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E-learning : and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning / R. Colvin Clark, R.E. Mayer.
... Οι Clark & Mayer (2011) βασιζόμενοι στη γνωστική ψυχολογία επισημαίνουν τον κίνδυνο γνωστικής υπερφόρτωσης και προτείνουν να εφαρμόζονται κάποιες αρχές σε πολυμεσικά περιβάλλοντα. Προτείνουν την αποφυγή τόσο της ταυτόχρονης χρήσης μακροσκελούς κειμένου και ομιλίας, όσο και την προβολή γραφικών με πολλές άσκοπες λεπτομέρειες ενώ, ο τεμαχισμός του περιεχομένου (segmenting) σε μικρότερες ενότητες και η συμπερίληψη πρακτικών και καθημερινών παραδειγμάτων φέρουν καλύτερα μαθησιακά αποτελέσματα. ...
... Αυτές οι δεξιότητες αναπτύσσονται από τη δήλωση των στόχων στην αρχή και την ανακεφαλαίωση στο τέλος (Wang et al., 2019) και με ερωτήσεις που συνοδεύονται από άμεση ανατροφοδότηση (Schellekens et al., 2021). Η εισαγωγή στοιχείων παιχνιδοποίησης όπως η δυνατότητα επανάληψης του κουίζ χωρίς βαθμολογικές συνέπειες, αυξάνει την ενεργή εμπλοκή των χρηστών (Dicheva et al., 2015) καθώς απαλλάσσει τους χρήστες από το άγχος της αποτυχίας. Ακόμη, οι ΠΠ που ταυτόχρονα καθοδηγούν αλλά και ενθαρρύνουν τους εκπαιδευόμενους, επιδρούν πιο θετικά στη μάθηση σύμφωνα με την μετα-ανάλυση των Heidig & Clarebout (2011), ενεργοποιώντας και τη γνωστική αλλά και τη συναισθηματική εμπλοκή. ...
... Επιπλέον, οι Clark & Mayer (2011), Apoki et al. (2022) τονίζουν τη σημασία της αρχής της προσωποποιημένης ή εξατομικευμένης προσαρμοστικής μάθησης (Personalized Adaptive Learning) και προτείνουν ακόμα και μέσα από προκαθορισμένες αλληλουχίες πλοήγησης να προσφέρονται διαφορετικά μαθησιακά μονοπάτια ανάλογα με τις προτιμήσεις των χρηστών. Με αυτόν τον τρόπο, ένας χρήστης με χαμηλό γνωστικό υπόβαθρο έχει τη δυνατότητα να ακολουθήσει διαφορετική πορεία από κάποιον χρήστη υψηλών επιδόσεων. ...
Σκοπός της παρούσας εργασίας είναι να παρουσιάσει την επίδραση μίας Παιδαγωγικής Βοηθού (ΠΒ) στην εμπλοκή των φοιτητών και στα μαθησιακά αποτελέσματα καθώς και την αποδοχή της από τους φοιτητές. Το μάθημα «Διδακτική της Φυσικής» διδάσκεται και στα δύο εξάμηνα αλλά η ΠΒ, που αναπτύχθηκε με το Η5Ρ εργαλείο του σεναρίου διακλάδωσης, ενσωματώθηκε στο Σύστημα Διαχείρισης Μάθησης (ΣΔΜ) του Τμήματος Φυσικής του ΑΠΘ αποκλειστικά στο εαρινό εξάμηνο. Συμμετείχαν 119 φοιτητές και φοιτήτριες εκ των οποίων οι 61 φοιτούσαν στο χειμερινό και οι 58 στο εαρινό εξάμηνο. Η συλλογή των δεδομένων περιλαμβάνει την καταγραφή της συχνότητας προβολής των μαθησιακών αντικειμένων των φοιτητών από τα στατιστικά χρήσης της πλατφόρμας, τις υποβληθείσες εργασίες των φοιτητών του χειμερινού και του εαρινού εξαμήνου και τις απαντήσεις σε ηλεκτρονικό ερωτηματολόγιο που διερευνούσε την αποδοχή της ΠΒ. Η συγκριτική μελέτη ανάμεσα στους φοιτητές χειμερινού και εαρινού εξαμήνου έδειξε ότι υπήρχε στατιστική αύξηση στην
εμπλοκή και στατιστική βελτίωση στη σύνταξη εργασίας. Τέλος, υπήρχε ευρεία αποδοχή της ΠΒ από τους φοιτητές.
... In online learning, the structure of an online curriculum is mostly automated (Khan 2009), granting students greater autonomy in determining the timing, manner, and selection of the content and activities in which they participate (Clark and Mayer 2024;Milligan and Littlejohn n.d.). Because of this adaptability, students must monitor and adapt their behaviour and activities to the learning environment (Zimmerman 2000). ...
... Self-e-learning is effective for improving learners' knowledge and skills in various fields. The learning transfer theory suggests that self-e-learning can effectively transfer learning to new contexts, as learners can apply the knowledge and skills they have acquired in a self-paced, flexible learning environment to real-world situations (Clark and Mayer 2024). ...
... Previous studies have underscored the importance of e-learning in maritime education (Clark and Mayer 2024;Elfaki, Abdulraheem, and Abdulrahim 2019). The popularity of elearning platforms has increased in tandem with technological improvements that facilitate the delivery of instructional content. ...
Understanding the International Regulations for Preventing Collisions at Sea (COLREG) is crucial for maritime safety, yet maritime students often face challenges in mastering these regulations. This study investigates the effectiveness of different learning methods-self-e-learning, classroom instruction, and simulation training-on COLREG comprehension among maritime students at Universiti Malaysia Terengganu (UMT). The primary objective is to assess how these learning methods influence students' mastery of COLREG. A mixed-method approach was employed, utilising a structured questionnaire for quantitative data collection and in-depth interviews for qualitative insights. Data were analyzed using Smart PLS 4.0 to explore the relationships between learning methods and COLREG knowledge. The findings of the study indicate that self-e-learning and classroom teaching significantly enhance students' understanding of COLREG, while the impact of simulation training was less effective, necessitating a review of current simulation programs. The study recommends revising the curriculum to balance these learning methods, improve e-learning resources, and critically evaluate simulation training to better prepare students for maritime careers and enhance overall maritime safety.
... Digital platforms, including interactive puzzle apps and educational websites, offer adaptive learning experiences tailored to students' proficiency levels (Hasbi et al., 2024b). Clark & Mayer (2012) emphasize that digital games with adaptive feedback mechanisms support deeper learning and sustained engagement. By incorporating these tools into classroom instruction, teachers can diversify learning methods, catering to different student needs and learning preferences. ...
... Studies suggest that game-based learning fosters active learning and long-term retention of words by providing contextual and interactive experiences (Prensky, 2003). However, critics point out potential drawbacks, such as over-reliance on games that may lead to superficial learning rather than deep understanding (Clark & Mayer, 2012). Additionally, there are concerns regarding the digital divide, where students from underprivileged backgrounds may have limited access to technology-based learning resources (Selwyn, 2016). ...
Teaching using game is one of the many ways to make the learning process more effective and interesting. In this case, Puzzle game is an example of games that can be utilized. Moreover, puzzle games require players to actively think, categorize, and recall words, reinforcing language learning through repetition and contextual associations. Building on this premise, this chapter aims to explore how of puzzle games enhancing English vocabulary acquisition among young learners, drawing from current research and expert insights. These valuable perspectives on the effectiveness of puzzle game in fostering vocabulary development, hopefully offering insights for educators and curriculum designers.
... The preference for video in indirect reflective nudges can be attributed to its capacity of multi-sensory engagement, allowing it to deliver complex concepts more directly and engagingly [35] as highlighted by the qualitative feedback in both studies (sections 4.8 and 6.2), supporting Mayer's findings [126] that video outperforms images and text in learning contexts. Additionally, Dale's [42] cone of learning highlights the inherent concreteness of videos compared to more abstract modalities like pictures. ...
... Therefore, it is likely that individuals may engage with and benefit from multiple sensory channels for more effective information processing. Studies in educational psychology [35,64,126,129] emphasize the cognitive benefits of multi-sensory engagement, supporting our findings that multimodal approaches can significantly enhance user reflection. By leveraging users' multimodal preferences as a catalyst for reflection, online deliberation platforms can tailor nudges to individual needs more effectively. ...
Nudging participants with text-based reflective nudges enhances deliberation quality on online deliberation platforms. The effectiveness of multimodal reflective nudges, however, remains largely unexplored. Given the multi-sensory nature of human perception, incorporating diverse modalities into self-reflection mechanisms has the potential to better support various reflective styles. This paper explores how presenting reflective nudges of different types (direct: persona and indirect: storytelling) in different modalities (text, image, video and audio) affects deliberation quality. We conducted two user studies with 20 and 200 participants respectively. The first study identifies the preferred modality for each type of reflective nudges, revealing that text is most preferred for persona and video is most preferred for storytelling. The second study assesses the impact of these modalities on deliberation quality. Our findings reveal distinct effects associated with each modality, providing valuable insights for developing more inclusive and effective online deliberation platforms.
... E-readiness is a major necessity in the implementation of effective e-learning programs in any educational system. Researchers have shown that the implementation of e-learning can succeed only if preceded by measuring the level of readiness for e-learning (Clark and Mayer, 2011). The Online Reporting Specialists (2005) delineates e-learning readiness as a state of being equipped and poised to engage in electronic learning modalities, particularly those facilitated through the Internet. ...
... The evidence from the study echoes this sentiment, with participants expressing a greater sense of confidence and comfort with e-learning tools and methodologies as their readiness levels increased. This aligns with the assertion made by Clark and Mayer (2011), who emphasized the necessity of assessing participants' readiness before implementing e-learning initiatives. Their insight underscores the pivotal role of readiness assessment in ensuring the effective integration of e-learning strategies within university settings. ...
Purpose-This study investigated university lecturers' attitudes, readiness and anxiety toward e-learning in response to the widespread transition to online education prompted by the COVID-19 pandemic and the interrelationships between these variables using a sample drawn from Nigeria.
Design/methodology/approach-The sample consisted of 168 university lecturers in Nigeria, comprising 94 males and 74 females. A questionnaire assessing university lecturers' attitudes, readiness and anxiety toward e-learning was administered to collect data. Descriptive, t-test and regression analyses were conducted to analyze the collected data.
Findings-The findings revealed significant correlations among lecturers' e-learning attitudes, readiness and anxiety. Specifically, significant relationships were observed between lecturers' e-learning attitudes and readiness, lecturer's e-learning readiness and anxiety, as well as lecturers' e-learning anxiety and e-learning attitudes. Moreover, a notable difference was detected in the mean scores of e-learning attitudes between male and female lecturers, indicating that male lecturers exhibited more positive e-learning attitudes compared to their female counterparts. Additionally, male lecturers reported lower levels of e-learning anxiety and demonstrated higher readiness to embrace e-learning compared to female lecturers.
Research limitations/implications-The COVID-19 pandemic posed significant limitations for this study. Firstly, due to restrictions on in-person interactions and mobility, conducting a pilot study was not feasible, which may have impacted the refinement of our methodologies. Additionally, the number of participants was limited as a result of challenges in recruitment and accessibility during the pandemic, potentially affecting the generalizability of our findings. Future research efforts should aim to mitigate these constraints and consider alternative methods for data collection to enhance the robustness of the results. Another research implication is the need to explore, through a qualitative approach, the lecturer's use of e-learning and perception of the process, outcome and needs or areas of improvement. This could unearth deeper issues that threaten the effective transition to and use of e-learning by higher education teachers.
Practical implications-Overall, our findings illuminate the importance of targeted policy and practice interventions to address attitudes, readiness and anxiety among lecturers, facilitating the successful implementation of e-learning initiatives within Nigerian higher education institutions.
Social implications-The study underscores implications for e-learning integration, emphasizing the importance of considering various human and social factors alongside technical aspects.
Originality/value-This study adds to the existing literature by examining the level of lecturers' attitudes, readiness and anxiety toward the adoption of mandatory e-learning in schools and how these variables relate to drawings on a Nigerian sample.
... Recognizing and managing cognitive load in the m-learning context is vital for designing effective instructional strategies and optimizing learning performance (Clark & Mayer, 2011;Krull & Duart, 2017). M-learning environments engage students with multimedia elements, presenting both realworld and digital screens (Chu, 2014;G. ...
... In the context of m-learning, students often face high cognitive load stemming from factors like irrelevant information, inadequate instructional design, and limited experience with mobile learning (Clark & Mayer, 2011). This overload, particularly challenging for novice learners, underscores the necessity of investigating cognitive load implications within multimedia-rich m-learning contexts (Sweller et al., 2019;van Merriënboer et al., 2006). ...
Aim/Purpose: This study aims to analyze the cognitive load experienced by secondary school students in Biology within m-learning environments and its impact on learning performance. Background: Cognitive load has become a critical issue that schools need to address to ensure students can excel in their learning without being overwhelmed. While principles for reducing cognitive load have been extensively discussed in previous research, studies focusing on mobile learning (m-learning) for Biology among students in Malaysia remain limited. This study employed Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) to address this gap. By integrating four key principles—segmenting and pretraining, modality, redundancy, and seductive details—into m-learning tasks using the Successive Approximation Model (SAM1), this study aimed to reduce cognitive load and enhance students’ learning performance. Methodology: This study employed a quantitative approach using a randomized pre-test/post-test quasi-experimental design. Students were randomly assigned to either an intervention group (20 students) or a control group (18 students). The study was conducted over four weeks, comprising a three-week intervention period with a one-week interval. Statistical analyses, including independent t-tests, Mann-Whitney U tests, Quade ANCOVA, and Pearson correlation, were used to analyze the quantitative data. Qualitative feedback was analyzed using thematic analysis. Contribution: This study contributes by providing instructional design strategies that incorporate principles for reducing cognitive load in mobile learning for Biology. It also demonstrates how Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) can be effectively integrated. By examining the cognitive load experienced by secondary school students in m-learning environments, the study offers valuable insights for designing and implementing effective instructional strategies. Identifying the factors influencing cognitive load enables educators to develop targeted interventions that enhance learning experiences and optimize performance. Findings: The study indicated that the adoption of mobile learning tasks not only significantly reduced cognitive load but also corresponded to enhanced learning performance. Participants engaging in m-learning experienced lower cognitive load, which was positively associated with superior performance in learning tasks, emphasizing the beneficial impact of mobile learning on cognitive load management and academic achievement. Recommendations for Practitioners: Educators and instructional designers are encouraged to incorporate cognitive load principles into their instructional strategies and learning material design to enhance student performance. Policymakers should consider similar strategies to reduce the cognitive load for students in educational settings to improve learning outcomes. Recommendation for Researchers: Researchers are encouraged to replicate the design elements used in this study when developing mobile or online learning materials to reduce learners’ cognitive load and enhance their performance. They should also consider expanding this research to other topics, subjects, and educational levels to provide further insights and validate the effectiveness of these design elements across different contexts. Impact on Society: The findings of this study have significant implications for society, particularly in addressing mental health and stress issues among the younger generation. By identifying strategies to manage cognitive load and reduce stress in online learning environments, the study provides valuable insights for educators, parents, and policymakers. These strategies can help mitigate the adverse effects of cognitive overload, improve learning experiences, and promote better mental well-being. Additionally, the study’s recommendations can guide the development of more effective and supportive learning environments, contributing to overall societal well-being and academic success. Future Research: Future studies could explore cognitive load beyond the intrinsic and extraneous components focused on in this study, examining additional elements within the frameworks of cognitive load theory and multimedia learning. In addition to using the cognitive load questionnaire, exploring other measurement tools could ensure a more comprehensive understanding of cognitive load. Future research might also consider enriching mobile learning tasks by diversifying subject matter and conducting longitudinal cohort studies. Such studies could provide valuable insights into memory retention over extended periods, aiding in optimizing mobile learning frameworks and enhancing educational experiences.
... Personalized learning involves adapting teaching methods to fit learners' preferences, thereby enhancing their overall learning experience [36]. Teachers can customize digital lessons for visual learners using tools like images, videos, and charts [67]. Auditory learners, on the other hand, benefit from audio resources such as podcasts and conversations [68]. ...
Integrating smart learning environments into modern education systems opens up significant opportunities to use data analysis techniques to predict students’ English language performance. This study aims to evaluate the performance of various machine learning models for predicting English as a foreign language student performance, emphasizing data preprocessing and feature selection. The dataset was gathered from 181 students in eight middle schools in Thailand. The student’s data was exported from the Smart Learning Project, which includes data on 14 PISA-like English quizzes covering 27 competencies. The study compares the predictive performance of machine learning models, including Random Forest, Support Vector Regression, AdaBoost, Bayesian Ridge, K-Nearest Neighbors, ElasticNet, XGBoost, Gradient Boosting, and Stacking Ensemble, using MSE, RMSE, MAE, and R² metrics. The analysis results indicated that ensemble models, particularly XGBoost and Stacking Ensemble, performed the best in predicting students’ English language performance. These models can efficiently capture complex relationships in educational data. Therefore, data preprocessing and feature selection play a significant role in improving model performance. This study highlights the potential of advanced machine learning techniques in educational data analysis. The results can contribute to developing personalized learning strategies and early intervention. It supports an efficient and adaptive education system, advancing smart learning and data-driven instruction. Doi: 10.28991/ESJ-2025-09-02-07 Full Text: PDF
... This innovative tool redefines conventional simulation models-traditionally conducted in controlled environments-by transforming them into interactive, multisensory experiences. The objective of this study is to present and analyze the capabilities of this advanced editor, highlighting its transformative potential in simulation-based education [2], [3], [4], [5], [6]. ...
The Multimedia Scenario Editor developed by e-REAL Labs represents a major advancement in experiential learning and simulation-based education. This innovative tool enhances traditional simulation methods by integrating interactive multimedia elements, creating highly immersive and multisensory learning environments. Educators can incorporate visual, auditory, and, in some cases, kinesthetic and olfactory stimuli, significantly enhancing engagement and realism. Its flexible and adaptive design allows for real-time customization, enabling educators to tailor learning experiences to meet individual learner needs. This paper examines the capabilities of the Multimedia Scenario Editor, highlighting its practical applications in simulation-based education and its role in enhancing the debriefing process. Additionally, implementation strategies are discussed, providing educators with actionable insights to maximize the technology’s impact. By enriching educational experiences and fostering deeper learner engagement, the Multimedia Scenario Editor is a comprehensive and scalable solution for modern training environments.
... The findings indicating that the chalk and talk method enhanced by visual instructional materials significantly improves learning outcomes in Christian Religious Studies (CRS) align with broader educational theories suggesting that multisensory teaching approaches can lead to better retention and understanding of material (Mayer, 2009;Esplendori et al., 2022). This approach leverages the cognitive theory of multimedia learning, which posits that individuals learn more effectively from words and pictures than from words alone (Clark & Mayer, 2011;Gazioglu & Karakuş, 2023). ...
This study investigated the impact of visual instructional materials on the learning outcomes of primary school pupils in Christian Religious Studies (CRS) in Ado-Ekiti, Ekiti State, Nigeria. It utilized relevant pictures depicting Bible stories during the instructional process. A quasi-experimental design was employed, featuring one experimental group and one control group. The participants consisted of 119 primary 5 pupils offering CRS, selected from the central area of Ado-Ekiti through a simple random technique. Data were collected using the Christian Religious Studies Achievement Test (CRSAT), and the research hypotheses were analyzed using t-tests and Analysis of Variance (ANOVA). The findings revealed a significant difference in the post-test scores between the experimental and control groups, indicating the effectiveness of the chalk and talk method supplemented with visual instructional materials. However, the interaction between treatment and gender was found to be statistically insignificant. Based on these findings, it is recommended that primary school teachers in Christian Religious Studies (CRS) adopt this method during the instructional process. The study was conducted within a constrained timeframe due to the school calendar. This study's contribution provides empirical validation of the effectiveness of the "chalk and talk" method supplemented with visual teaching materials in improving students' learning performance in Christian Religious Studies (CRS) subjects at the elementary school level. The findings provide important insights for developing effective teaching strategies in the elementary education curriculum. In addition, this study acknowledges the time constraints due to school schedules and recommends further research conducted over a more extended period or in different contexts to gain a broader understanding.
... Recent research has demonstrated that ethical leadership has a significant influence on various outcomes for followers. Numerous studies have supported this conclusion, highlighting the impact on follower job performance [91,92], voice [93,94], as well as other positive [95,96] and negative behaviors ( [97,98]; [99], p. 595). ...
By upholding high ethical standards and promoting ethical leadership, leaders can establish a culture that values integrity, transparency, and fairness. It is important to recognize that our actions can have unintended consequences, making system thinking an important tool for analysis. System thinking is essential for creating ethical corporate environments by understanding how different elements within an organization are interconnected and how they impact ethical decision-making. This chapter examines the potential impact of system thinking on a large scale and explores the necessary tools, strategies, and external factors for continuously improving an organization’s performance based on ethical principles. It involves understanding the cyclical nature of the world, the influence of structure on conditions, and the fundamental laws governing systems.
... By allowing instructors to view the plan they are working on along with other related code pieces in a split screen view, we promote instructor efficiency by reducing the split-attention effect [80]. In the current plan creation process, even when using LLMs from their chat interface, instructors would have to switch between windows with code examples and their text editor which may increase the load on the instructors' working memory [13]. In PLAID, instructors can edit their plans and view similar code pieces at the same time. ...
Pedagogical approaches focusing on stereotypical code solutions, known as programming plans, can increase problem-solving ability and motivate diverse learners. However, plan-focused pedagogies are rarely used beyond introductory programming. Our formative study (N=10 educators) showed that identifying plans is a tedious process. To advance plan-focused pedagogies in application-focused domains, we created an LLM-powered pipeline that automates the effortful parts of educators' plan identification process by providing use-case-driven program examples and candidate plans. In design workshops (N=7 educators), we identified design goals to maximize instructors' efficiency in plan identification by optimizing interaction with this LLM-generated content. Our resulting tool, PLAID, enables instructors to access a corpus of relevant programs to inspire plan identification, compare code snippets to assist plan refinement, and facilitates them in structuring code snippets into plans. We evaluated PLAID in a within-subjects user study (N=12 educators) and found that PLAID led to lower cognitive demand and increased productivity compared to the state-of-the-art. Educators found PLAID beneficial for generating instructional material. Thus, our findings suggest that human-in-the-loop approaches hold promise for supporting plan-focused pedagogies at scale.
... Key motivations were to provide better learning support in introductory chemistry courses but also to serve as a platform for learning sciences research. This tutor was used to explore several e-Learning principles [13], including the use of worked and erroneous examples for learning [41] and the impact of polite versus direct feedback for learning [39][40]. The conditions in these different experiments were implemented using standard features of the CTAT authoring tools. ...
Intelligent tutoring systems (ITSs) are effective in helping students learn; further research could make them even more effective. Particularly desirable is research into how students learn with these systems, how these systems best support student learning, and what learning sciences principles are key in ITSs. CTAT+Tutorshop provides a full stack integrated platform that facilitates a complete research lifecycle with ITSs, which includes using ITS data to discover learner challenges, to identify opportunities for system improvements, and to conduct experimental studies. The platform includes authoring tools to support and accelerate development of ITS, which provide automatic data logging in a format compatible with DataShop, an independent site that supports the analysis of ed tech log data to study student learnings. Among the many technology platforms that exist to support learning sciences research, CTAT+Tutorshop may be the only one that offers researchers the possibility to author elements of ITSs, or whole ITSs, as part of designing studies. This platform has been used to develop and conduct an estimated 147 research studies which have run in a wide variety of laboratory and real-world educational settings, including K-12 and higher education, and have addressed a wide range of research questions. This paper presents five case studies of research conducted on the CTAT+Tutorshop platform, and summarizes what has been accomplished and what is possible for future researchers. We reflect on the distinctive elements of this platform that have made it so effective in facilitating a wide range of ITS research.
... Meanwhile, design experts gave a score of 90%, confirming that the user interface and overall design of this media have been well designed to facilitate learning.Furthermore, the opinions of students who reached a satisfaction level of 88% strengthen the findings that this media is not only well received, but also effective in helping them understand the material of electric motor installation. This is in accordance with previous research which states that student engagement tends to increase when they use interactive and visual learning media, such as digital simulations [14]. Simurelay, with its ability to simulate real-world scenarios in a safe environment, gives students the opportunity to test and reinforce their understanding through controlled trial and error. ...
... Basically, learning is a process characterized by interactions between various elements of the education system, including students, teachers, learning tools/materials, with a learning environment that supports the process of achieving learning goals (Fadhli et al., 2023;Jacobson et Journal of Education Research al., 2019;Yulia, 2020). The success of the learning process is realized if all these elements are managed well according to the standard learning management system that has been found (Ruth C. & Richard E. Mayer, 2023;Savov et al., 2019). This element is the presentation of learning materials that support the learning process, such as in the form of text, graphics, power points and other multimedia. ...
This study highlights the importance of implementing an appropriate learning system to achieve learning objectives, especially in the context of early childhood education post-covid-19. This study aims to determine the implementation and challenges faced by teachers and parents in online learning post-covid-19. Using a descriptive qualitative research method, data collection was carried out through observation, interviews, and Google Forms, and analyzed using the triangulation method. The results showed various challenges such as limited facilities and infrastructure, lack of understanding of teachers and parents, and less than optimal collaboration. In addition, the condition of the child and the limitations of the media used are also obstacles. This study suggests that teachers need to facilitate internet networks and understand the characteristics of effective online learning. The main indicators of successful online learning for early childhood include the presentation of appropriate materials, the use of appropriate methods and media, and clear assessment strategies. This implementation is important to ensure that children still get an optimal learning experience even though it is done online.
... E-learning platforms and online courses provide flexible learning opportunities that can be tailored to individual needs. They also offer interactive elements, such as quizzes, video simulations, and forums for discussion, which can reinforce emotional intelligence training [61]. ...
The purpose of the research article is to identify the educational methods suitable for developing employee emotional intelligence. The focus was on the number of hours that small and medium sized enterprises are willing to invest in training their employees in emotional intelligence and on the benefits, i.e., changes in work outcomes as evaluated by respondents. The questionnaire method and interviews were used to obtain data from respondents, line managers, and education managers. Based on correlation coefficient calculations, brainstorming was identified as a frequently used method of active learning, which is related to the physical presence in the learning premises. The analysis of the responses of the respondents and their calculation using the correlation coefficient surprisingly showed that the lecture method gained great support and was considered by the respondents, i.e., managers and education managers, as very important to achieve the cognitive, affective, and psychomotor goals of education. Moreover, it was assessed as a method suitable for remote learning, i.e., for virtual educational spaces. Doi: 10.28991/ESJ-2024-08-05-023 Full Text: PDF
... When using multimedia instructional design, however, it is essential to consider the human mind's limitations due to cognitive load. Cognitive load is associated with working memory, which has a limited capacity to process information compared to long-term memory's unlimited storage and processing power (Clark & Mayer, 2011). Information first enters short-term memory and is encoded into long-term memory. ...
In the era of modern education, the integration of digital storytelling (DST) and
animations has emerged as a promising strategy to enhance science learning
experiences. This study examines the effectiveness of DST and animations in
improving science skills among primary-level students in urban and rural settings in
Pakistan. Through a mixed-methods approach involving 174 participants from grades 4 and 5, significant enhancements in science skills were observed among students exposed to DST and animations, regardless of their geographical location. Leveraging cognitive load theory and Bloom’s Taxonomy, the study provides insights into the efficacy of multimedia-based approaches in fostering equitable learning outcomes. To address diverse linguistic needs, instructional materials were tailored to each setting, with Urdu used for rural students and English for urban students. These findings underscore the potential of DST and animation to revolutionize teaching practices, advancing inclusive and innovative science education practices that cater to the needs of diverse student populations. The study was conducted in Pakistan, with rural participants from Gujrat village school and urban participants from an Islamabad school, providing valuable insights into the applicability of DST and animations across different educational contexts in the country. This research contributes to the advancement of inclusive and innovative science education practices, emphasizing the importance of leveraging modern technologies to meet the diverse needs of students.
... The digital technology used can be in the form of computers, smartphones, the internet, learning applications, and various other digital devices. According to (Clark & Mayer, 2012), digital learning is learning delivered through digital devices such as computers or mobile devices to support learning and achieve learning objectives. Digital learning allows learning to be done flexibly, anytime and anywhere, and can be adjusted to the needs and learning styles of each individual. ...
This research aims to develop digital learning innovation through language collaboration in Tanjungmojo Village, where low digital literacy and limited access to quality educational resources are the main problems. Limited foreign language skills among village communities are also an obstacle in keeping up with developments in global technology and communication. To overcome this challenge, the research uses an action research approach by involving the active participation of local communities in the development of digital-based foreign language learning programs. This research was conducted in three main stages: (1) analysis of local needs and potential, (2) development and implementation of a language-based digital learning program, and (3) evaluation of the effectiveness of the program. Data was collected through interviews, participant observation, and questionnaires filled out by program participants and the general public. The research results show that the digital learning program developed succeeded in significantly increasing the participants' digital literacy and foreign language skills. In addition, collaboration between local communities and teaching staff creates an inclusive and sustainable learning environment.The main trends identified in this research include increasing community participation, especially teenagers and young adults, in learning activities, as well as increasing interest in continuing to learn and develop new skills through digital platforms. This research also highlights the importance of community support and technology accessibility for the success of learning programs in rural areas. The MIT-18 KKN program in Tanjungmojo Village involved 97 students with learning methods through bilingual digital films and group discussions, which encouraged high participation and involvement. Despite challenges in content retention and technical limitations, this initiative shows great potential in improving education in rural areas and bridging the existing educational gap.
... LMS sebagai sistem aplikasi Pembelajaran Jarak Jauh (PJJ) yang didesain untuk administrasi, pemantauan, dan membuat/membagikan/mengatur penyampaian pelaporan materi/konten pembelajaran dan/atau pelatihan (Simanihuruk et al., 2019). Sehingga sistem aplikasi LMS dapat membantu pendidik/pengajar/guru dalam merencanakan dan membuat kurikulum, mengelola materi, mengelola kegiatan pembelajaran, meringkas nilai, mengelola kehadiran, melihat transkrip nilai, dan melakukan diskusi sampai dengan melakukan kuis (Clark & Mayer, 2012;FAO, 2021). Contoh platform LMS yaitu Google Classroom, Moodle, Scholar, LearnPress, Canva, SalesCandy, Sakai, Dokeos, Latitude Learning, Atutor, Schoology, Academy Of Mine, ILIAS, SmartSchool, dan sebagainya. ...
"Media Pembelajaran Digital" ini disusun sebagai panduan komprehensif bagi para pendidik, pelajar, dan praktisi pendidikan dalam memahami dan mengaplikasikan berbagai strategi dan media pembelajaran digital.
... In addition to this video lecture type, we suppose that our OCR-and GMM-OCR-based SL-WMNs are also capable of measuring the attention states for other video lecture types (eg, picture-in-picture, where a picture or video of the lecturer's face is shown on the video lecture) because, for average test scores and average fixation lengths, there are studies found that the differences with or without the lecturer's face are insignificant (Kizilcec, 2014). However, several studies discussed that the lecturer's face might be considered "extraneous" which could hinder the cognitive processing of important information (Kizilcec, 2014), while some other studies emphasized that the lecturer's face can trigger social responses in the learner and encourage deeper engagement with the lecture content (Clark & Mayer, 2011). In our future work, various video lecture types will be used to verify the reliability of the SL-WMNs in other types of video lectures. ...
The current problem is the lack of reading materials and learning media related to the context of the spice route, both locally and nationally. Educators tend to convey spice route material briefly by inserting the material with a broader scope so students' understanding is lacking. This study aims to develop a virtual tour media for the spice route in filling the availability of interactive media to form a digital culture in history learning. This type of development research uses the ADDIE approach model involving various media and material experts. The data collection technique uses a quantitative approach with percentage analysis. The sample used in this study was class X students at SMAN. The data collection method uses a questionnaire. The data collection instrument uses a questionnaire sheet. The data analysis technique uses qualitative and quantitative descriptive analysis. The analysis results show that media experts give an average score of 3.7 (very good). Meanwhile, media experts gave an average score of 3.4 (very good). Then, for the acquisition of user trial scores, 2.9 (good) was used for limited group tests, 3.3 (very good) was used for medium group tests, and 3.7 (very good) was used for broad group tests. The study results show that after a series of testing processes were carried out on the virtual media of the spice route, the media is feasible and can be used in class X as an alternative tool for presenting interactive and timeless history learning.
The application of Artificial Intelligence (AI) in employee training has transformed traditional methods of learning and development. AI technologies, including machine learning, natural language processing (NLP), and virtual reality (VR), are increasingly being used to personalize training, enhance learning experiences, and improve employee performance. This paper explores the various ways AI is utilized in employee training programs, focusing on its potential to provide tailored learning paths, real-time feedback, and immersive environments for skill development. It highlights the benefits, challenges, and future trends associated with AI-driven training solutions, offering insights into how organizations can leverage these technologies to enhance workforce capabilities and meet evolving business needs.
This study evaluates the role of podcasts in enhancing learning and communication in inclusive classrooms, focusing on their
accessibility, adaptability, and effectiveness. The objectives include examining how podcasts support differentiated instruction, foster autonomy and motivation, develop communication skills, and provide inclusive learning opportunities. Our findings indicate that podcasts significantly enhance learning by offering flexible, multisensory, and learnercantered resources that cater to diverse needs. They are particularly effective in developing listening and speaking skills, and support inclusive education by being accessible to students with disabilities. Our suggestions for educators include integrating podcasts into the curriculum to promote engagement, self-paced learning, and collaborative projects. In conclusion, podcasts are a versatile tool that transforms learning environments, making education more accessible and effective for all students.
The effective implementation of Collaborative Inquiry-based Learning (CIL) activities hinges upon the learners receiving ample support and timely feedback. Without explicit guidance from educators within the interaction design, inquiry processes, and task steps, the efficacy of learning outcomes is challenging to ensure. Virtual teachers have the capacity to substitute for human educators, offering learners knowledge-based answers and personalized support throughout the collaborative inquiry process. The present study employs a two-factor experimental design to investigate the impact of the anthropomorphic design features of virtual teachers (Photo-realistic, PVT vs. Cartoon-style, CVT) and the structure of collaborative scripts (Low, LCS vs. High, HCS) on the academic performance, motivation, and perceived needs of secondary school students engaged in CIL activities. Sixty-two students from two classes in a secondary school participated in the CIL activity experiment. Findings indicated that: (1) PVT significantly boosted learners’ academic performance, while CVT enhanced learners’ motivation and addressed their perceived needs. (2) LCS effectively stimulated learners’ motivation and addressed their perceived needs, whereas HCS improved learners’ academic performance. (3) There was no significant interaction between virtual teachers (PVT/CVT) and collaboration scripts (HCS/LCS) concerning learners’ academic performance, motivation, and perceived needs.
Bu makale, dijital çağda veri gazeteciliğinin, haber üretimi ve sunumu süreçlerini nasıl dönüştürdüğünü; ancak aynı zamanda bilgi manipülasyonuna da açık bir alan yarattığını vurgulamaktadır. Veri okuryazarlığı düşük olan gazeteciler, verilerin doğru analiz edilmesi ve etkili şekilde sunulması konusunda yetersiz kalmakta, bu da haberlerin doğruluğunu ve güvenilirliğini tehlikeye atmaktadır. Bu eksiklik, medya içeriğinde manipülasyon riskini artırarak, toplumu yanıltıcı bilgilerle yanlış yönlendirebilmektedir. Dolayısıyla, araştırmada, gazetecilerin veri okuryazarlık düzeyleri ve bu düzeyin veri manipülasyonu üzerindeki etkisi iki aşamalı bir yöntemle incelenmiştir: Gazetecilerin veri okuryazarlık düzeyleri ölçülmüş ve yarı yapılandırılmış mülakatlar gerçekleştirilmiştir. Sonuçlar, veri okuryazarlığı düzeyi düşük olan gazetecilerin manipülasyon tekniklerini fark etmede yetersiz olduklarını, dolayısıyla okuyuculara yanıltıcı bilgiler sunma riskinin arttığını göstermiştir. Bulgular, gazetecilerin %70’inin veri okuryazarlığı eğitimi almadığını ve %100’ünün veri yoluyla manipülasyonun mümkün olduğunu kabul ettiğini ortaya koymaktadır. Bu çalışma, veri okuryazarlığı yetersiz olan gazetecilerin, verilerin doğru analiz edilmesi ve etkili bir şekilde sunulmasında yaşadıkları zorlukların, haberlerin doğruluğunu ve güvenilirliğini tehlikeye attığını ortaya koymaktadır.
Online learning has assumed a mainstream role in health professions education. Everyone seems to be doing it—but are they doing it well? What are the unique affordances, requirements, and best practices that should be considered when planning and implementing faculty development using internet-based technologies? After reviewing available evidence, this chapter will present advantages and disadvantages of online faculty development, summarize evidence-based principles of instructional design for online learning, highlight emerging best practices for online delivery modalities, and provide several examples of effective and innovative online faculty development activities. It will conclude with a brief comment on evaluation and research.
The integration of digital technology into various sectors has transformed education globally, yet its adoption in Nigeria remains constrained by a lack of adequately trained personnel. This study addresses this gap by developing a Project-Based Arduino Robot Application (PARA) for teaching Robotics Programming to preservice teachers. A Research and Development (R&D) design was employed, and data were collected from 35 participants drawn from the Department of Computer and Robotics Education and the ICT Centre at the University of Nigeria, Nsukka, using a total sampling technique. Three validated instruments were used: the Robotics Programming Needs Assessment Questionnaire (RPNEQ), PARA Expert Validation Questionnaire (PEVQ), and PARA User Satisfaction Scale (PUSC), with reliability coefficients of 0.87, 0.84, and 0.88, respectively. Data were analyzed using mean, standard deviation, and one-sample t-test. The results showed that effective strategies for teaching and learning programming include hands-on approaches, programming with tangible robotics kits that make learning engaging, using instructional videos, employing simple robotics projects that clarify control structures, and fostering teamwork in programming classes. Based on these findings, PARA was developed as a practical solution. Both experts and users expressed high levels of satisfaction with its design, usability, and educational impact. It is recommended that the Ministry of Education collaborates with schools to adopt project-based Arduino robot applications like PARA to enhance programming education, leveraging its benefits to improve learning outcomes.
Modern texts of educational and pedagogical discourse are heterogeneous in their structure and form, since they consist not only of a verbal component, but also of a visual one, represented by drawings, photographs, diagrams, etc. The increase in the number of such texts in recent years has been caused by the advent of accessible multimedia technologies for their creation, on the one hand, and on the other hand, by the desire of the authors to appeal to the first signal system, enhancing the translocative effect of communication. The purpose of our study is to summarize the data obtained on the role visualization plays in the adaptation of texts of educational and pedagogical discourse and to identify common mechanisms for the creation of creolized adapted texts. The object of research is creolized texts of scientific and pedagogical discourse, and the subject is visualization as a mechanism for adapting such texts. For the analysis, texts from various fields of knowledge of educational and pedagogical discourse presented in school textbooks and the Internet were selected. Then, using content analysis, we studied texts consisting of a verbal and non-verbal component, which are commonly called creolized, tracing the mechanisms of their creation and the functions of the visual component in the adaptation of such texts. The results obtained during the study allowed us to draw the following conclusions: visualization, along with schematization and polycoding, as a mechanism of creolization is present in the vast majority of texts of educational and pedagogical discourse. Also, visual and verbal information in texts are interconnected and have certain forms of interaction. The visual component can replace the verbal one, add new information, or the verbal and visual information may overlap to a certain extent. We call such forms of interaction of visual and verbal components substitution, addition and intersection. By substitution, we mean an interaction in which the visual component represents a concept, phenomenon, or process, while the verbal component provides only its nominative characteristic. The visual component can complement the verbal one by introducing new information, for example, an image of a phenomenon in the surrounding world and verbal signatures that give it a scientific nomination. When the verbal and non-verbal components intersect, the visual component reveals only part of the general meaning of a concept.
As smart cities increasingly rely on information technology to foster sustainable development, innovative communication tools become crucial in engaging citizens and promoting environmentally conscious behavior. This chapter explores how animated infographics, widely disseminated on social media platforms, can contribute to sustainability awareness in smart cities. Drawing upon the National Environmental Education and Awareness Strategy launched by the UAE, the study showcases the potential of visual media to educate the public on energy consumption and conservation, leveraging the SUCCES framework for effective communication. The Green Home Mission case study illustrates how infographics simplify complex information, making it accessible and engaging through digital media channels. By integrating such media within the broader context of smart cities, this chapter demonstrates how targeted campaigns using animated infographics can enhance citizen engagement and foster sustainable urban development. The effectiveness of these tools is supported by survey data, highlighting their role in spreading “sticky” messages that drive behavior change.
This study examines the impact of the community-engaged intercultural telecollaboration, 'Exploring inclusiveness of university campuses through art'. Its goals are to (1) investigate whether participation in this research project changed students' perceptions of campus diversity and inclusiveness, their sense of belonging, empathy, and understanding of the importance of languages and cultures, communication and cooperation skills, and (2) showcase the potential of digital humanities pedagogy. Analysis of qualitative and quantitative data from 66 students at a US minority-serving university revealed improvements across all investigated areas; however, further research is necessary to evaluate the effectiveness of digital humanities pedagogy in intercultural education.
Este estudio examina el impacto de la telecolaboración intercultural comprometida con la comunidad, titulada `Explorando la inclusividad de los campus universitarios a través del arte'. Sus objetivos son: (1) investigar si la participación en este proyecto de investigación cambió las percepciones de los estudiantes sobre la diversidad y la inclusividad del campus, sus sentido de pertenencia, empatía y comprensión de la importancia de los idiomas y las culturas, así como sus habilidades de comunicación y cooperación, y (2) mostrar el potencial de la pedagogía de las humanidades digitales. El análisis de datos cualitativos y cuantitativos de 66 estudiantes de una universidad estadounidense que atiende a minorías reveló mejoras en todas las áreas investigadas; sin embargo, se necesita una investigación adicional para evaluar la efectividad de la pedagogía de las humanidades digitales en la educación intercultural.
This is the protocol for a Campbell systematic review. The objectives are as follows. The primary objective of this systematic review is to evaluate and synthesise both published and unpublished literature on the effectiveness of sexual and reproductive health blended learning approaches for capacity strengthening of healthcare practitioners in LMICs. Within this context, sexual and reproductive health interventions refer to any of the following four key interventions or services aimed at improving maternal and newborn health (Starrs et al. 2018): (a) antenatal, childbirth and postnatal care, including emergency obstetric and newborn care, (b) safe abortion services and treatment of the complications of unsafe abortion, (c) prevention and treatment of malaria, tuberculosis, HIV and other sexually transmitted infections in pregnant women and d) family planning. In this systematic review, blended learning is defined as any teaching and learning method that combines face‐to‐face learning with e‐learning or online learning. The component of face‐to‐face and online learning may include any of the components identified by Alammary (2019): (1) face‐to‐face instructor‐led, where students attend a class and an instructor presents teaching and learning materials, with little engagement from students; (2) face‐to‐face collaboration, where students work together in class, for example, in discussion groups; (3) online instructor‐led, where instruction is delivered online and facilitated by an instructor who sets the pace (e.g., virtual classrooms); (4) online collaboration, where students work together online with their peers, for example, online learning communities; and (5) online self‐paced, where students study at their own pace and time, and from their chosen location, for example, watching videos, online reading. Specifically, this systematic review will answer the following research questions: (1) What sexual and reproductive health blended learning approaches have been used in LMICs? (2) Does participating in sexual and reproductive health blended learning interventions alone (i.e., compared with no intervention) improve the effective provision of care among healthcare workers in LMICs? (3) Does participating in sexual and reproductive health blended learning interventions compared with non‐blended learning approaches (such as conventional face‐to‐face learning or pure e‐learning) facilitate the effective provision of care among healthcare workers in LMICs (measured by, e.g., self‐reports of effective maternal and neonatal care)? (4) What is the cost‐effectiveness of sexual and reproductive health blended learning compared with non‐blended learning approaches (i.e., face‐to‐face learning or e‐learning)? (5) What factors affect the effectiveness of sexual and reproductive health blended learning interventions (e.g., characteristics of participants, type of intervention, course content, setting and mode of delivery)? (6) Do sexual and reproductive health blended learning interventions targeted at healthcare practitioners working in LMICs lead to improvement in patient outcomes (e.g., reduced maternal and neonatal mortality, patient satisfaction reports)?
Despite the massive social deepening and spread of digital technologies, there are groups of the people who are facing exclusions from the same. The exclusions are often driven along some social planes, geographies, or individual attributes. Such social planes and personal attributes are class, caste, religion, language, race, education, age, gender, disabilities, etc. As digital technologies become important tools in governance processes, media, and the market, the exclusion can have massive spatial, social, and individual consequences. They may lead to educational deprivation, lack of access to health care, democratic participation, exclusion in smart cities, financial exclusion, and even from citizenship which is now being determined by digital inclusion. Additionally, the exclusions of certain groups of people and individuals can also result from digitally enabled surveillance as today digital cameras or CCTVs have become ubiquitous and often lead to recognition of those who face exclusion through monitoring.
This study set out to accomplish two main goals: first, an assessment of how well micro-content modules improved students' critical reading abilities, and second, a look at students' attitudes and perspectives on incorporating micro-content modules into critical reading instruction. A quasi-experimental methodology was used to achieve these goals, giving treatment group (n = 28) participants access to nine different critical reading micro-content modules and control group (n = 26) participants traditional language teaching. Critical reading assessments were administered to both groups before and after the implementation, with only the treatment group providing feedback on the efficiency of the micro-content modules. The results showed significant improvements in the treatment group's critical reading skills compared to the control group. The micro-content modules' convenience, use, visual and auditory clarity, support for self-directed learning, and critical thinking promotion were highly praised by treatment group participants. They also suggested adding more participatory and exciting activities to enhance the long-term success of these modules.
In the realm of higher education, e-learning has emerged as a game-changer, reshaping the way students engage with their studies. The purpose of this study was examining readiness of higher education students for e-learning. Accordingly, a quantitative research design was employed. The population of the study was higher education students admitted to postgraduate programs. Accordingly, total of 1321 students selected using stratified and simple random sampling techniques participated in the study. A questionnaire consisting of items measuring students’ readiness was employed to collect the data relevant to the study. Descriptive data analysis techniques were employed. The overall results of the study revealed that Ethiopian higher education students were unprepared (M = 2.5 and SD = 1.33) to engage in e-learning system. They preferred the conventional classroom teaching over virtual learning. Furthermore, most of the students were found to be technically poor and had no access to electronic devices which are significant for success in e-learning. They were far behind in most personal and professional requirements. This suggests that Ethiopia has a long way to go to get its postgraduate students ready for an e-learning system.
Teachers in regular schools often face difficulties in early detection of children with special needs, which can hinder the provision of appropriate learning interventions for these children. Interviews indicate that teachers need a simple guide for early detection of children with special needs. Therefore, this study aims to develop a practical and easy-to-understand early detection module for children with special needs, titled "Arah Bintang: An Excellent Module for Accompanying Little Stars with Special Needs." This module is expected to aid in early detection, enable faster intervention, and optimize the development of children with special needs. The study employs a Research and Development (R&D) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. The analysis stage comprises needs analysis, curriculum analysis, and analysis of characteristics and environment. The design stage involves determining the design of the developed module. The development stage includes data collection from various sources and module illustration creation. The implementation stage involves trials by subject matter experts, media experts, and language experts. Based on the data obtained from expert assessments using the Content Validity Ratio (CVR), the calculation of CVR values for each item instrument for a total of six validators is 0.99, and the Content Validity Index (CVI) is 0.99 (1), indicating that the early detection module is valid. This module is expected to assist in early detection, allow for quicker intervention, and optimize the development of children with special needs.Guru yang bekerja disekolah reguler mengalami kesulitan dalam melakukan deteksi dini pada anak berkebutuhan khusus sehingga hal ini dapat menghambat pemberian intervensi pembelajaran yang tepat pada anak tersebut. Berdasarkan hasil wawancara menunjukkan bahwa guru membutuhkan panduan yang sederhana untuk deteksi dini anak berkebutuhan khusus. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan modul deteksi dini anak berkebutuhan khusus yang praktis dan mudah dipahami dengan judul "Arah Bintang: Modul Unggul Menemani Bintang-Bintang Kecil Berkebutuhan Khusus". Modul ini diharapkan dapat membantu deteksi dini, memungkinkan intervensi lebih cepat, dan mengoptimalkan perkembangan anak berkebutuhan khusus. Penelitian ini menggunakan pendekatan Research and Development (R&D) model ADDIE, yaitu Analysis (Analisis), Design (Rancangan), Development (Pengembangan), Implementation (Implementasi), dan Evaluation (Evaluasi). Tahap analisis terdiri dari analisis kebutuhan, analisis kurikulum, dan analisis karakteristik dan lingkungan. Tahap perancangan terdiri dari menentukan desain modul yang dikembangkan. Tahap pengembangan terdiri dari pengumpulan data dari berbagai sumber dan pembuatan ilustrasi modul. Tahap implementasi termasuk di dalamnya tahap uji coba oleh ahli materi, ahli media, dan ahli bahasa. Berdasarkan data yang diperoleh dari penilaian oleh ahli dengan menggunakan CVR diperoleh perhitungan nilai CVR setiap butir instrumen untuk total enam validator sebesar 0,99 dan nilai CVI sebesar 0,99 (1) sehingga modul deteksi dini dinyatakan valid. Modul ini diharapkan dapat membantu deteksi dini, memungkinkan intervensi lebih cepat, dan mengoptimalkan perkembangan anak berkebutuhan khusus.
To develop a re‐education program for elderly patients undergoing radiation therapy based on the Skinnerian teaching model, with the aim of improving their adaptability and quality of life. Through Skinnerian teaching principles, from January 1, 2023 to April 3, 2024, an analysis of the educational needs of elderly patients was conducted to establish the educational content and program. Through the Delphi method, 55 experts were invited to optimize the program, and 54 patients were piloted. The recall rates for the two rounds of counseling were 100% and 97.26%, and the indicator importance scores and Kendall's coefficients of concordance indicated the consistency and reliability of the program. The program was combined with online and offline instruction for 30 min at a time, with frequency adjusted according to content. The program was scientific and reliable, with easy‐to‐understand content and a variety of formats that met the laws of memorization and effectively assessed the educational process and outcomes.
Bu araştırmada eğitim fakültesi öğrencilerinin çevrimiçi derslere yönelik memnuniyetleri, çevrimiçi derslere katılımın durumları ve çevrimiçi öğrenme öz yeterlik algıları araştırılmıştır. Araştırmanın örneklemini Fırat ve Harran Üniversitesi eğitim fakültesi öğrencileri oluşturmaktadır. Araştırmanın verileri çevrimiçi öğrenci katılım ölçeği, çevrimiçi öğrenme öz-yeterlik ölçeği ve çevrimiçi öğrenci memnuniyet ölçekleri aracılığıyla toplanmıştır. İlişkisel tarama yöntemine göre yürütülen bu araştırmanın verilerin çözümlenmesinde karşılaştırmaya dayalı testler kullanılmıştır. Araştırma sonucunda elde edilen verilere göre öğrenim görülen üniversite, bölüm ve çevrimiçi derslere katılım sıklığına göre anlamlı fark bulunmuştur. Ayrıca çevrimiçi derslere katılım, çevrimiçi öğrenme öz-yeterliği ve çevrimiçi öğrenci memnuniyeti arasında anlamlı ve pozitif ilişkiler olduğu belirlenmiştir. Öğrencilerin çevrimiçi derslere katılma sıklıkları veri toplama araçlarının tüm boyutlarında anlamlı düzeyde görüş farkına neden olmuştur. Bu ortak bulgular çevrimiçi derslerde deneyimin önemini ortaya koymaktadır. Çevrimiçi derslere katılım sıklığının artması öğrencilerin uzaktan öğretim ortamlarına uyumları ve katılımları konusunda onları teşvik edebilecektir. Uzaktan öğretim gerek teknolojik altyapısı ve gerekse kriz dönemlerinde başvurulabilecek başlıca seçeneklerden biri olması nedeniyle ihmal edilmemeli, öğrencilerin bu ortamlarda edindikleri tecrübelerini unutmamaları için bazı seçmeli derslerin uzaktan öğretim şeklinde yürütülmesinin yararlı olacağı düşünülmektedir.
With the widespread use of instructional technology in the classroom environment, learning materials are designed according to the interests and needs of learners at different levels. These materials offer flexibility to learners and teachers about time and space. In the information age we live in, many digital materials are used to make learning more effective and permanent. When it comes to digital material, digital texts, videos, presentations, simulations, and animations come to mind. Videos that appeal to both visual and auditory senses appear as important teaching materials. Educational videos, one of the important digital learning resources, are also used in both traditional teaching and contemporary learning approaches. Many studies have shown that educational videos are a very important learning tool in face-to-face and online learning environments. In this context, the aim of this chapter is to talk about the design of educational videos that can be used in online courses in accordance with the principles of multimedia.
Didactics are the primary modality in which educators disseminate knowledge. The accompanying slides are a critical element, which can enhance or distract from the corresponding presentation. This Educator's Blueprint provides 10 strategies for creating high‐quality presentation slides. These strategies include keeping the slides simple, ensuring consistency, making text easy to read, using images wisely, optimizing video integration, presenting data effectively, embedding active learning, avoiding long reference lists, ensuring cultural humility, and optimizing slide design via artificial intelligence. By incorporating these strategies, educators can enhance their slides and improve knowledge translation and retention for learners.
Misinformation around scientific issues is rampant on social media platforms, raising concerns among educators and science communicators. A variety of approaches have been explored to confront this growing threat to science literacy. For example, refutations have been used both proactively as warning labels and in attempts to inoculate against misconceptions, and retroactively to debunk misconceptions and rebut science denialism. Refutations have been used by policy makers and scientists when communicating with the general public, yet little is known about their effectiveness or consequences. Given the interest in refutational approaches, we conducted a comprehensive, pre-registered meta-analysis comparing the effect of refutation texts to non-refutation texts on individuals’ misconceptions about scientific information. We selected 71 articles (53 published and 18 unpublished) that described 76 studies, 111 samples, and 294 effect sizes. We also examined 26 moderators. Overall, our findings show a consistent and statistically significant advantage of refutation texts over non-refutation texts in controlled experiments confronting scientific misconceptions. We also found that moderators neither enhanced nor diminished the impact of the refutation texts. We discuss the implications of using refutations in formal and informal science learning contexts and in science communications from three theoretical perspectives.
In the contemporary landscape of employment, managing academic credentials and experiential records is crucial for recent graduates. This study investigates the motivations, challenges, and technological approaches involved in this process. Drawing on the significance of credential records, the study examines practices in handling them and the technological adoption in their management. Through a qualitative methodology conducted from October to November 2023, involving five recent graduates aged 23-26, both online and physical interviews were conducted using phones and laptops, and data was analyzed using deductive coding in both English and Bahasa. The findings reveal various motivations driving individuals to manage their records, including peer influence, childhood awareness, program awareness, and social media exposure. However, challenges such as damage, misplacement, and security issues hinder effective management. Technological approaches such as backup emails, digital file protection, and platform improvements are proposed to address these challenges. This study contributes to understanding the complexities of academic record management and suggests practical solutions to enhance employability in the modern job market.
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