eLearning, Interactive Hypermedia, Neuroscience and Digital Learning Module Creation

2006 ◽  
Author(s):  
J. Alam
Keyword(s):  
Digital Learning ◽  
Learning Module ◽  
Interactive Hypermedia

DESIGNING INTERACTIVE DIGITAL LEARNING MODULE IN BIOLOGY

TABULARASA ◽  
2015 ◽  
Vol 12 (2) ◽  
Author(s):  
Wenny Pintalitna ◽  
Herbet Sipahutar ◽  
Fauziyah Harahap
Keyword(s):  
Small Group ◽  
Group Testing ◽  
Quality Data ◽  
Digital Learning ◽  
Text Learning ◽  
Interactive Learning Environment ◽  
Learning Modules ◽  
Large Group ◽  
Learning Module ◽  
Medium Group

Interactive learning environment can substantially improve student learning and retention of key biology concepts. In this case report, we describe our approach for the design of interactive digital learning module to teach digestive system concepts in Grade 11 learners at SMAN 2 Balige with 180 subjects are selected according to total sampling method. The research method is the development with Dick and Carey model.  Subject of learning module assessment consists of two Biology matter experts, two learning module experts, one electronic media expert, three students for individual trials, ten students and teachers as small group testing, thirty students of SMAN 1 Berastagi for medium group testing, and 60 students of SMAN 2 Balige as large group testing. Quality data of product developed were collected using questionnaires. The results of developmental research showed that: (1) Module assessment by matter, learning modules and media experts were very decent criteria (88.30%, 93.98%, 88.25%); 2) Large group testing of interactive, electronic and text learning modules, respectively were 92.53%, 86.064%, 81.355% belong to very decent criteria; (3) Medium group testing respectively were 84.59%, 80.18%, 76.56% belong to decent criteria; (6) Small group testing respectively were 75.71%, 73.20%, 71.19% belong to decent criteria.

scholarly journals Evaluating The Quality of Blended Learning Strategy Based Module for Islamic Civilization and Asian Civilization Course

2020 ◽  
Vol 4 (2) ◽  
pp. 79-88
Author(s):  
Norhapizah Mohd Burhan ◽  
Mohamed Zabidi Mahfuzah ◽  
Asjad Mohamed ◽  
Mohd Kamal Azman Jusoh ◽  
Mohd Nasir Ayub
Keyword(s):  
Blended Learning ◽  
Learning Community ◽  
Formative Evaluation ◽  
Learning Strategy ◽  
Digital Learning ◽  
Learning Module ◽  
Evaluation Phase ◽  
Prototype Software ◽  
Islamic Civilization ◽  
Beta Testing

This study aimed to evaluate the digital learning content for Islamic Civilization and Asian Civilization (TITAS) course based on Blended Learning strategy at one of the public univer- sities in Malaysia. This research adopted Type 1 developmental research design in which its formative evaluation phase involved an alpha and beta testing to elicit responses to the module. The instruments used were expert evaluation form, questionnaires, and the digital learning module prototype software. A total of nine (9) experts from public universi- ties in Malaysia and fourty (40) undergraduate university students from UniversitiTeknologi MARA took part as purposive sampling. The usability of the digital learning module was seen relative in terms of `flexibility' and `learning community' aspect which obtained the highest mean (mean = 5.00) among experts. Whereas students had different perception on factor contributed to the students' usage of the digital learning module, which they equally found that `flexibility' aspect obtained the highest mean (mean = 3.93), followed by the aspect on `personel learning' (mean = 3.90) and `complementary learning' (mean= 3.88). In addition, content experts recommended aspect of values need to exert in the digital learning module, while technological and blended learning experts stated that the design, interactivity, guidelines and links required some improvements to produce a better module for TITAS. Overall, this study contributes to the development of blended university compulsory course for TITAS based on users' need.

scholarly journals COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Sonja T. Fiedler ◽  
Thomas Heyne ◽  
Franz X. Bogner
Keyword(s):  
Sustainable Development ◽  
Environmental Protection ◽  
Empirical Studies ◽  
Cognitive Learning ◽  
Cognitive Test ◽  
Natural Environments ◽  
Digital Learning ◽  
Agenda 2030 ◽  
Advantages And Disadvantages ◽  
Learning Module

AbstractPromoting sustainable lifestyles through Education for Sustainable Development (ESD) is part of the UN’s Agenda 2030. Earlier empirical studies proved direct interactions with and in natural environments to be effective ESD methods. Pandemic-related lockdowns rendered such courses nearly impossible, which raised concerns about achieving the Sustainable Development Goals (SDGs) in general. To evaluate what young learners know about the concept sustainability so far and how it can be taught effectively online, we designed an online learning module tackling sustainability issues and compared it with data from an on-site intervention module for Bavarian 5th graders (~ 10 years old). Cognitive learning as well as attitudinal preferences of 288 learners were monitored in a pretest–posttest design. The learning module comprised two sections: One about botany, plant characteristics, and plant families; the other about the advantages and disadvantages of traditional as well as sustainable farming methods. The customized cognitive test and semantic differentials for sustainability and environmental protection produced three major findings: (1) A digital learning environment successfully and significantly increased sustainability knowledge (2) Learners clearly distinguished the concepts Sustainability and Environmental Protection (3) There is no direct correlation between semantic differential scores and learning outcome.

Improving Student’s Higher-Order Thinking Skills in Solving Pythagoras Theorem Problems through Digital Learning Module

2021 ◽  
Vol 12 (3) ◽  
pp. 653-657
Author(s):  
Mohd Faizal Nizam Lee Abdullah Et.al
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Digital Learning ◽  
Text Book ◽  
Higher Order Thinking Skills ◽  
Learning Module ◽  
Pythagoras Theorem ◽  
Experimental Group

The aim of this study is to improve student’s higher-order thinking skills (HOTS) in solving Pythagoras theorem problems through digital learning module. The digital learning module involved in this study is the i-Think module (Mi-T1). This study employed the quasi experimental design with pre and post-test applied to both, control and experimental groups. The control and experimental groups consisted of the same number of Form One (aged between 12 and 13 years old) student that about 30 students each, with the control group had 14 females and 16 males, whereas the experimental group had 15 males and 15 females. Learning activities were carried out according to the teacher’s time-table and were completed in 5 weeks, approximately 10 hours per group, whereby the control group used the official text book (provided by the Ministry of Education for all students to be used in school) and the experimental group utilized Mi-T1. In addition, a survey was administered to the experimental group to measure the participants’ perceived usefulness of digital learning module. The analysis of independent sample t-test showed that the experimental group had significantly improved in their higher-order thinking skills compared to the control group. The survey data also indicated that the participants in the experimental group perceived the usefulness of the digital learning module to be equally high. Premised on these findings, the digital learning module, Mi-T1 can be used to improve students’ higher-order thinking skills in solving Pythagoras Theoremproblems.

scholarly journals The Impact of Digital Learning Module in Improving Students' Problem-Solving Skills

2019 ◽  
Vol 8 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Diah Mulhayatiah ◽  
Purwanti Purwanti ◽  
Winda Setya ◽  
Herni Yuniarti Suhendi ◽  
Rahayu Kariadinata ◽  
...  
Keyword(s):  
Problem Solving ◽  
Hypothesis Test ◽  
Research Result ◽  
Sampling Technique ◽  
Control Group ◽  
Digital Learning ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Learning Module ◽  
The Impact

This study aims to determine the improvement of problem-solving skills using problem-based digital learning module. The research method used is quasi-experiment design with non-equivalent control group design. The sampling technique used is the purposive sampling of 60 subjects with 30 for the experimental class and 30 for the control class. The research result indicates the learning process both classes runs well. It is proven by the significance of the hypothesis test result which is less than α (0,005) < 0,05). It can be concluded that Ha is accepted and Ho is rejected. It means that there are differences in students’ problem-solving skills in the experiment class and control class. This proves the treatment in the experimental class using problem-based digital learning module integrated with religious values can influence students' problem-solving skills better than the PowerPoint learning media used in the control class

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

MODULE OF ICT-BASED LEARNING MATHEMATICS: RESPONSE OF STUDENTS IN THE LEARNING PROCESS

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Endang Istikomah
Keyword(s):  
Mathematics Learning ◽  
Student Response ◽  
Questionnaire Data ◽  
Research Subjects ◽  
Microsoft Excel ◽  
Learning Modules ◽  
Descriptive Research ◽  
Learning Module ◽  
Learning Mathematics ◽  
Learning Guide

The use of modules in learning aims so that students can learn independently without or with the guidance of the lecturer. There is no teaching material as a learning guide that meets the needs of students in IT-based mathematics learning courses in the form of LKM, Modules or textbooks.This study aims at finding and examining further the response of students to ICT-based mathematics learning modules. The form of this research is descriptive research. The research subjects of the even semester students are 2018/2019 in ICT-based mathematics learning courses. The instrument used was a student response questionnaire. Data collection techniques using a Likert scale through Google Form. The data was processed using Microsoft Excel 2010. The results showed that student’s responses to the ICT-based mathematics learning module as a whole were positive with an average on the material Aspects, the Interest Aspects of the module and the Module Aspects respectively of 92, 42%, 87 % and 93, 16%.. Thus it can be concluded that ICT-based mathematics learning using modules can be applied.

Testing a Research-Based Digital Learning Tool : Chinese EFL Children’s Linguistic Development

2020 ◽  
Vol 37 (3) ◽  
pp. 277-308
Author(s):  
Hee Jin Bang ◽  
Kirsten Olander ◽  
Erin Lenihan
Keyword(s):  
Digital Learning ◽  
Learning Tool ◽  
Linguistic Development
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