s","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47199542","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}
Mobile devices have penetrated all levels of society worldwide, including what are predominantly considered inaccessible, low-income communities in developing nations. Mobile devices are frequently used for economic, political, and social interactions and even business transactions. In a similar fashion, teachers are slowly adapting to the use of mobile devices as a pedagogical tool in education. The aim of this study was to ascertain how a WhatsApp group, a messaging facility, could be used to enhance group interaction among pre-service teachers during the COVID-19 pandemic. Moore’s Transactional Distance theory and Salmon’s five-stage model guided this qualitative study. Twelve pre-service teachers, out of a class of thirty-five, were purposely selected to work on a group task using the WhatsApp application during the COVID-19 pandemic. They also participated in a focus group interview. WhatsApp artifacts and focus group interview transcripts were analyzed deductively; the results showed that the WhatsApp intervention helped improve pre-service teachers’ engagement and the sharing of content to successfully undertake the group activity virtually. WhatsApp’s social nature has proven to be an enabler for keeping people connected despite physical distance: reducing cognitive loneliness resulting from social isolation. It is recommended that teacher educators, academics, and researchers, as well as students working remotely take advantage of the usability of WhatsApp for learning and research purposes.
{"title":"Adopting WhatsApp to Reduce Transactional Distance During the COVID-19 Pandemic","authors":"N. Tunjera","doi":"10.34190/ejel.21.2.2752","DOIUrl":"https://doi.org/10.34190/ejel.21.2.2752","url":null,"abstract":"Mobile devices have penetrated all levels of society worldwide, including what are predominantly considered inaccessible, low-income communities in developing nations. Mobile devices are frequently used for economic, political, and social interactions and even business transactions. In a similar fashion, teachers are slowly adapting to the use of mobile devices as a pedagogical tool in education. The aim of this study was to ascertain how a WhatsApp group, a messaging facility, could be used to enhance group interaction among pre-service teachers during the COVID-19 pandemic. Moore’s Transactional Distance theory and Salmon’s five-stage model guided this qualitative study. Twelve pre-service teachers, out of a class of thirty-five, were purposely selected to work on a group task using the WhatsApp application during the COVID-19 pandemic. They also participated in a focus group interview. WhatsApp artifacts and focus group interview transcripts were analyzed deductively; the results showed that the WhatsApp intervention helped improve pre-service teachers’ engagement and the sharing of content to successfully undertake the group activity virtually. WhatsApp’s social nature has proven to be an enabler for keeping people connected despite physical distance: reducing cognitive loneliness resulting from social isolation. It is recommended that teacher educators, academics, and researchers, as well as students working remotely take advantage of the usability of WhatsApp for learning and research purposes.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47167273","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}
P. Smolinski, Marcin Szostakowski, Jacek Winiarski
The COVID-19 pandemic has caused an increase in the use of e-learning software. From the perspective of the decision-makers (school/university administration), it is crucial to understand what characteristics of the software are perceived by the users (teachers) as necessary for a task (e-learning). A popular method of determining these characteristics is a technology acceptance model. In this paper, the authors aim to understand the technology acceptance of Microsoft (MS) Teams by applying the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The authors also analyze acceptance in two distinctive groups of teachers: schoolteachers and academic teachers, to better understand differences in e-learning software acceptance and implementation. The results show that MS Teams is a well-accepted software and the users' intention to use MS Teams in e-learning is the same regardless of the teacher's group. There are significant differences in the perception of software characteristics between different groups. The authors analyze the potential causes of these differences and suggest practical implications for improving the quality of e-learning. The intent is not to validate UTAUT as a general technology acceptance model but to understand its practical importance in explaining use behavior in e-learning.
{"title":"E-Learning Software: Comparing the use Behavior Among Academicians and Schoolteachers","authors":"P. Smolinski, Marcin Szostakowski, Jacek Winiarski","doi":"10.34190/ejel.21.2.2736","DOIUrl":"https://doi.org/10.34190/ejel.21.2.2736","url":null,"abstract":"The COVID-19 pandemic has caused an increase in the use of e-learning software. From the perspective of the decision-makers (school/university administration), it is crucial to understand what characteristics of the software are perceived by the users (teachers) as necessary for a task (e-learning). A popular method of determining these characteristics is a technology acceptance model. In this paper, the authors aim to understand the technology acceptance of Microsoft (MS) Teams by applying the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The authors also analyze acceptance in two distinctive groups of teachers: schoolteachers and academic teachers, to better understand differences in e-learning software acceptance and implementation. The results show that MS Teams is a well-accepted software and the users' intention to use MS Teams in e-learning is the same regardless of the teacher's group. There are significant differences in the perception of software characteristics between different groups. The authors analyze the potential causes of these differences and suggest practical implications for improving the quality of e-learning. The intent is not to validate UTAUT as a general technology acceptance model but to understand its practical importance in explaining use behavior in e-learning.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45599804","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 Creative Problem Solving (CPS) process is a conceptual model that focuses on using higher-order thinking skills in order to overcome authentic problems during learning. The CPS process offers a structured methodology to enhance every learner's solid critical, creative, and innovative thinking skill. The application of the CPS method has been growing, including its implementation in the blended learning environment in universities. However, its application still requires a strategic framework that is by the blended learning conceptual model to facilitate the CPS process. Properly organized instructional design is an important element in maintaining the success of the CPS process in blended learning to encourage and promote learner creativity to solve problems. The application of the CPS method in the context of blended learning is integrated through synchronous and asynchronous patterns facilitated by the Moodle LMS-based e-Learning facility. This research aims to produce a CPS process instructional design in a blended learning context that is valid, practical, and effective and can systematically guide instructors or lecturers in facilitating students to be skilled in critical thinking and creative thinking in problem-solving processes. This development process is based on the incorporation of ideas related to the conceptual model of blended learning with the principles of the CPS process design strategy that has been developed. Instructional design was developed by applying the Research and Development (R&D) method, which implements several stages between Analysis, Design, Development, Implementation, and Evaluation. The validity of the resulting model product was measured using a validation sheet of learning design experts, learning technology, media, materials, and linguists with the title of professor. Questionnaire responses from lecturers and students measured the product's practicality, and the product's effectiveness was measured by conducting testing of critical and creative thinking skills. The research data were analyzed using descriptive statistics to provide a quality score on the resulting instructional design. Based on the results of the study, it can be concluded that this learning design is valid, practical, and effective in improving the thinking skills of prospective teacher students. This proves that the instructional design developed has the feasibility to be used in learning, which can effectively improve the creative problem-solving process in the context of blended learning.
{"title":"Creative Problem Solving Process Instructional Design in the Context of Blended Learning in Higher Education","authors":"Nurrijal, Punaji Setyosari, Dedi Kuswandi, Saida Ulfa","doi":"10.34190/ejel.21.2.2653","DOIUrl":"https://doi.org/10.34190/ejel.21.2.2653","url":null,"abstract":"The Creative Problem Solving (CPS) process is a conceptual model that focuses on using higher-order thinking skills in order to overcome authentic problems during learning. The CPS process offers a structured methodology to enhance every learner's solid critical, creative, and innovative thinking skill. The application of the CPS method has been growing, including its implementation in the blended learning environment in universities. However, its application still requires a strategic framework that is by the blended learning conceptual model to facilitate the CPS process. Properly organized instructional design is an important element in maintaining the success of the CPS process in blended learning to encourage and promote learner creativity to solve problems. The application of the CPS method in the context of blended learning is integrated through synchronous and asynchronous patterns facilitated by the Moodle LMS-based e-Learning facility. This research aims to produce a CPS process instructional design in a blended learning context that is valid, practical, and effective and can systematically guide instructors or lecturers in facilitating students to be skilled in critical thinking and creative thinking in problem-solving processes. This development process is based on the incorporation of ideas related to the conceptual model of blended learning with the principles of the CPS process design strategy that has been developed. Instructional design was developed by applying the Research and Development (R&D) method, which implements several stages between Analysis, Design, Development, Implementation, and Evaluation. The validity of the resulting model product was measured using a validation sheet of learning design experts, learning technology, media, materials, and linguists with the title of professor. Questionnaire responses from lecturers and students measured the product's practicality, and the product's effectiveness was measured by conducting testing of critical and creative thinking skills. The research data were analyzed using descriptive statistics to provide a quality score on the resulting instructional design. Based on the results of the study, it can be concluded that this learning design is valid, practical, and effective in improving the thinking skills of prospective teacher students. This proves that the instructional design developed has the feasibility to be used in learning, which can effectively improve the creative problem-solving process in the context of blended learning.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46457445","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 recent years, the role of technology in language classrooms has grown in importance. Due to recent developments in the education sector, technology-enhanced language learning (TELL) has come into the spotlight. Previous studies have shown that technology encourages both instructors and students to take an active role in the language learning process. In light of the widespread adoption and enabling power of immersive technologies and the potential applications of TELL, it is imperative that the literature be continuously investigated to identify the types and tendencies of recent studies in order to understand current practises and guide future research in the field with two research questions; RQ1: What are the trends and practices of TELL in language teaching and learning? and RQ2: What are the research methodologies employed in TELL studies? This review carefully examines the overall research trends and practises in language education in order to chart the development of TELL during the past few years. Out of 87 publications found in 2020–2022, 17 were selected using exclusion and inclusion criteria from Web of Science (WoS) and Scopus. Using five codes obtained from previous systematic reviews, we performed an analysis and synthesis of these publications. The codes are: 1) aim, 2) methodology, 3) sample, 4) country, and 5) outcomes. The bulk of the studies used a quantitative research technique to look into TELL trends and practises in language teaching and learning, and the systematic review found that TELL was more widespread in universities than in other types of schools, with the lowest occurrence seen in primary schools. In light of these findings, suggestions for more investigation were made. Academicians are urged to broaden the scope of future study and include students from all levels of education in future TELL practises in order to better understand TELL's usage in language teaching and learning.
近年来，技术在语言课堂中的作用越来越重要。由于近年来教育领域的发展，技术增强语言学习(TELL)已经成为人们关注的焦点。先前的研究表明，技术鼓励教师和学生在语言学习过程中发挥积极作用。鉴于沉浸式技术的广泛采用和赋能能力以及TELL的潜在应用，必须不断研究文献，以确定最近研究的类型和趋势，以便了解当前的实践并指导该领域的未来研究，并提出两个研究问题;RQ1: TELL在语言教学中的趋势和实践是什么?及RQ2: TELL研究采用的研究方法是什么?本文对语言教育的总体研究趋势和实践进行了仔细的考察，以描绘出过去几年语言教育的发展。在2020-2022年发现的87篇论文中，有17篇采用了Web of Science (WoS)和Scopus的排除和纳入标准。使用从以前的系统综述中获得的五个代码，我们对这些出版物进行了分析和综合。这些代码是:1)目标，2)方法，3)样本，4)国家，5)结果。大部分研究使用了定量研究技术来调查TELL在语言教学和学习中的趋势和实践，系统回顾发现，TELL在大学比其他类型的学校更普遍，小学的发生率最低。根据这些发现，提出了进一步调查的建议。学者们应扩大未来的研究范围，让不同教育层次的学生参与未来的教学实践，以便更好地了解教学在语言教学中的应用。
{"title":"Technology Enhanced Language Learning Research Trends and Practices: A Systematic Review (2020-2022)","authors":"Nurkhamimi Zainuddin","doi":"10.34190/ejel.21.2.2835","DOIUrl":"https://doi.org/10.34190/ejel.21.2.2835","url":null,"abstract":"In recent years, the role of technology in language classrooms has grown in importance. Due to recent developments in the education sector, technology-enhanced language learning (TELL) has come into the spotlight. Previous studies have shown that technology encourages both instructors and students to take an active role in the language learning process. In light of the widespread adoption and enabling power of immersive technologies and the potential applications of TELL, it is imperative that the literature be continuously investigated to identify the types and tendencies of recent studies in order to understand current practises and guide future research in the field with two research questions; RQ1: What are the trends and practices of TELL in language teaching and learning? and RQ2: What are the research methodologies employed in TELL studies? This review carefully examines the overall research trends and practises in language education in order to chart the development of TELL during the past few years. Out of 87 publications found in 2020–2022, 17 were selected using exclusion and inclusion criteria from Web of Science (WoS) and Scopus. Using five codes obtained from previous systematic reviews, we performed an analysis and synthesis of these publications. The codes are: 1) aim, 2) methodology, 3) sample, 4) country, and 5) outcomes. The bulk of the studies used a quantitative research technique to look into TELL trends and practises in language teaching and learning, and the systematic review found that TELL was more widespread in universities than in other types of schools, with the lowest occurrence seen in primary schools. In light of these findings, suggestions for more investigation were made. Academicians are urged to broaden the scope of future study and include students from all levels of education in future TELL practises in order to better understand TELL's usage in language teaching and learning.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48005902","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}
Poor mathematics performance was generally reported from international assessments such as Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) among Malaysian students. Malaysia is ranked 52nd and 48th in the assessments for 2012 and 2018 respectively, while Singapore, Japan, South Korea, and even Vietnam have consistently performed well and held the top spots among the 78 countries evaluated in the PISA. Although numerous new technologies have been introduced, developed and implemented for education, incorporation of IT capability (ITC) to teach and learn Mathematics where still lacking commonly. Additionally, learning Mathematics in the traditional teaching contents could not accomplish desired learning outcomes because of dry contents and dull teachers. Therefore, this study is to design an appropriate ITC framework for improving learning experience and academic achievement of learning Mathematics. This study has adopted the development model of Analysis, Design, Development, Implementation and Evaluation (ADDIE) and Mayer (2010)’s cognitive theory for multimedia instructional content design. This study developed a new Multimedia Probability and Statistics system (MMPASS) for a subject of Probability and Statistics. The developed topics were concepts of discrete random variables and probability distribution function which were puzzled by students from preliminary study. An experiment was conducted with both control and experimental groups. The developed MMPASS blended multiple influential multimedia elements in the learning contents. A quantitative method and proportional stratified sampling were used to collect data. The blended topics were used by the experimental group whilst the control group was solely learning using the existing learning contents. Questionnaires were distributed to both groups after the lessons. 66 students participated in this survey. The collected data was then analysed and an ITC model was formed. Results of this study show that Perceived System Quality, Perceived Information Content Quality and Perceived System Performance as independent variables significantly improved learning experience. The findings also reveal that the performances of the experimental group have a higher mean score (9.65/10.00) compared to the control group (8.03/10.00), indicating the use of MMPASS improved students’ learning performance in subjects that involve understanding of concepts. While there is a lack of established ITC framework and IT application for Mathematics education in Malaysia, this study has verified the use of ITC improving performance of learning Mathematics in Malaysia.
{"title":"Information Technology Capability (ITC) Framework to Improve Learning Experience and Academic Achievement of Mathematics in Malaysia","authors":"Lew Sook Ling, Sivapoorani Krishnasamy","doi":"10.34190/ejel.21.1.2169","DOIUrl":"https://doi.org/10.34190/ejel.21.1.2169","url":null,"abstract":"Poor mathematics performance was generally reported from international assessments such as Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) among Malaysian students. Malaysia is ranked 52nd and 48th in the assessments for 2012 and 2018 respectively, while Singapore, Japan, South Korea, and even Vietnam have consistently performed well and held the top spots among the 78 countries evaluated in the PISA. Although numerous new technologies have been introduced, developed and implemented for education, incorporation of IT capability (ITC) to teach and learn Mathematics where still lacking commonly. Additionally, learning Mathematics in the traditional teaching contents could not accomplish desired learning outcomes because of dry contents and dull teachers. Therefore, this study is to design an appropriate ITC framework for improving learning experience and academic achievement of learning Mathematics. This study has adopted the development model of Analysis, Design, Development, Implementation and Evaluation (ADDIE) and Mayer (2010)’s cognitive theory for multimedia instructional content design. This study developed a new Multimedia Probability and Statistics system (MMPASS) for a subject of Probability and Statistics. The developed topics were concepts of discrete random variables and probability distribution function which were puzzled by students from preliminary study. An experiment was conducted with both control and experimental groups. The developed MMPASS blended multiple influential multimedia elements in the learning contents. A quantitative method and proportional stratified sampling were used to collect data. The blended topics were used by the experimental group whilst the control group was solely learning using the existing learning contents. Questionnaires were distributed to both groups after the lessons. 66 students participated in this survey. The collected data was then analysed and an ITC model was formed. Results of this study show that Perceived System Quality, Perceived Information Content Quality and Perceived System Performance as independent variables significantly improved learning experience. The findings also reveal that the performances of the experimental group have a higher mean score (9.65/10.00) compared to the control group (8.03/10.00), indicating the use of MMPASS improved students’ learning performance in subjects that involve understanding of concepts. While there is a lack of established ITC framework and IT application for Mathematics education in Malaysia, this study has verified the use of ITC improving performance of learning Mathematics in Malaysia.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44887710","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}
Since seamless learning (SL) is still a rather unknown concept in higher education many educators classify it under the same categories as mobile, blended, online or hybrid learning. The purpose of this study is first to clarify the historical evolvement of the seamless learning concept over the past decades and, to position the seamless learning concept as it is understood today. Secondly, to find the most important concepts which can be proposed for a useful seamless learning experience design framework to assist educators with their course design. Considering this context, the research question for this study is formulated as follows: “Which concepts constitute a seamless learning experience design framework for students in higher education?” To answer this question, an inductive qualitative research analysis was conducted by collecting data from educators from countries on five continents on their views on this topic. Following a thematic coding approach of the combined dataset, five emerging themes crystallised, and are presented as part of a proposed Seamless Learning Experience Design (SLED) framework. They include core, positive, practical, human and design concepts – including sub-themes. The framework contributes to quality assurance processes in e-learning practices by providing a tool for developing seamless learning experiences for students.
{"title":"Proposing a Seamless Learning Experience Design (SLED) Framework Based on International Perspectives of Educators from Five Higher Education Institutions","authors":"H. Hambrock, Frelét de Villiers","doi":"10.34190/ejel.21.1.2497","DOIUrl":"https://doi.org/10.34190/ejel.21.1.2497","url":null,"abstract":"Since seamless learning (SL) is still a rather unknown concept in higher education many educators classify it under the same categories as mobile, blended, online or hybrid learning. The purpose of this study is first to clarify the historical evolvement of the seamless learning concept over the past decades and, to position the seamless learning concept as it is understood today. Secondly, to find the most important concepts which can be proposed for a useful seamless learning experience design framework to assist educators with their course design. Considering this context, the research question for this study is formulated as follows: “Which concepts constitute a seamless learning experience design framework for students in higher education?” To answer this question, an inductive qualitative research analysis was conducted by collecting data from educators from countries on five continents on their views on this topic. Following a thematic coding approach of the combined dataset, five emerging themes crystallised, and are presented as part of a proposed Seamless Learning Experience Design (SLED) framework. They include core, positive, practical, human and design concepts – including sub-themes. The framework contributes to quality assurance processes in e-learning practices by providing a tool for developing seamless learning experiences for students.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48482829","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}
S. Mardiha, Goudarz Alibakhshi, Maosumeh Mazolum, Reza Javaheri
A review of the related literature shows that flipped learning has greatly affected the students’ academic progress. However, despite a large number of studies on different forms of electronic learning, electronic flipped classrooms and traditional electronic(virtual) learning have not been compared to date. This study was an attempt to investigate the impact of traditional electronic, text flipped, and video flipped learning on improving the graduate students' theory and practical knowledge of research methodology. To meet the goal, the researchers employed a quasi-experimental research method, which is quantitative. The researcher selected three intact classes consisting of 48 postgraduate students majoring in social sciences and communication sciences and exposed each class to one form of electronic learning. The findings showed that flipped classrooms were more effective than traditional electronic learning, and text flipped learning was more effective than video flipped classes. The findings can be used by universities as well as university teachers to use electronic flipped classes as an alternative form of electronic learning It can be concluded that the universities need to encourage flipped classrooms in graduate and postgraduate courses as far as the universities can offer face-to-face classes.
{"title":"Electronic Flipped Classrooms as a Solution to Educational Problems Caused by COVID 19: A Case Study of Research Course in Iran Higher Education","authors":"S. Mardiha, Goudarz Alibakhshi, Maosumeh Mazolum, Reza Javaheri","doi":"10.34190/ejel.21.1.2440","DOIUrl":"https://doi.org/10.34190/ejel.21.1.2440","url":null,"abstract":"A review of the related literature shows that flipped learning has greatly affected the students’ academic progress. However, despite a large number of studies on different forms of electronic learning, electronic flipped classrooms and traditional electronic(virtual) learning have not been compared to date. This study was an attempt to investigate the impact of traditional electronic, text flipped, and video flipped learning on improving the graduate students' theory and practical knowledge of research methodology. To meet the goal, the researchers employed a quasi-experimental research method, which is quantitative. The researcher selected three intact classes consisting of 48 postgraduate students majoring in social sciences and communication sciences and exposed each class to one form of electronic learning. The findings showed that flipped classrooms were more effective than traditional electronic learning, and text flipped learning was more effective than video flipped classes. The findings can be used by universities as well as university teachers to use electronic flipped classes as an alternative form of electronic learning It can be concluded that the universities need to encourage flipped classrooms in graduate and postgraduate courses as far as the universities can offer face-to-face classes.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47048333","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}
Microlearning has become a promising modern and effective approach to the education of various groups in recent years. In order to be able to further develop microlearning and consider student individualities it is necessary to map their passage through a course in detail. The article presents the conclusions of a research carried out at the Faculty of Education of the University of Ostrava. The aim of the research was to find out whether there are differences in approaches of studying a microlearning course. A microlearning course focused on teaching future teachers was created for the purposes of the research. The aim of the course was to present to students the possibilities of using digital technologies in the educational process. The research was conducted in the winter semester of the academic year 2021/2022. A total of 378 students participated in the study in the first phase (precourse survey) and subsequently 156 students in the second phase (analysis of course participants' behavior). Student activity was monitored during the study through learning analytics tools. Time of study, the number of realized events, the number of registrations, etc. were recorded for each student with these tools. The obtained data were analyzed using cluster analysis. Total of six different approaches that led to the successful completion of a microlearning course were described based on this analysis. The approaches can be used to describe a successful strategy to go through a microlearning course including the extreme ones. An interesting fact is that the choice of strategy is not influenced by the student's gender. The only parameter where significant differences were found was the number of days to finish the microlearning course. In addition, the article describes the behavior of students in the course, the types of learning materials, devices from which they logged in the course and list of the most used course components. This part of the data was recorded via heatmaps. A detailed description of students' study strategies within microlearning courses can improve the effectiveness of microlearning also in connection with the personalized passage and thus improve the quality and efficiency of the educational process of future teachers.
{"title":"Microlearning in the Education of Future Teachers: Monitoring and Evaluating Students’ Activity in a Microlearning Course","authors":"T. Javorcik, K. Kostolányová, T. Havlaskova","doi":"10.34190/ejel.21.1.2623","DOIUrl":"https://doi.org/10.34190/ejel.21.1.2623","url":null,"abstract":"Microlearning has become a promising modern and effective approach to the education of various groups in recent years. In order to be able to further develop microlearning and consider student individualities it is necessary to map their passage through a course in detail. The article presents the conclusions of a research carried out at the Faculty of Education of the University of Ostrava. The aim of the research was to find out whether there are differences in approaches of studying a microlearning course. A microlearning course focused on teaching future teachers was created for the purposes of the research. The aim of the course was to present to students the possibilities of using digital technologies in the educational process. The research was conducted in the winter semester of the academic year 2021/2022. A total of 378 students participated in the study in the first phase (precourse survey) and subsequently 156 students in the second phase (analysis of course participants' behavior). Student activity was monitored during the study through learning analytics tools. Time of study, the number of realized events, the number of registrations, etc. were recorded for each student with these tools. The obtained data were analyzed using cluster analysis. Total of six different approaches that led to the successful completion of a microlearning course were described based on this analysis. The approaches can be used to describe a successful strategy to go through a microlearning course including the extreme ones. An interesting fact is that the choice of strategy is not influenced by the student's gender. The only parameter where significant differences were found was the number of days to finish the microlearning course. In addition, the article describes the behavior of students in the course, the types of learning materials, devices from which they logged in the course and list of the most used course components. This part of the data was recorded via heatmaps. A detailed description of students' study strategies within microlearning courses can improve the effectiveness of microlearning also in connection with the personalized passage and thus improve the quality and efficiency of the educational process of future teachers.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45715658","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 addition to a face-to-face classroom learning environment, today’s learners in higher education are likely to have also experienced a blended learning or an online learning environment. These learning environments not only differ in their delivery modes, but also learning activities, class interactions, assessment approaches, etc. Learners tend to have differing perceptions about the effectiveness of different learning environments. This study therefore investigates whether the reasons learners like or dislike a learning environment reveal learner characteristics that may explain why some learners are more inclined towards a particular learning environment. This study also examines whether learner demographics influence learner characteristics and their preference for a particular learning environment. Using an exploratory sequential mixed methods research design, this study first conducted several focus group discussions and then administered an online questionnaire survey to collect input from students at a local university. Analyses derived four learner characteristics (i.e. desire for direct support, digital readiness, learning independence, and online hesitancy) based on the reasons why the students liked or disliked face-to-face classroom learning, blended learning, or online learning environments. A cluster analysis further distinguished the students into three groups (i.e. classroom learners, insecure learners, and online learners) based on the four learner characteristics. Analyses also found that learners’ demographics largely had no effect on learners’ characteristics and their preference for a particular learning environment. The findings suggest that learner characteristics may provide a clue to why certain learners have a preference for a face-to-face classroom learning, a blended learning, or an online learning environment. A better understanding of the relationship between learner characteristics and learners’ inclination towards a particular learning environment can be helpful to educational institutions and academics to design a range of engaging learning activities for learners with different characteristics.
{"title":"Learner Characteristics and Learners’ Inclination towards Particular Learning Environments","authors":"Lee Yen Chaw, C. Tang","doi":"10.34190/ejel.21.1.2537","DOIUrl":"https://doi.org/10.34190/ejel.21.1.2537","url":null,"abstract":"In addition to a face-to-face classroom learning environment, today’s learners in higher education are likely to have also experienced a blended learning or an online learning environment. These learning environments not only differ in their delivery modes, but also learning activities, class interactions, assessment approaches, etc. Learners tend to have differing perceptions about the effectiveness of different learning environments. This study therefore investigates whether the reasons learners like or dislike a learning environment reveal learner characteristics that may explain why some learners are more inclined towards a particular learning environment. This study also examines whether learner demographics influence learner characteristics and their preference for a particular learning environment. Using an exploratory sequential mixed methods research design, this study first conducted several focus group discussions and then administered an online questionnaire survey to collect input from students at a local university. Analyses derived four learner characteristics (i.e. desire for direct support, digital readiness, learning independence, and online hesitancy) based on the reasons why the students liked or disliked face-to-face classroom learning, blended learning, or online learning environments. A cluster analysis further distinguished the students into three groups (i.e. classroom learners, insecure learners, and online learners) based on the four learner characteristics. Analyses also found that learners’ demographics largely had no effect on learners’ characteristics and their preference for a particular learning environment. The findings suggest that learner characteristics may provide a clue to why certain learners have a preference for a face-to-face classroom learning, a blended learning, or an online learning environment. A better understanding of the relationship between learner characteristics and learners’ inclination towards a particular learning environment can be helpful to educational institutions and academics to design a range of engaging learning activities for learners with different characteristics.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46975202","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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