No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Appropriate media choice for e-learning effectiveness: Role of learning domain and learning style
Abstract
As the number of online education and training programs increase, researchers and practitioners are interested in investigating ways to design and develop effective e-learning programs. One of the major design decisions that affects learning effectiveness is the choice of media to present the contents of such programs. The prevailing tendency seems to be to use “richer” medium, in the progression from text to graphics to audio to video, for designing and developing e-learning programs. It is not clear, however, if a “richer” medium provides proportionately higher learning effectiveness. To investigate this gap in our understanding, we developed an integrated research model and tested it empirically. Our results showed that the relationship between media choice in an e-learning program and the effectiveness of that program is moderated by the learning domain of the program and the learning styles of learners.
... It transforms this term into cognitive combat readiness for these gamers, meaning that gaming cognition is based on technical practises (Yurechko, 1988;Herspring, 2006;Tsarouhas and Makrygianni, 2017). Moreover, these gamers swiftly transform theories and concepts into technical practises implemented in problem-solving (Sánchez and Olivares, 2011;Sahasrabudhe and Kanungo, 2014;Dantas and Cunha, 2020). Thus, gamers internalise learning styles and knowledge acquisition, gaining distinctive attitudes and behaviours in convergent, kinetic-active, and tacit-latent contexts. ...
... This research explains that gamers unconsciously adopt convergent learning styles due to no long durations when executing their decisions. In other words, gamers should condition their cognition on decisive punctuality (Manolis et al., 2013;Sahasrabudhe and Kanungo, 2014;García-Campos et al., 2020). With this loose timeliness in decision-making, the gamers will not win the matches. ...
This study investigates gamers’ learning styles and knowledge acquisition behavioural patterns. It argues that gamers usually have different characteristics transforming themselves to gain distinctive competencies. In other words, this study mitigates gamers’ mechanistically distinctive attitudes and behaviours, enhancing their cognitive combat readiness, that they are on convergent learning style, tacit-latent, and kinetic-active knowledge acquisitions. Methodologically, it uses a field-experimental design using the “Clash Royale” game. Then, this research measures playing performances by average decks’ score, card collection, battle deck combinations, and the usage of gold and gems. Moreover, it collects gamer respondents using a purposive sampling method by identifying them on social media and then challenging them to play. This research finds that gamers acquire new knowledge to enhance their capabilities with convergent learning styles and familiarity with the tacit-latent and kinetic-active knowledge types. Thus, it demonstrates its attitude and behavioural validities because their inner motives construct themselves always to win the game matches genuinely. Hence, it explains that gamers generally are brilliant young individuals whose impact is to create their tactically contemporary style due to the learning cycle ending in that convergent style. Likewise, these gamers simultaneously seek flexibility to enhance the game kinetically or elastically. The authors reveal that gamers’ mental models show their learning styles and knowledge acquisition behaviours explained by their strong personalities, such as curious, workaholic, prestigious, and hedonic emotions.
... The vast majority of BCBs have now chosen to use e-learning as their method of training staff and spend considerable sums with specialist companies in order to ensure that they are getting a product/service that is capable of delivering this. However, Sahasrabudhe and Kanungo, [12] claim the effectiveness and long-term sustainability of this training platform with regard to food service personnel's knowledge can be questioned and BCBs are now recognising that E-learning must be used in conjunction with practical training and refreshed at very regular intervals [13]. ...
... For BCBs the introduction of e-learning can be seen as a cost effective way of training staff, however, it is not without its issues. The findings, in-line with Sahasrabudhe and Kanungo (2014), indicates that its effectiveness can be questioned. The training package provided by the BCB appears to promote only surface learning (where staff are focused on only reproducing or repeating information) and not deep learning (where staff are focused on understanding information). ...
It is clear that there is an increasing proportion of the United Kingdom (UK) population who are suffering with food allergies and this combined with an increase in the frequency of eating away from home (where there is less control over the content of food) poses a significant risk. In December 2014, the European Union (EU) introduced legislation which aimed to ensure that customers with food allergens could make informed choices and safely consume food, without the risk of a potentially life-threatening reaction. The research used semi-structured interviews with staff from a BCB, located in the North West of the UK, as the aim of the research was to explore food handlers’ knowledge, attitudes and understanding of food allergens. The findings of the semi-structured interviews identified five themes: E-learning training programmes: the staff felt that these were ineffective and did not take into account individual learning styles. Responsibility: there is a lack of clarity as to who is responsible, with staff believing the key responsibility lies with the customer. Communication: similarly, communication, both within the kitchen and within the company was not clear and likely to give rise to confusion. Need to make a profit: the staff felt that the drive for profit meant that customer safety was being compromised, especially when staff numbers were reduced. Staff awareness: the staff felt confident in their own ability to prepare a safe meal but indicated that staff may be dismissive towards claims of allergen sufferers. In conclusion, these themes illustrate that a significant risk exists for allergen suffers, who rely upon the knowledge, attitudes and understanding of BCB staff to ensure their meals are safely prepared.
... These are the three popular learning styles model that usually being used to assess the learning preference of adult students [24]. Within the scope of this study, Kolb's Learning Style was selected to identify the students' learning style as it has extensively been used in previous work on web-based learning, e-learning and BL [25][26][27][28][29]. This paper presents the relationship between the Kolb's learning style among the students and their relationship with perceptions of blended learning. ...
... The inventory of Kolb's learning style was chosen in this research for multiple reasons. Firstly, Kolb's [12] learning style inventory, has been practiced in e-learning or web-based learning research [25,27,[32][33][34] to assess students preferences in two bipolar concepts. When skills and information are acquired over time, Kolb propose that students would prefer either concrete experience or abstract conceptualization. ...
span>Blended learning is an approach in education system that provides multi delivery mode to optimize learning outcome and cost of program delivery in institutions. Little is known on how impactful blended learning in terms of achieving the desired learning outcome. This is because students’ learning style has influenced their achievement and if mediated in a hybrid learning environment like blended learning will further result in evaluation and performance of blended learning environment. This study aims to investigate learning styles among the students and their relationship with perceptions of blended learning. The study involved 119 students taking the course of Diploma in Information Technology at a private university. The learning style of the students was determined by using Kolb's Learning Style Inventory, while perceptions of blended learning were investigated using elements of process, content, and usability. Student perceptions on blended learning were assessed using a one-way ANOVA to determine the correlation with the learning style of the students. Majority of the students belong to the Convergent category, followed by Divergent, Accommodator, and Assimilator. The outcomes of this study showed no meaningful difference between students’ learning styles and their perceptions towards blended learning. The findings from the study could benefit academician in designing more suitable material according to students' preferred mode such as more hands-on tasks for Convergent groups, which belief, can improve the student's achievement.</span
... Дивергентен Асимилативен Акомодативен Конвергентен анимация, но изборът на медия, която струва много, не води непременно до по-голяма ефективност. При тези, чийто подход в ученето е асимилативен или конвергентен, добавянето на видео и анимация не повишава ефективността от обучението (185). Познаването на стила може да ни насочи какви дейности и учебни пътеки да планираме и как да поднесем теоретичното съдържание, за да създадем ангажиращо, мотивиращо и приятно учене за по-голямата част от аудиторията, но ЕО трябва да посреща нуждите на всички участници и затова е добре да използваме разнообразие от обучителни стратегии и да дадем на студентите възможност за избор. ...
... Значение оказва и образователния домейн, в който попада учебната единица. От това дали поставените образователни цели попадат в когнитивния, афективния или психомоторния домейн 8 , се определя учебното съдържание и планираните дейности (185). Например в обучение в двигателни умения се включват задължително симулации, упражнения от типа "направи", демонстрации на реални случаи, независимо дали организираме урок за асимилативен или конвергентен учещ. ...
Монографията разглежда приложението на електронното обучение в подготовката на специалистите по здравни грижи.
... (2) Knowledge creation: Vikas and Shivraj (2014) pointed out that knowledge creation was knowledge transformation through the interaction between tacit and explicit knowledge, and organization of knowledge was created from such a transformation process. ...
... Accordingly, the following hypothesis is proposed in this study: H1: Organizational support presents significantly positive effects on knowledge management. Vikas and Shivraj (2014) regarded organizational learning as a kind of organizational action and learning organization as a knowledge management model of an organization, and as such the two were closely related. From the viewpoint of knowledge management, Tsai et al. (2016) proposed four processes of organizational learning, including knowledge acquisition, information transmission, information interpretation, and organizational memory and indicated that an organization had to learn to acquire, handle, store, and extract knowledge through knowledge management for further learning. ...
Being in the era of the knowledge-based economy, knowledge would replace land, labor, capital, and equipment to become the primary production factor. An enterprise could create competitive advantages for the organization merely by constant knowledge accumulation and acquisition. Competitive advantages in the medical industry come from the efficacy of knowledge application that the execution of knowledge management is a pursued goal of medical institutions. Nurses in a hospital are like employees in an enterprise, and doctors are the senior supervisors in the organization. Supervisors in medical units must have the employees understand the attention from the hospitals so as to have nurses devote themselves to executing the organizational objectives. Aiming at hospitals in Shanghai, physicians and medical personnel in Shanghai Huashan Hospital were distributed with 420 copies of a questionnaire. A total 352 valid copies were retrieved, with the retrieval rate at 84%. The research results conclude significantly positive effects of organizational support of knowledge management, knowledge management of organizational learning, and organizational support of organizational learning. Some suggestions are proposed at the end, expecting to assist the domestic medical industry in establishing market advantages.
... Los resultados avalan el diseño del TMOOC producido, caracterizado por la utilización de diferentes recursos para la presentación de la información (vídeos, animaciones, infografías, hiperenlaces…) y la realización de tareas en cada módulo para desarrollar los diferentes niveles progresivos de CDD (básico, intermedio y avanzado). Esta forma de diseño sugiere la necesidad de pensar en formas específicas para los materiales utilizados en la formación on-line, que no sea una mera traslación digital de los recursos impresos (Sahasrabudhe y Kanungo, 2014;Ljbojevic et al., 2015; Salim y Luo, 2019) y de incorporar e-actividades a realizar por los estudiantes (Burcin et al., 2020; Cabero-Almenara y Palacios-Rodríguez, 2021). ...
La tecnología digital, como elemento necesario para el avance de la sociedad del Siglo XXI, ha asumido un papel fundamental todos los contextos, incluido el educativo. En esta línea, diferentes estudios respaldan la importancia de la Competencias Digital Docente (CDD), así como su evaluación y desarrollo en contextos específicos. En este sentido, el Marco DigCompEdu de la Unión Europea propone los indicadores clave para el diagnóstico y formación en CDD. Por ello, en esta obra se pretende conocer el nivel de CDD del profesorado, así como las variables que lo condicionan (O1), y diseñar acciones formativas válidas para su desarrollo (O2). Para ello, se analizan un total de 30 publicaciones relacionadas. Los resultados recogen el proceso de selección de indicadores para evaluar la CDD según DigCompEdu, diseño de instrumentos de recogida de datos válido y fiable para medir el nivel de CDD e identificación del grado y tipo de CDD, diferencias significativas entre diferentes grupos respecto al nivel de CDD, y aquellas variables que explican la CDD. Además, se presenta el diseño y validación de dos itinerarios personalizados de aprendizaje para el desarrollo de la CDD en formato TMOOC. Se concluye reflexionando sobre multidimensionalidad de la CDD, condicionada por múltiples variables, donde la mayoría del profesorado presenta niveles moderados de dominio. Finalmente, se discuten las formas de desarrollo y acreditación de la CDD y se abren nuevas líneas de investigación centradas en la formación competencial del profesorado.
... Significantly improved information technology (IT) skills to accommodate multimedia content Selflearning and traditional instructor-led Use of IT in many activities like teaching encourages. The education and training budgets increasing areas are devoted to e-learning, [3]. Many outcomes such as teaching and learning environment affect the design and the need for development of e-learning programs. ...
A method of learning Based on formalized teaching but electronic it is called e-learning with the help of resources. Teaching can take place inside and outside classrooms however, the use of computers and the Internet is an important part of e-learning. It encourages active and independent learning; anywhere anytime to provide courses as resources are available efficient way; Group discussions and private chats Students can interact with their peers around the world through; unlimited access to reading material. E-learning programs in GRA (Gray-related analysis) method
... Gabungan antara berbagai media diperlukan agar pembelajaran daring dapat berjalan dengan baik. Pembelajaran daring juga harus sesuai dengan materi yang akan disampikan (Sahasrabudhe, 2014). ...
Pandemi COVID-19 telah mempengaruhi semua aspek kehidupan termasuk pendidikan. Pembelajaran yang awalnya klasikal secara offline secara mendadak berubah menjadi pembelajaran daring (dalam jaringan) atau online. Pembelajaran daring menjadi masalah bagi semua termasuk mahasiswa, karena kebanyakan mereka melakukan online di daerah masing-masing. Tujuan penelitian ini adalah untuk mengetahui respon mahasiswa terhadap pelaksanaan pembelajaran daring pada masa pandemi COVID-19 di Program Studi Pendidikan Teknik Bangunan. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif. Responden penelitian ini adalah mahasiswa Program Studi Pendidikan Teknik Bangunan yang berjumlah 63 orang. Pengumpulan data menggunakan kuisoner. Analisis data menggunakan teknik deskriptif kuantitatif. Hasil penelitian ini adalah sebagai berikut: (1) Aspek motivasi dalam mengikuti pembelajaran daring termasuk dalam kategori baik, (2) Aspek bahan ajar yang digunakan termasuk dalam kategori cukup, (3) Aspek pelaksanaan pembelajaran termasuk dalam kategori cukup, (4) Aspek evaluasi dan hasil belajar termasuk dalam kategori cukup, dan (5) Aspek masalah yang dihadapi termasuk dalam kategori tinggi.
... Los resultados avalan también una forma de diseñar el t-MOOC, que viene caracterizado por la incorporación de distintos recursos para la presentación de la información, que van desde clip de vídeos, animaciones, infografías, hiperenlaces…, y la presentación de diferentes actividades o tareas a realizar en cada módulo o unidad. En definitiva, el material ha sido diseñado desde una perspectiva multimedia y en el abandono de la idea de que los materiales desarrollados para la formación virtual sea una mera traslación digital de los recursos impresos (Sahasrabudhe y Kanungo, 2014;Ljbojevicet al., 2015;Salim y Luo, 2019) y de incorporar eactividades a realizar por los estudiantes (Silva, 2017;Burcin et al., 2020;Cabero-Almenara y Palacios-Rodríguez, 2021). ...
Los MOOC se configuran como una de las tecnologías que, en los últimos tiempos, vienen ganando terreno en el campo educativo como nuevos enfoques en la educación a distancia, incrementándose su presencia en las instituciones educativas y el nivel de investigaciones y publicaciones que giran alrededor de estos desarrollos tecnológicos. En concreto, esta investigación se centra en el t-MOOC basado en la tarea. Se presenta la evaluación de un t-MOOC diseñado y producido para el desarrollo de competencias digitales del profesorado a través del juicio de expertos según el Marco DigCompEdu. En su evaluación participan 172 expertos que obtienen un índice de competencia experta igual o superior a 0,9. Las puntuaciones alcanzadas permiten señalar que los expertos valoraron el t-MOOC de manera muy positiva, tanto de forma conjunta como individual. Igualmente, el estudio pone de manifiesto la significación del Coeficiente de Competencia Experta (CCE) a la hora de discriminar de forma más adecuada y justificada la selección de los expertos. Por este motivo, se reflexiona sobre las posibilidades didácticas que este tipo de tecnología añade a los nuevos escenarios educativos.
... Significantly improved information technology (IT) skills to accommodate multimedia content Selflearning and traditional instructor-led Use of IT in many activities like teaching encourages. The education and training budgets increasing areas are devoted to e-learning, [3]. Many outcomes such as teaching and learning environment affect the design and the need for development of e-learning programs. ...
A method of learning Based on formalized teaching but electronic it is called e-learning with the help of resources. Teaching can take place inside and outside classrooms however, the use of computers and the Internet is an important part of e-learning. It encourages active and independent learning; anywhere anytime to provide courses as resources are available efficient way; Group discussions and private chats Students can interact with their peers around the world through; unlimited access to reading material. E-learning programs in GRA (Gray-related analysis) method
... Learning outcomes test was used to measure PLC programming skills through learning using media training kits and modules from the results of this study. The results of the study (Sahasrabudhe & Kanungo, 2014) showed that the relationship between media choice in e-learning programs and the effectiveness of the program was moderated by the domain of learning programs and learning styles of students, or by developing a computer-based assessment of the specific domain of problem-solving competencies. In modeling problem solving competencies, four components of competency are distinguished namely application of knowledge, metacognition, selfconcept, and interest and thirteen aspects of competences, each assigned to one of four components (Rausch, Seifried, Wuttke, Kögler, & Brandt, 2016). ...
div align="center"> Abstract: This research aims to determine the validity and practicality of training kit and PLC learning module as an instructional media for PLC course for students of electrical engineering education at Universitas Negeri Surabaya. That was development research using Thiagarajan’s 4D models, this study only used the first three stages, not up to the disseminating stage, as the researcher only developed the training kit and module. The design of the training kit and module were developed and validated based on the look of the product, the quality of the media, and the suitability of the media for the curriculum and illustrations. The results of validation and trial process were used to determine the feasibility level of the module that had been developed in terms of validity and practicality. Findings showed that the training kit validation was valid at 85.18%, the module validation was valid at 83.33%. Another finding depicted that students’ responses showed that both the training kit and module were practical with percentages of 85% and 82.17% respectively. So that the training kit and PLC module were feasible to be used in PLC learning process by students of Electrical Engineering Education program at Universitas Negeri Surabaya.
Abstrak: Penelitian ini bertujuan untuk mengetahui validitas dan kepraktisan training kit dan modul pembelajaran PLC sebagai media pembelajaran mata kuliah PLC bagi mahasiswa pendidikan teknik elektro Universitas Negeri Surabaya. Yaitu penelitian pengembangan menggunakan model 4D Thiagarajan, penelitian ini hanya menggunakan tiga tahap pertama, tidak sampai tahap diseminasi, karena peneliti hanya mengembangkan training kit dan modul. Perancangan perangkat pelatihan dan modul dikembangkan dan divalidasi berdasarkan tampilan produk, kualitas media, dan kesesuaian media untuk kurikulum dan ilustrasi. Hasil proses validasi dan uji coba digunakan untuk mengetahui tingkat kelayakan modul yang telah dikembangkan ditinjau dari validitas dan kepraktisan. Hasil penelitian menunjukkan validasi training kit valid sebesar 85,18%, validasi modul valid sebesar 83,33%. Temuan lain menunjukkan bahwa tanggapan siswa menunjukkan bahwa baik perangkat pelatihan maupun modul praktis dengan persentase masing-masing 85% dan 82,17%. Sehingga training kit dan modul PLC layak untuk digunakan dalam proses pembelajaran PLC oleh mahasiswa program studi Pendidikan Teknik Elektro Universitas Negeri Surabaya.
</div
... Study on online teaching has also been increasing in recent years, for example, Sahasrabudhe and Kanungo [12] investigated the relationship between media selection and course effectiveness in e-learning courses. Holland [13], Jurkovi [14] argued that the accessibility of online resources can provide more informal learning opportunities. ...
... Increased multimedia use, high media update speed and short waiting times increase students' attentions (Lin et al., 2011). The framework (portal) does also increase learning effectiveness for all learning branches (Sahasrabudhe & Kanungo, 2014). Different multimedia content is used to support learning in e-learning platforms. ...
The COVID 19 pandemic not only affected our health and social life in many aspects, but it also changed the classical way of training in classrooms and education preferences of society. As a solution various e-learning platforms were developed and preferred by many educational institutions where the individuals had the opportunity to try the advantages of e-learning platforms. Since the COVID-19 pandemic is neither the first nor the last epidemic, e-learning attracts more attention than ever before and the need for e-learning platforms is expected to be more in the near future. Thus it is necessary to define all critical success factors determining the efficiency of e-learning systems. E-learning platforms have advantages as well as disadvantages and comparisons involve uncertainties and qualitative assessments. A systematic approach should be used to determine the platforms' dimensions, features and weights of critical criteria. The motivation of our study is to determine the weights of all critical success criteria and offer a reliable method for evaluating e-learning platforms. In this study, the interval type-2 fuzzy Analytical Hierarchy Process was utilized to compare critical success factors of e-learning platforms. This is the most comprehensive study considering all critical success factors of e-learning platforms as an Multi Criteria decision Making problem, where 11 criteria and 106 sub-criteria were defined, evaluated and prioritized. This study provides an acceptable rationale for evaluations of e-learning platforms and the results of this study can be used in real-world performance evaluations.
... Electronic learning or E-learning is a term introduced by Jay Cross, the Internet Time Group founder, in 1998 [1,2]. The term has gained popularity over the past decades, especially in recent times, in the background of the COVID-19 epidemic. ...
Background: In India, most of the physical therapy teaching institutions have traditionally used the conventional method of teaching because physical therapy is closely related to skills that were considered to be possible to teach only through hands-on training. But in recent times, because of the COVID-19 pandemic, which affected all walks of life in India and worldwide, educational institutions were forced to implement education through e-learning. The study's primary objectives were to investigate physical therapy academicians’ perceptions of e-learning and experience with technology and computers, identify differences in perceptions among faculty members, and identify the significant challenges and obstructions facing the implementation of e-learning.
Methods: A cross-sectional survey was carried out among physical therapy academicians using a proper sampling frame obtained from a list of teaching institutes in Karnataka, India.
Results: 32.5% of participants had no experience with course management systems, and 24.5% had low experience. 47.1% had no experience, and 35.4% had low experience in teaching via e-learning. 36.8% disagreed, and 39.6% disagreed strongly that they were satisfied with using e-learning for teaching. 28.3% disagreed, and 15.1% disagreed strongly that e-learning courses were easy to manage.
Conclusion: Most academicians had the knowledge, willingness, and confidence to execute an e-learning program if given the opportunity, though some training and administrative support is warranted to ensure that they become highly competitive in executing such a program.
... The results from the questionnaire on the science teachers' trust in using e-learning is shown in Table 2. Table 2 shows that 75.42% (the accumulation of "agree" (53.95%) and "strongly agree" (21.47%)) of science teachers already have a high level of trust in the use of e-learning to teach their students. They believe that this media will make teaching easier, more enjoyable, and more meaningful (Dai, Zhao, Fei, & Gan, 2017;Sahasrabudhe & Kanungo, 2014;Luaran, Samsuri, Nadzri, & Rom, 2014). In addition, teachers also believe that the government will make the rules needed to control any dangerous developments in e-learning activities. ...
Penelitian pemahaman konsep sains, khususnya ilmu fisika, secara umum meliputi tiga bagian utama, yaitu pengembangan instrumen tes diagnostik, identifikasi tingkat miskonsepsi, indentifikasi penyebab miskonsepsi dan remediasi miskonsepi. Tes diagnostik telah dikembangkan mulai dari bentuk two-tier, three-tier dan four-tier. Kelemahan bentuk-bentuk tes diagnostik tersebut belum mencerminkan tingkat konfidensi peserta tes pada saat memilih alasan dan menulis alasan terbuka. Sedangkan remediasi telah dilakukan dengan berbagai cara atau metode, diantara menggunakan model conceptual change (CC), praktikum konvensional, virtual lab., modul pembelajaran mandiri (seft-module), dll. Selama ini baik identifikasi, maupun remediasi miskonsepsi dilakukan secara manual. Kelemahan tes konvensial berbasis pensil-pen memerlukan waktu analisis terlalu lama, sehingga peserta tes tidak mendapatkan feedback atau penjelasan konsep yang benar setelah selesai mengerjakan tes, dengan demikian tidak terlaksana proses remediasi miskonsepsi. Oleh karena itu, dalam penelitian sekarang ini akan dikembangkan paket pembelajaran berbasis E-Learning yang beorientasi pada pengurangan persentase miskonsepsi pada diri peserta didik, yang disebut dengan E-RemMis (paket modul E-Learning terintegrasi simulasi PhET untuk Remediasi Miskonsepsi). Penelitian menggunakan menggunakan metode penelitian dan pengembangan (Research and Development, R&D). Model pengembangan modul terintegrasi simulasi PhET dan tes diagnostik berbasis E-Learning mengacu pada Model ADDIE, dimulai dari tahap Need Analysis dan berakhir dengan tahap Evaluation. Kegiatan pengembangan secara umum ada dua bagian utama; pertama, pengembangan modul dan tes diagnostik four-tier secara manual dan kedua, kegiatan pemetaan tes kedalam bentuk Web Based Form untuk dimasukkan ke web www.elearning.unsyiah.ac.id atau web www.ocw.unsyiah.ac.id
... The results also support a way of designing the t-MOOC, characterized by the use of different resources for the presentation of information (videos, animations, infographics, directed to websites...) and the performance of activities or tasks in each module by part of the student who follows the MOOC, to move on to the next levels. This form of design suggests the need to think about specific design forms for the materials used in online training, other than a mere digital translation of printed resources [50][51][52][53] and to incorporate tasks to be carried out by the students [54][55][56]. ...
MOOCs are configured as one of the technologies that have been gaining ground in the educational field as a new approach in virtual education. In the past few years, its presence in educational institutions has increased. In addition, the level of research and publications that revolve around these technological developments is increasing. In this sense, this research focuses on the design and validation of the structure, content and tasks of a t-MOOC for the development of the Digital Competence of non-university teachers based on the DigCompEdu Framework of the European Union. For this, a Delphi-type validation design is established using an expert coefficient that has the participation of 191 people. The results demonstrate the validity of the training proposal, as well as the uniformity of criteria of the experts. In this sense, the application and benefits of t-MOOCs as tools for competence development are discussed.
... The data shows a significant change in innovation and creativity, i.e., new products in entrepreneurial practice after using integrated entrepreneurial filmbased media. It is in line with several studies [5] [6] [7]. ...
This study aimed to measure the effectiveness of entrepreneurship learning by using integrated entrepreneurial film-based media on students’ learning achievement. This study employed a quasi-experimental method with one group pre-test-post-test design by comparing the results of pretest and posttest and statistically analyzed the t test formula. The participants involved were 400 students from STKIP PGRI Jombang, STKIP PGRI Tulungagung, STKI PGRI Nganjuk, and UNWAHA Jombang. Findings suggest that there was an average difference of -4.41 with pretest (21.80) and posttest (26.21) results. Meanwhile, the standard deviation was 5.42, and the t value was 16.268. Besides, the probability value or sig (2 tailed) was 0.00 <0.05. It can be concluded that Ho is rejected, and Ha is accepted. In conclusion, this study proved that entrepreneurship learning by using integrated entrepreneurial film-based media is effective.
... Los resultados avalan también una forma de diseñar el t-MOOC, caracterizada por la utilización de diferentes recursos para la presentación de la información (vídeos, animaciones, infografías, direccionado a sitios web…) y la realización de actividades o tareas en cada módulo por parte del estudiante que sigue el MOOC, para pasar a los siguientes niveles. Esta forma de diseño sugiere la necesidad de pensar en formas de diseño específicos para los materiales utilizados en la formación on-line, que no sea una mera traslación digital de los recursos impresos (Sahasrabudhe & Kanungo, 2014;Ljbojevic, Vaskovic, Stankovic & Vaskovic, 2015;Salim & Luo, 2019, SHFT, 2019) y de incorporar e-actividades a realizar por los estudiantes (Silva, 2017;Burcin, Gemikonakli, Duman & Kirksekiz, Kiyici, 2020;. ...
Los MOOC se configuran como una de las tecnologías que, en los últimos tiempos, vienen ganando terreno en el campo educativo como nuevos enfoques en la educación a distancia, incrementándose su presencia en las instituciones educativas y el nivel de investigaciones y publicaciones que giran alrededor de estos desarrollos tecnológicos. En concreto, esta investigación se centra en el t-MOOC basado en la tarea. Se presenta la evaluación de un t-MOOC diseñado y producido para el desarrollo de competencias digitales del profesorado universitario a través del juicio de expertos según el Marco DigCompEdu. En su evaluación participan 172 expertos que obtienen un índice de competencia experta igual o superior a 0,9. Las puntuaciones alcanzadas permiten señalar que los expertos valoraron el t-MOOC de manera muy positiva, tanto de forma conjunta como individual. Igualmente, el estudio pone de manifiesto la significación del Coeficiente de Competencia Experta (CCE) a la hora de discriminar de forma más adecuada y justificada la selección de los expertos. Por este motivo, se reflexiona sobre las posibilidades didácticas que este tipo de tecnología añade a los nuevos escenarios educativos.
... This is in line with the development of student psychology, social dynamics, and the dynamics of the education system in each country that changes [4]- [6]. The use of instructional media will also greatly assist the effectiveness in the delivery of content during learning so that students' understanding and knowledge also increase [7], [8]. and learning media can also support students in the ongoing learning process. ...
Research uses the development of Borg and Gall model development. The product produced in the development of grade 4 pop-up books in elementary schools in Sidoarjo, Indonesia. The results of the development of learning media by the criteria with the results of content expert validation have a 100% validity percentage. Validation from design experts has a 90% validity percentage, Validation results from linguists have a 100% validity percentage, individual results are found 100%, small group trial results are 97.14%, large group trial results are 98.21%. The results of the t-test analysis using SPSS 16 with a significance level of 0.05 indicate the p-value of the t-test statistic is 0.00, which means (<0.05), it can be concluded that there is a significant significance in the pretest mean values and posttest. This shows the pop-up book learning media developed effectively in increasing students' understanding of Class 4 in Sidoarjo, Indonesia.
... Integration between various media is needed so that online learning can run well. Online learning must be adapted to learning material [9]. Online learning has a wide reach with a high degree of flexibility. ...
... The result and discussion will divide into six components, which can perceive the effectiveness of online learning from analyzing the questionnaire. The questionnaire complete by a total of Table 2 in each component [14]. ...
... Learning media have an effect on increasing student enthusiasm and student activities. Mathematical activities that are usually considered abstract by students become more concrete when it is conducted using learning media [5], [6]. ...
This study aims at improving the mathematics learning outcomes using fractional card media and math games of the fourth graders of elementary school. The problems investigated were: 1) the students’ activities in learning mathematics, 2) the teacher’s teaching activities, and 3) the students’ learning outcomes. This research is a classroom action research and is carried out in two cycles. Each cycle consists of 4 stages: planning, implementing, observing, and reflecting. The data collection was done using observation and test.
The result of the research showed an increase from one cycle to the next cycle in terms of students’ learning activities, the ability of teacher to manage classrooms, and students’ learning outcomes. The use of fractional card media and mathematical games succeeded in increasing students’ learning activities and outcomes. It is seen from the observations on the students’ activities in the first cycle. It was average 37 and categorized enough. It increased to 47.2 in the second cycle and it was categorized good. In Cycle 1, the students’ learning outcomes was 70.5 and increased to 82.7 in Cycle 2. The classical completeness reaches 94.5% which is categorized excellent.
... Today, students tended to demand the freedom to decide what they want to learn and when and how they want to learn [1]. A common factor in mobile learning was the learning media, and people had an interest in further analysis of the selection of appropriate media for educational content to achieve higher learning results [6]. There was a wide range of perspectives on the use of information technology for achieving learning effectiveness, ranging from those who asserted that media did not influence learning effectiveness to those who believed that the decisions made regarding media would influence learning effectiveness [7]. ...
In recent years, research on brain-computer interfaces has been increasing in the field of education, and mobile learning has become a very important way of learning. In this study, EEG experiment of a group of iPad-based mobile learners was conducted through algorithm optimization on the TGAM chip. Under the three learning media (text, text + graphic, and video), the researchers analyzed the difference in learners’ attention. The study found no significant difference in attention in different media, but learners using text media had the highest attention value. Later, the researchers studied the attention of learners with different learning styles and found that active and reflective learners’ attention exhibited significant differences when using video media to learn.
... These characteristics are typically related to human behavior, thoughts, feelings, and emotions. These can be categorized into five variables: teaching and learning styles, self-efficacy, enjoyment, fairness, and usefulness [56], [57], [70], [96]- [107]. ...
Higher education institutions (HEI) have realized the advantages of implementing a blended learning environment by using learning management systems (LMSs) to provide effective ways of learning and teaching. However, recent literature has revealed that developing countries’ educational institutions fail when they adopt LMS technologies because they ignore the human factors related to these technologies. This study investigated the impact of human factors on the effectiveness of LMS in a blended learning environment at Kuwait’s HEIs (KHEIs). In this paper, a pragmatic approach consisting of quantitative and qualitative methods is used. User characteristics traits from the literature review were organized into three main indicators of human impact on the effectiveness of LMS: technological characteristics, psychological characteristics, and student-instructor interaction characteristics. After these indicators were identified, a conceptual model was developed to study the characteristics. A deductive approach was used, and the model was tested for significance through receiving feedback from the universities’ students and faculty members. In addition, an inductive approach was implemented through conducting interviews to explore more factors related to the effectiveness of LMS. The inductive approach's results revealed the relevant factors for the usage of the LMS, such as training, needs, expectations, and branding. The human factors that positively affect the success and effectiveness of LMS included attitude, enjoyment, experience, self-efficacy, and promptness, which had the most substantial impacts on user satisfaction. The modified conceptual model that this paper presents includes these impacting factors and provides an acceptable fit to the data. This research has developed an updated framework for demonstrating the effectiveness of LMS as it pertains to human factors, and its findings can be used to enhance user experience in a blended learning environment, thus improving the quality of Kuwaiti education.
... Progress on the use of LMS creates new problems in learning. Some of the main issues that arise are variations in student learning outcomes, the ideal composition between face to face with online learning and what aspects are the most influential on students' learning experiences [37,49,50]. This paper does not address the problem-solving in the use of LMS, but the focuses on the development of new learning model concepts that are adopted from the cycle of learning based on technology or so-called Technology Learning Cycle which in its application using LMS learning system; that is Schoology. ...
The growing up of digital literacy is very important to be integrated into the educational world. Learning in the novelty of technology is the key to achieve learning outcome through digital literacy. However, several types of research focus only on the dimensions of learning outcomes. Therefore, this paper provides learning insight by developing a conceptual model for Electronic Learning Cycle on Schoology (ELCoS) based on the syntax of Technology Learning Cycle (TLC). The cycle of ELCoS model is similar to TLC initiating from awareness, exploration and filtration, learning, personal and professional applications, sharing and reflection. A significant difference within the model is using Schoology. The ELCoS learning model in this paper serves as the basis for other technology-based learning models.
... E-learning, a term introduced in 1999 during CBT system seminar is a way to learn and access emerging technologies through online interface and provides interactive or personalized training with the help of electronic media and widgets [42] [19]. Lara et al. [33] demonstrated that E-learning is one of the means to use internet by learners to learn specific information and content in personalized manner. ...
In the proposed work, Hidden Markov Model (HMM) has been deployed to improve the learner’s performance or grades on the basis of their Psychological and Environmental factors like: Connect/Gather Isolation, Pleasure/Comfort, Depression, Trust, Anxiety, Proper Guidance, Improper Guidance, Entertainment and Stress. The categorization of Psychological and Environmental factors has been done on the basis of two factors as positive and negative. The responsibility of positive factor is to boost up learner’s performance or grades whereas negative factors reduces learning performance respectively. Finally, this study addresses application of HMM to determine the optimal sequence of states for different states as grades A, B and C for the different emission observations. The states identification leads to train the HMM model where optimal value of individual states computed using different observation sequences which determines the probability of state sequences. The probability of achieved optimal states is shown in different logical combinations where best state is searched among available different states using different search techniques. The computational results obtained after training are encouraging and useful.
... Also, through these collaborative learning environments, students develop competencies that encourage the formulation of questions, explaining and justifying opinions, articulating reasoning, developing and reflecting on knowledge gained (Hashim & Jones, 2017) on the basis of didactic activities available in questionnaires, surveys, fora and wikis (Silva et al., 2016), where the role of teachers is fundamental in designing didactic activities as well as in evaluating specific learning processes (Alias & Zainuddin, 2005). Now, a series of variables will determine the significance that this LMS tool can have, and in addition to the aforementioned teacher training, another advantage is that it can be a medium full of diverse tools and materials that can be used by the students (Ndlovu & Mostert, 2017;Sahasrabudhe & Kanungo, 2014), which, at the same time, possesses a structure that facilitates and promotes the quality of the interaction (Luo, Murray, & Crompton, 2017) among the participants of virtual training that will be determined by the activities and actions that teachers carry out. An aspect that will lead us to talk about third-generation e-learn-ing from our perspective is its reference to a practice of virtual training that is focused not so much on perceiving it as content storage but rather on its development from the perspective of collaboration and the joint construction of knowledge by students. ...
Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.
... Also, through these collaborative learning environments, students develop competencies that encourage the formulation of questions, explaining and justifying opinions, articulating reasoning, developing and reflecting on knowledge gained (Hashim & Jones, 2017) on the basis of didactic activities available in questionnaires, surveys, fora and wikis (Silva et al., 2016), where the role of teachers is fundamental in designing didactic activities as well as in evaluating specific learning processes (Alias & Zainuddin, 2005). Now, a series of variables will determine the significance that this LMS tool can have, and in addition to the aforementioned teacher training, another advantage is that it can be a medium full of diverse tools and materials that can be used by the students (Sahasrabudhe & Kanungo, 2014;Ndlovu & Mostert, 2017), which, at the same time, possesses a structure that facilitates and promotes the quality of the interaction (Luo, Murray, & Crompton, 2017) among the participants of virtual training that will be determined by the activities and actions that teachers carry out. An aspect that will lead us to talk about thirdgeneration e-learning from our perspective is its reference to a practice of virtual training that is focused not so much on perceiving it as content storage but rather on its development from the perspective of collaboration and the joint construction of knowledge by students. ...
... Los datos disponibles sobre el proceso de aprendizaje adulto, siguiendo la teoría de Kolb, se centran en alumnado universitario y en las características del individuo como aprendiz. La evidencia muestra que el estilo de aprendizaje marca diferencias en el rendimiento, la satisfacción y la preferencia por el tipo de metodología y/o contenido (Bhatti & Bart, 2013;Sahasrabudhe & Kanungo, 2014). Pero no hay datos para saber si tal relación se mantiene en contextos no formales. ...
It is necessary to evaluate the learning context and individual characteristics of learners to understand the adult learning process. In this study, adult learning processes at non-formal situations according to Kolb´s model (1984) are described, considering its variability according to individual characteristics. Variability in adult learning processes was found, with socio-laboral conditions and risk trajectories playing a relevant role. These results are discussed, and methodological implications for planning adult learning experiences are highlighted.
... Learning effectiveness generally refers to how well one has developed knowledge or skills (Hu & Hui, 2012;Sahasrabudhe & Kanungo, 2014). Popular as a dependent variable, learning effectiveness has been operationalized differently in past learning studies. ...
Learning management systems (LMSs) may provide learners with resources in various formats, such as videos, quizzes, and forum discussions to support their learning, but having access to an LMS does not necessarily mean that learning has occurred effectively. Despite its apparent usefulness, whether the use of the LMS can indeed help learners learn more effectively remains an interesting matter for course providers, LMS vendors, and learners. Therefore, this study adopted the updated DeLone and McLean information system success model to examine whether LMS system quality, information quality, and service quality affect learners’ system use and user satisfaction, and ultimately their learning effectiveness. Through a questionnaire survey, responses collected from 123 university students who studied in a blended learning environment at a university were analyzed. Findings showed that system quality and service quality, but not information quality, had a significant relationship with system use. In turn, system use had a significant relationship with learning effectiveness.
Due to the COVID-19 virus, many educational institutions now encourage online learning. The National Program of Technology Enabled Learning (NPTEL) is a web portal that is used for e-learning applications. With this online course, students can access the lectures of all the respected experts from the best universities at any time and from any location. Due to privacy and security issues, many educational systems are hesitant to adopt the cloud. To avoid security issues, in this paper, a trust-based access control data hybrid cryptography model is proposed. The proposed system mainly focused on data confidentiality and the authentication process. For data security, the hybrid Attribute-Based Encryption and Elliptical Curve Cryptography (ABE-ECC) algorithm is presented. Besides, for authentication, trust-based access control is introduced. The trust of the user is calculated using three parameters: the number of successful/failed interactions, the service satisfaction index, and the level of dishonesty. The performance of the proposed method is analyzed based on different metrics, namely throughput, latency, successful rate, service utilization, encryption time, decryption time, and retrieval time.
BACKGROUND: The number of hypertension cases in Kendal District is increasing, especially in the elderly people from 60 to 74 year old. There are many factors that may cause hypertension; one of them is food consumption. AIM: The objective of this study is to determine whether there is a correlation between food consumption and the prevalence of hypertension in the elderly in Kendal District. METHODS: This study used a cross-sectional approach that has been carried out on 47 elderly people. The sampling technique of this study used purposive sampling. This study involved 47 elderly people as the respondents. The research data were collected by using a food consumption table questionnaire or FFQ, stethoscope, and sphygmomanometer. The research data were analyzed using Fisher Exact Test. RESULTS: The result of the study showed that the correlation between the consumption of salty foods and the prevalence of hypertension was p = 0.000, while for the consumption of fatty foods was p = 0.464 and for the consumption of sweet foods was p = 0.728. It is concluded that there is no correlation between the consumption of fatty foods and sweet foods with the prevalence of hypertension. CONCLUSION: There is a correlation between the consumption of salty foods with the prevalence of hypertension on midlife adults and elderly in Hospital of Dr. H. Soewondo Kendal District.
Knowledge management in the agriculture sector in order to access farmers to technical knowledge and research findings is one of the main goals of the agricultural extension system. This survey research aimed to identify the effective strategies on knowledge management process in the new agricultural extension system. The population of the study included all agricultural extension specialists in Jihade- Agriculture Organization of Zanjan province and the assistant researchers in the Agricultural and Natural Resources Research and Education Center which were 143, and 28 people, respectively, which all of them were studied. In order to measure the strategies, a total of 37 items were used in four dimensions. To measure the validity of the research tool, in addition to seeking experts’ opinions (face validity), average variance extracted (AVE) was used, and Cronbach's alpha and composite reliability (CR) were used to measure reliability. Data were analyzed using SPSS 24 and Smart PLS3 software. According to the findings, in the dimension of knowledge creation, the solution of "existence of ideas management systems", in the dimension of knowledge storage, "recording and maintenance of valuable researches and experiences of researchers, extension and experts", in the dimension of organization and processing of knowledge “organization of stakeholders’ knowledge and information in different ways” and in the dimension of knowledge distribution and transfer, "production of various written and electronic media to transfer knowledge among stakeholders based on their characteristics and needs" were in the highest ranks. Also, the findings of the confirmatory factor analysis showed that the strategies to improve the knowledge management process have four main components: creation, storage, processing and organization, and distribution of knowledge, and the homogeneity and reliability of the indicators were confirmed.
La tecnología digital, como elemento necesario para el avance de la sociedad del Siglo XXI, ha asumido un papel fundamental todos los contextos, incluido el educativo. En esta línea, diferentes estudios respaldan la importancia de la Competencias Digital Docente (CDD), así como su evaluación y desarrollo en contextos específicos. En este sentido, el Marco DigCompEdu de la Unión Europea propone los indicadores clave para el diagnóstico y formación en CDD. Por ello, esta Tesis Doctoral por compendio de publicaciones pretende conocer el nivel de CDD del profesorado andaluz, así como las variables que lo condicionan (O1), y diseñar acciones formativas válidas para su desarrollo (O2). Para ello, se presentan un total de 30 publicaciones relacionadas. Los resultados recogen el proceso de selección de indicadores para evaluar la CDD según DigCompEdu, diseño de instrumentos de recogida de datos válido y fiable para medir el nivel de CDD e identificación del grado y tipo de CDD, diferencias significativas entre diferentes grupos respecto al nivel de CDD, y aquellas variables que explican la CDD. Además, se presenta el diseño y validación de dos itinerarios personalizados de aprendizaje para el desarrollo de la CDD en formato TMOOC. Se concluye reflexionando sobre multidimensionalidad de la CDD, condicionada por múltiples variables, donde la mayoría del profesorado presenta niveles moderados de dominio. Finalmente, se discuten las formas de desarrollo y acreditación de la CDD y se abren nuevas líneas de investigación centradas en la formación competencial del profesorado.
Knowledge management in the agriculture sector in order to access farmers to technical knowledge and research findings is one of the main goals of the agricultural extension system. This survey research aimed to identify the effective strategies on knowledge management process in the new agricultural extension system. The population of the study included all agricultural extension specialists in Jihade- Agriculture Organization of Zanjan province and the assistant researchers in the Agricultural and Natural Resources Research and Education Center which were 143, and 28 people, respectively, which all of them were studied. In order to measure the strategies, a total of 37 items were used in four dimensions. To measure the validity of the research tool, in addition to seeking experts’ opinions (face validity), average variance extracted (AVE) was used, and Cronbach's alpha and composite reliability (CR) were used to measure reliability. Data were analyzed using SPSS 24 and Smart PLS3 software. According to the findings, in the dimension of knowledge creation, the solution of "existence of ideas management systems", in the dimension of knowledge storage, "recording and maintenance of valuable researches and experiences of researchers, extension and experts", in the dimension of organization and processing of knowledge “organization of stakeholders’ knowledge and information in different ways” and in the dimension of knowledge distribution and transfer, "production of various written and electronic media to transfer knowledge among stakeholders based on their characteristics and needs" were in the highest ranks. Also, the findings of the confirmatory factor analysis showed that the strategies to improve the knowledge management process have four main components: creation, storage, processing and organization, and distribution of knowledge, and the homogeneity and reliability of the indicators were confirmed.
The present article proposes use of a z-model to validate learning progress after experimenting on student’s performance. A statistical map of z-values is used to calculate the z-value. This paper is divided into two parts - First examine the students' learning outcomes in various computer science and engineering (CSE) subjects during regular classroom instruction as well as examine the students by an interactive learning model in which traditional classroom instruction and e-learning modules are combined and then, the second part administers a related exam to the same group of students. Z-test is used as a tool for evaluating the results. Based on the findings we found that students' performance increased dramatically after incorporating an e-learning module into their classroom instruction. The e-learning module has now been introduced into the classroom. Each subject would have a separate test paper with a higher degree of difficulty. It has been found that a substantial increase in the learning outcome of the students after Appling the proposed approach.
Registro en el Padrón Nacional de Editores como agente editor Sociedad de Investigación sobre Estudios Digitales, S.C., con el Dígito Identificador 978-607-99594. Este libro es una publicación de acceso abierto con los principios de Creative Commons Atribution 4.0 International License que permite el uso, intercambio, adaptación, distribución y transmisión en cualquier medio o formato, siempre que dé el crédito apropiado al autor, origen y fuente del material grá co. Si el uso del material gráfico excede el uso permitido por la normativa legal deberá tener permiso directamente del titular de los derechos de autor.
Nowadays, knowledge management has become an inspiring catch-all in the eyes of researchers as it is a source of competitive advantage. Despite growing concern for organizational learning, less attention has been given to knowledge management. Therefore, this study sheds light on various dimensions of knowledge management that may help management get organizational learning benefits. The stratified simple random sampling technique was used to collect data from 255 faculty members of public and private universities of Pakistan. Due to the COVID-19 pandemic, the data were collected online. The data were analyzed through SmartPLS software v.3.0. The results revealed that knowledge acquisition, knowledge documentation, knowledge creation, and knowledge application positively influence organizational learning, whereas knowledge transfer has a non-significant effect on organizational learning. It is evident from this study that managers should focus more on knowledge management by valuing employee opinions and well-being. They should value their contribution, help employees when needed, and find more ways to enhance their learning attitude.
Introduction. During the COVID-19 pandemic variety of digital tools and technologies were demonstrated owing to the global digitalization of education and the total transition to online learning. The purpose of present research is to determine factors of digitalization of education and their effect on transformation of social values among high school students in conditions of the COVID-19. The results of research on social values of students were considered using comparative analysis. It was revealed that the paradigm of values among young people changed from an individual-personal one at the beginning of the XXI century to the social oriented paradigm – tolerance, openness, public recognition through social networks, self-development and contribution to the community.
Materials and Methods. The analysis of pedagogical experience in the field of digitalization of education allowed to formulate the main factors of global digitalization of education and to highlight positive and negative aspects of online learning. According to M. Rokich’s method, an empirical study of instrumental values transformations was carried out among 137 students of Ural Federal University in the conditions of full-time online learning. A questionnaire method was implemented to determine studentsʼ attitude to online learning during COVID-19 pandemic and possibility for further development of this form of learning.
Results. It was revealed that only 13.7% of respondents did not notice any decrease in the quality of learning and did not experience discomfort in obtaining knowledge in online form. According to the studentsʼ opinion the values that are subjected to transformation are the following: efficiency, self-control, responsibility, honesty. It can be concluded that the era of network personality and new scientific knowledge in pedagogy has begun. Online learning is a fait accompli which requires scientific substantiation of a new didactics and social values system development among students in a digital education environment.
Discussion and Conclusion. Achieved results contribute to ecological system of new digital services that change life and educational activities of a human, as well as transform his personality and values system. Thus, for the purpose of health and emotional intelligence preservation in students the continuation of interdisciplinary study of various aspects of education digitalization is required.
Regardless of the varying rates of the novel coronavirus COVID-19 outbreak worldwide, the vast majority of countries have deployed distance e-learning alternatives to flatten the trajectory of the disease proliferation. Despite that, various challenges emerge while endeavoring to deliver purely online education under the emergency lockdowns of all educational institutions with a specific focus on tertiary educational campuses. Online learning has fully substituted the blended modalities of learning prevalent in the period preceding the coronavirus crisis. Thence, the need to examine the factors influencing the full adoption of Learning Management Systems (LMS) in higher education institutions has become even more insisting. Higher education institutions are obliged not to compromise quality assurance benchmarks under exceptional pandemic circumstances accompanying home quarantine encapsulated with anxiety and uncertainty. This theoretical chapter’s chief objective is to construct and adopt a hybrid theoretical framework driven from the most comprehensive technology acceptance and information systems success models. This chapter’s value lies in proposing an extended model to be validated in subsequent studies to examine the factors influencing LMS adoption under epidemic circumstances.
Der Einsatz digitaler Lernformate im Blended Learning bietet demnach Chancen in mindestens zwei Bereichen. Zum einen können digitale Lernformate direkt die Lernprozesse von Studierenden günstig beeinflussen, ihre Leistungen verbessern und zudem positive Effekte auf vielen weiteren Ebenen wie der Motivation oder des Selbstkonzeptes bewirken. Zum anderen generieren digitale Lernformate eine Fülle von Daten in vielfältiger Gestalt. Studierende erzeugen bei der Arbeit mit digitalen Werkzeugen Nutzungsdaten, wie Verweildauern und Aktivitätsprofile, sie produzieren Leistungsdaten aus digitalen Aufgaben, sie hinterlassen Textbeiträge in Foren und Chats. All diese Daten können genutzt werden, um mit Methoden von Learning Analytics (LA) und Educational Data Mining (EDM) zu analysieren, Schlüsse und Vorhersagen über studentisches Lernverhalten zu ziehen und die Lernangebote entsprechend zu optimieren.
Due to increase in complexity of modelling human behaviour in virtual environment, traditional or conventional didactic learning is limited in providing flexible or dynamic e-learning environment to students. Adaption of e-learning content with respect to several e-learning problems is open research problem in front of all of us. The purpose of this study is to review the learning styles having different classification methods associated with different e-learning problems. The open problems, challenges and prospective direction of e-learning research have also been described. Research papers from distinguished resources: Elsevier, Springer, Wiley, PubMed are reviewed and analyzed. The study examined the effectiveness of learning style and different classification methods in various e-learning problems. Different research papers have been classified based on learning style theories, adaptive classification methods, specific features and challenges faced in individual e-learning problems. 129 articles were studied and reviewed for meta-analysis. When adaptive and dynamic learning, blended with different learning styles and problems, then it’s found effective, which enhances learner’s performance and knowledge compared to traditional or conventional learning. This study supports researchers, academicians and practitioners in effectively adopting learning styles and method correspond to learning problems and provides a deep insight into its state of art.
Penelitian ini bertujuan untuk menghasilkan rancangan media pembelajaran berupa media e-learning berbasis video yang praktis untuk pelajaran Teknologi Informasi dan Komunikasi. Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan model IDI (Instructional Development Institute). Penelitian ini melihat apakah media e- learning berbasis video yang dirancang ini praktis, kemudian dilakukan uji coba kepada pengguna, yaitu guru dan siswa. Aspek yang diuji cobakan kepada guru untuk melihat aspek akses e-learning, aspek materi, aspek penyajian, aspek media e-learning berbasis video. Hasil penelitian menunjukkan bahwa media e-learning berbasis video oleh guru sudah praktis, sedangkan kepada siswa untuk melihat minat siswa, proses penggunaannya, peningkatan keaktifan siswa dan waktu siswa dalam mempelajari Mata Pelajaran Teknologi Informasi dan Komunikasi di SMA dengan menggunakan media E-Learning Berbasis Video. Hasil praktikalitas oleh siswa sudah praktis. Berdasarkan data di atas dapat disimpulkan bahwa media e-learning berbasis video telah praktis dan dapat digunakan dalam pembelajaran di SMA dan dapat dikembangkan serta digunakan pada mata pelajaran yang berbeda.
Wer derzeit über moderne Hochschullehre nachdenkt, kommt am Begriff Blended Learning nicht vorbei. Die darunter gefassten Lernszenarien ergänzen und ersetzen Schritt für Schritt die klassischen Lehrformate an Hochschulen. Gleichzeitig entstehen viele der typischen Herausforderungen ausgerechnet für diejenige Veranstaltungsform, bei der Blended Learning die höchste Veränderungsdynamik verspricht: der Lehrveranstaltung mit großen Studierendengruppen. Dieses Kapitel beleuchtet zunächst die Bedeutung verschiedener digitaler Lernmedienformate für das Online-Studium. Es widmet sich danach ausführlich sowohl der Sicherung studentischer Vorbereitung während des Selbststudiums als auch der bestmöglichen Aktivierung der Studierenden während der Präsenzphase. Alle Empfehlungen werden um plastische Beispielen aus der Lehrpraxis in der Psychologie an der Johannes Gutenberg-Universität Mainz erweitert und mit vielfältigen Ergebnissen aus der Wirkungsforschung unterlegt.
Geography examines geosphere phenomena that occurs in a space associated with humans on earth's surface. Media 3D models are an important visual media in presenting spatial objects on the earth's surface. This study aims to develop a decent 3D mockups media used for learning materials and test the effectiveness of media geography 3D mockups on learning outcomes. The study involved 90 students of Geography Education, Faculty of Social Sciences and Law, State University of Surabaya. Method development using a model of the Borg and Gall (1989) which has been modified into three stages, namely the introduction, development, and testing. The study produced instructional media 3D Muckups eligible to be used as a learning medium for the material hydrosphere geography, geology, and geomorphology. 3D mockups media use in learning geography materials can increase the activity of students, student interest and a positive response to raise the student learning outcomes as the material can be delivered more concrete geography. Based on observations conducted student activity occurs continuously increase in the use of 3D models for learning geography material.
Using analogies from Rumelt's (1991) work on industry and business-unit effects and the structure-conduct-performance paradigm, I examine disciplinary and course-specific effects on course outcomes in a sample of 50 Web-based courses conducted over 11 semesters. Adapting the concept of entry barriers from industrial organization (IO) economics to explain subject matter differences, I hypothesize that subjects for which PhDs are offered significantly explain variance in course outcomes relative to subjects for which PhDs are not generally offered. The results of the study showed that while both disciplinary and course-specific effects explained significant variance in the dependent variables, course-specific effects explained greater variance. I conclude with a discussion of future research directions, including encouragement to use theoretical frameworks from mainstream management research to accelerate the quantity and quality of management education research.
Strategic information systems planning (SISP) remains a top concern of many organizations. Accordingly, researchers have investigated SISP practice and proposed both formal methods and principles of good practice. SISP cannot be understood by considering ...
A field study of 95 middle-level and upper-level managers was undertaken to explain top managers' selection of communication media. The findings indicate that media vary in their capacity to convey information cues, and that media richness is correlated with message equivocality. Managers prefer rich media for equivocal communications and less rich media for unequivocal communications. The data suggest that high performing managers are more sensitive to the relationship between message equivocality and media richness than low performing managers. Implications for managers' use of information systems and electronic media are discussed.
Although videoconferencing technologies perform an important function in organizational com-munication, many users remain apprehensive about using the medium for routine communication. The study draws on media choice theory to assess the impact of communication apprehension and participation on perceptions of task characteristics and media traits. The results demonstrate that user aversion to videoconferencing has a significant impact on perceptions of task and media. A significant interaction was also revealed between communication apprehension and user partici-pation relating to perceptions of communication richness.
This paper answers the question, "Why do organizations process information?" Uncertainty and equivocality are defined as two forces that influence information processing in organizations. Organization structure and internal systems determine both the amount and richness of information provided to managers. Models are proposed that show how organizations can be designed to meet the information needs of technology, interdepartmental relations, and the environment. One implication for managers is that a major problem is lack of clarity, not lack of data. The models indicate how organizations can be designed to provide information mechanisms to both reduce uncertainty and resolve equivocality.
The purpose of this discussion is to explain and sharpen different points of view about the impact of media and attributes of media on learning, motivation and efficiency gains from instruction. This paper is an attempt to summarize my arguments about the research and theory in this area and to respond to Robert Kozma's criticism of my earlier discussion of these issues. I will first briefly summarize my arguments about media effects; next I will attempt to characterize the many reactions to the controversial claim that media do not influence learning or motivation. Finally, I will respond to the specific criticisms advanced by Robert Kozma this issue.
In today's new economy characterized by industrial change, globalization, increased intensive competition, knowl-edge sharing and transfer, and information technology revolu-tion, traditional classroom education or training does not always satisfy all the needs of the new world of lifelong learning. Learn-ing is shifting from instructor-centered to learner-centered, and is undertaken anywhere, from classrooms to homes and offices. E-Learning, referring to learning via the Internet, provides peo-ple with a flexible and personalized way to learn. It offers learning-on-demand opportunities and reduces learning cost. This paper describes the demands for e-Learning and related re-search, and presents a variety of enabling technologies that can facilitate the design and implementation of e-Learning systems. Armed with the advanced information and communication tech-nologies, e-Learning is having a far-reaching impact on learning in the new millennium.
Universities and corporate training facilities have been investing in information technologies to improve education and training at an increasing rate during the past decade. Many new companies are emerging to provide tools and services to enable the effective design of IT-based learning solutions. Although research on technology-mediated learning has increased in recent years, it still lags behind developments in practice. This essay suggests potential research avenues in the area of technology-mediated learning. It seeks to motivate greater depth of research into the question of how technology enhances learning. This question requires an explicit consideration of relationships among technology capabilities, instructional strategy, psychological processes, and contextual factors involved in learning. The essay also recommends attention to a greater breadth of research questions, including issues of how technology-mediated learning affects program design and what structures and processes universities can employ to facilitate innovation.
Media richness theory argues that performance improves when team members use "richer" media for equivocal tasks. This experiment studied the effects of media richness on decision making in two-person teams using "new media" (i.e., computer-mediated and video communication). Media richness was varied based on multiplicity of cues and immediacy of feedback. Subjects perceived differences in richness due to both cues and feedback, but matching richness to task equivocality did not improve decision quality, decision time, consensus change, or communication satisfaction. Use of media providing fewer cues (i.e., computer mediated communication) led to slower decisions and more so for the less equivocal task. In short, the results found no support for the central proposition of media richness theory; matching media richness to task equivocality did not improve performance.
Computer skills are key to organizational performance, and past research indicates that behavior modeling is a highly effective form of computer skill training.The present research develops and tests a new theoretical model of the underlying observational learning processes by which modeling-based training interventions influence computer task performance.Observational learning processes are represented as a second-order construct with four dimensions (attention, retention, production, and motivation).New measures for these dimensions were developed and shown to have strong psychometric properties.The proposed model controls for two pretraining individual differences (motivation to learn and self-efficacy) and specifies the relationships among three training outcomes (declarative knowledge, post-training self-efficacy, and task performance).The model was tested using PLS on data from an experiment (N = 95) on computer spreadsheet training.As hypothesized, observational learning processes significantly influenced training outcomes. A representative modeling-based training intervention (retention enhancement) significantly improved task performance through its specific effects on the retention processes dimension of observational learning.The new model provides a more complete theoretical account of the mechanisms by which modeling-based interventions affect training outcomes, which should enable future research to systematically evaluate the effectiveness of a wide range of modeling-based training interventions.Further, the new instruments can be used by practitioners to refine ongoing training programs.
To use information technology to improve learning processes, the pedagogical assumptions underlying the design of information technology for educational purposes must be understood. This paper reviews different models of learning, surfaces assumptions of electronic teaching technology, and relates those assumptions to the differing models of learning. Our analysis suggests that initial attempts to bring information technology to management education follow a classic story of automating rather than transforming. IT is primarily used to automate the information delivery function in classrooms. In the absence of fundamental changes to the teaching and learning process, such classrooms may do little but speed up ineffective processes and methods of teaching. Our mapping of technologies to learning models identifies sets of technologies in which management schools should invest in order to informate up and down and ultimately transform the educational environment and processes. For researchers interested in the use of information technology to improve learning processes, the paper provides a theoretical foundation for future work.
This paper reviews studies of online and blended learning in management-oriented disciplines and management-related topics. The review shows that over the last decade, this emerging field has seen dramatic conceptual, methodological, and analytical advances. However, these advances have progressed within the particular disciplines at uneven rates. Studies examining courses in Organizational Behavior and Strategic Management have seen the most progress, with courses in Human Resources, Operations Management, and International Management receiving lesser attention. To date, studies of courses in Entrepreneurship are next to non-existent. Our review suggests that although several multi-course studies have been published, there is ample opportunity for research within the respective management disciplines. We also suggest topics and methodological issues requiring further study, including stronger delineations between online and blended management education; further examination of participant characteristics, particularly for instructors; and the influence of institutions located outside North America.
While there is an increasing body of literature on the effectiveness of on-line courses, studies on the effects of factors predicting Web-based course success over time are limited. I consider the effects of technological characteristics, the pedagogical structure of courses, and their relationship to student learning and satisfaction with the Internet as a course delivery medium in hopes of identifying a framework for Web-based course design that on-line MBA programs and individual faculty members might apply to their courses and be reasonably effective even if they are new to teaching on-line. My results suggest that a framework of selecting an on-line course software platform that students perceive to be both useful and easy to use, using a variety of media on the course Website, promoting the "any time, anywhere" aspects of the learning environment, and encouraging participant interaction is positively associated with effective course outcomes for Web-based courses.
Strategic information systems planning (SISP) remains a top concern of many organizations. Accordingly, researchers have investigated SISP practice and proposed both formal methods and principles of good practice. SISP cannot be understood by considering ...
This article proposes a new thesis about the role of individual differences in managers' media choice behavior. It argues that individual differences influence media choice only under conditions of low message equivocality. When equivocality is high, a “richness imperative” masks the influence of individual differences. Managers are compelled to use richer media to match the equivocality of the message. However, in low-equivocality situations, richness demands are lowered. Any medium is capable of carrying the message. Thus managers have more freedom to act on their preferences, and individual differences are more likely to influence behavior. The findings of an exploratory study provide some support for this theoretical notion. As hypothesized, the judging/perspective attitude, as measured by the Myers Briggs Type Indicator, influenced media choice under conditions of low equivocality but not under conditions of high equivocality. However, tolerance for ambiguity did not significantly influence media choice under either condition. Implications for future research and practicing managers are discussed.
How can we help students to understand scientific explanations of cause-and-effect systems, such as how a pump works, how the human respiratory system works, or how lightning storms develop? One promising approach involves multimedia presentation of explanations in visual and verbal formats, such as presenting computer-generated animations synchronized with computer-generated narration or presenting illustrations next to corresponding text. In a review of eight studies concerning whether multimedia instruction is effective, there was consistent evidence for a multimedia effect: Students who received coordinated presentation of explanations in verbal and visual format (multiple representation group) generated a median of over 75% more creative solutions on problem-solving transfer tests than did students who received verbal explanations alone (single representation group). In a review of 10 studies; concerning when multimedia instruction is effective, there was consistent evidence for a contiguity effect: Students generated a median of over 50% more creative solutions to transfer problems when verbal and visual explanations were coordinated (integrated group) than when they were not coordinated (separated group). Finally, in a review of six studies concerning for whom multimedia instruction is effective, Attribute x Treatment interactions indicated that multimedia and contiguity effects were strongest for low prior knowledge and high spatial ability students. Results are consistent with a generative theory of multimedia learning in which learners actively select, organize, and integrate verbal and visual information.
The importance of effective training in ensuring the success of end-user computing (EUC) has been emphasized by several researchers in information systems. A vast amount of evidence from research in related areas such as educational psychology suggests that individual differences, such as learning style, may affect users learning about a new EUC software package. This article reports the findings of a series of studies that examine the influence of a novice's learning style in learning typical EUC tools such as spreadsheets and electronic mail. A consistent pattern of findings emerges that indicates that learning modes is an important predictor of learning performance, both by itself and in interaction with training methods. The findings suggest that in the design of training, it is essential to match training methods to individual difference variables. Based on these findings, guidelines are recommended for IS professionals involved in EUC training and further research directions are discussed.
This study explores the internal validity and reliability of Kolb’s revised Learning Style Inventory (LSI-2A and LSI-3) in
a sample of 221 graduate and undergraduate business students. Research on the LSI is also reviewed and the implications of
conducting factor analysis using ipsative data are explored. Experiential Learning Theory is presented and the concept of
learning styles explained. This study largely supports prior research supporting the internal reliability of scales. Principle
Component Analysis provides evidence for a 2 factor structure as hypothesized by Kolb.
This article addresses the position taken by Clark (1983) that media do not influence learning under any conditions. The article reframes the questions raised by Clark to explore the conditions under which media will influence learning. Specifically, it posits the need to consider the capabilities of media, and the methods that employ them, as they interact with the cognitive and social processes by which knowledge is constructed. This approach is examined within the context of two major media-based projects, one which uses computers and the other, video. The article discusses the implications of this approach for media theory, research and practice.
In this article, I comment on the seven articles that appeared in the special issues of Educational Technology Research and
Development (1998, 46(4); 1999, 47(2)) and an associated American Educational Research Association (AERA) symposium, as well
as other selected developments in educational technology as presented in a recent edited volume (Jacobson & Kozma, in press).
I address the importance of the research and development (R&D) described in these articles and identify five interconnected
themes that cut across many of them: the centrality of design, the enabling capabilities of technology, collaboration with
new partners, scaling up of projects, and the use of alternative research methodologies. Together, the projects described
in these articles are defining new directions for educational technology that put it at the forefront of educational R&D.
At the same time, I direct a critique and challenge to traditional instructional systems design (ISD) technology programs.
Advances in e-learning technologies parallels a general increase in sophistication by computer users. The use of just one theory or model, such as the technology acceptance model, is no longer sufficient to study the intended use of e-learning systems. Rather, a combination of theories must be integrated in order to fully capture the complexity of e-learners, who are both system users and learners. The current research presents an integrated theoretical framework to study users’ acceptance of streaming media for e-learning. Three streams of research provide the basis for this integrated framework: the technology acceptance model, flow theory and media richness theory. Students enrolled in an online section of an information systems course used one of three different combinations of text, streamed audio and streamed video. Regression analysis was used to test the hypotheses in this field experiment. Perceived ease of use was a predictor of perceived usefulness; both the perceived usefulness and the attitude of the user were predictors of intention to use. Richer content-presentation types were positively correlated with higher concentration levels but showed mixed results when correlated with perceived usefulness. Results from this study have practical implications for those interested in integrating streaming media into e-learning.
Abstract Based on the technology acceptance model (TAM), this study uses the framework of the extended TAM to examine the antecedents and consequences for employees' acceptance of the e-learning system within financial services organizations. The total of 328 useable responses collected from eight international or domestic financial services companies in Taiwan were tested against the model using structural equation modelling (SEM). The main research results are summarized as follows in terms of the antecedents of e-learning acceptance and its impact on employees' perceived performance. Four types of determinants are demonstrated: individual factors, system factors, social factors and network externality factor. Finally, this study proposes relevant suggestions for practitioners and future researchers.
The study investigates the media selection behavior of directors (executives) and managers through the use of multiple methods. The findings indicate the directors were more "self" oriented in their media choices, more often choosing media based on access/ease of use criteria, while the managers were more "other" oriented, more often making choices based on media richness/social presence criteria. These differences have implications in the interpretation of communication from directors and managers to the rest of the organization and suggest a model for understanding the use of "rich" and "lean" communication media. The literature review of the study makes a major contribution by fitting together the multiple theories applied to the area and showing how conflicting results from all the established media selection theories make sense in different circumstances.
Internet technologies are having a significant impact on the learning industry. For-profit organizations and traditional institutions of higher education have developed and are using web-based courses, but little is known about their effectiveness compared to traditional classroom education. Our work focuses on the effectiveness of a web-based virtual learning environment (VLE) in the context of basic information technology skills training. This article provides three main contributions. First, it introduces and defines the concept of VLE, discussing how a VLE differs from the traditional classroom and differentiating it from the related, but narrower, concept of computer aided instruction (CAI). Second, it presents a framework of VLE effectiveness, grounded in the technology-mediated learning literature, which frames the VLE research domain, and addresses the relationship between the main constructs. Finally, it focuses on one essential VLE design variable, learner control, and compares a web-based VLE to a traditional classroom through a longitudinal experimental design. Our results indicate that, in the context of IT basic skills training in undergraduate education, there are no significant differences in performance between students enrolled in the two environments. However, the VLE leads to higher reported computer self-efficacy, while participants report being less satisfied with the learning process.
This study focuses on people's choices between electronic mail and
voice mail. We found that users generally preferred electronic mail over
voice mail for most communication purposes. These results do not support
a hypothesis derived from media richness theory that voice mail would be
preferred to e-mail for ambiguous situations. A more important finding
is that other medium features besides richness influence individuals'
media choices, specifically, medium features useful for retrieving and
preparing messages and for working In group settings. From this and
other evidence, we conclude that a complex set of social factors governs
organizational media use in ways that neither theory can fully explain.
Our findings have some interesting implications for designers of
multimedia communication systems and for people like human resources
specialists who are concerned with improving the effectiveness of
professional work and the quality of working life
Experiential learning
- D Kolb
Kolb, D. (1984). Experiential learning. New York: Prentice Hall.
A.2. Distribution of respondents based on learning effectiveness (not all points are shown due to overlaps)
- Fig
Fig. A.2. Distribution of respondents based on learning effectiveness (not all points are shown due to overlaps).
The Kolb Learning Style Inventory – Version 3.1, technical specifications Experience Based Learning Systems Will media influence learning? Reframing the debate
- A Y Kolb
- D Kolb
Kolb, A. Y., & Kolb, D. (2005). The Kolb Learning Style Inventory – Version 3.1, technical specifications. Experience Based Learning Systems, Inc.. http://www.whitewater-rescue. com/support/pagepics/lsitechmanual.pdf Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Education Technology Research and Development, 42(2), 7–19.
Multimedia learning Learning in adulthood
- R E Mayer
- S Merriam
- R Caffarella
Mayer, R. E. (2001). Multimedia learning. Cambridge, MA: University Press. Merriam, S., & Caffarella, R. (1999). Learning in adulthood (2nd ed.). San Francisco: Jossey-Bass.
1. Learning style data for sample in the quasi experiments
- B V Fig
- S Sahasrabudhe
- Kanungo
Fig. B.1. Learning style data for sample in the quasi experiments. V. Sahasrabudhe, S. Kanungo / Computers & Education 76 (2014) 237–249