E-learning design and steering of real didactic stands

2015 ◽  
pp. 461-464
Keyword(s):  
Learning Design ◽  
E Learning

scholarly journals The Learning Design and Student‟s Response to Physics Online Learning In Rural School of Indonesia

2019 ◽  
Vol 9 (1) ◽  
pp. 4999-5006
Keyword(s):  
High School Students ◽  
Small Group ◽  
Junior High School ◽  
Science Learning ◽  
Quantitative Methods ◽  
Effective Interaction ◽  
Ease Of Use ◽  
Learning Needs ◽  
Learning Design ◽  
E Learning

The implementation of e-learning on science learning in Indonesia is a critical issue, especially in the context of implementing a curriculum oriented towards the competency of students in today's digital era. The problem faced by educators is in the social presence; in how to manage effective interaction between teachers-students and students-students. This study aims to innovate e-learning which is Edmodo as a learning management system (LMS) that is suitable for science learning requirements (Light and Optics) in junior high school students. The research method used was a mix of qualitative and quantitative methods. The process of developing learning design was arranged through focus group discussion approach (which involves LMS experts, learning evaluation experts, learning strategists, physicists, and teachers) iteratively to obtain learning designs embedded in the Edmodo. The sound learning design was then tested in a small group consisting of eighth-grade students. Responses were measured using a USE questionnaire containing four aspects, i.e., usefulness, ease of use, ease of learning, and satisfaction aspects. The results of the trial in the small group will indicate that LMS and learning activities carried out meet student learning needs. These results provide optimism that mobile learning with appropriate strategies can meet the learning needs of science, including in schools that have never used this technology before.

scholarly journals Pengembangan e-learning berbasis chamilo pada pembelajaran simulasi dan komunikasi digital

2020 ◽  
Vol 7 (1) ◽  
pp. 1-11
Author(s):  
Izzah Tiari ◽  
Zulkardi Zulkardi ◽  
Sardianto Markos Siahaan
Keyword(s):  
Learning Outcomes ◽  
Subject Matter ◽  
Development Stage ◽  
Online Collaboration ◽  
Learning Design ◽  
Subject Matter Experts ◽  
Materials Simulation ◽  
E Learning ◽  
The Subject ◽  
Level Medium

E-learning berbasis Chamilo telah berhasil dikembangkan pada pembelajaran simulasi dan komunikasi digital di SMK Negeri 5 Palembang. Penelitian bertujuan untuk mengetahui kevalidan, kepraktisan, dan efektifitas e-learning terhadap mata pelajaran fitur kolaboratif daring. Tahapan Penelitian pengembangan ini terdiri dari tahap perencanaan, desain, dan pengembangan. E-learning yang telah dikembangkan kemudian diuji kevalidan oleh ahli, diuji kepraktisan oleh peserta didik, dan diuji efektifitas dengan mengimplementasikan e-learning di SMK Negeri 5 Palembang. Pengembangan e-learning menggunakan model Alessi dan Trollip. Dari penelitian ini didapatkan bahwa 1.) E-learning teruji kevalidan dengan penilaian oleh ahli media terhadap e-learning sebesar 89,47%, penilaian oleh ahli materi sebesar 84,62%, dan penilaian ahli desain pembelajaran sebesar 81,82%; 2.) E-learning teruji kepraktisannya dengan penilaian dari 3 peserta didik tingkat rendah, sedang, dan atas dengan rata-rata sebesar 86,10%; dan 3.) E-learning teruji efektifitas meningkatkan hasil belajar peserta didik dilihat dari adanya gain sebesar 0,70 yang termasuk kedalam kategori tinggi.AbstractE-Learning of Chamilo based has been developed for materials simulation and communication digital in SMK Negeri 5 Palembang. The research aims to know validity, practicality, and effectiveness e-learning features on the subject matter of online collaboration features. This research development stage consists of the plan, design, and development phase. E-learning features that have been developed and then tested validity by experts, tested practicality by students, and tested for effectiveness by implementation e-learning in SMK Negeri 5 Palembang. The development of e-learning used the Alessi and Trollip model. From this study, it was found that 1.) The assessment e-learning features have been validity tested by media experts at 89.47%, by subject matter experts of 84,62%, and by learning design experts of 81,82%; 2.) The assessment of e-learning features has been practicality tested by three students’ low level, medium, and high an average by 86,10%; and 3.) E-learning features have been effectively tested to improving students learning outcomes seen from a gain of 0.70 included in the high category.

Generational Learners & E-Learning Technologies

2010 ◽  
pp. 76-92 ◽  
Author(s):  
Ke Zhang ◽  
Curtis J. Bonk
Keyword(s):  
Learning Preferences ◽  
Learning Technologies ◽  
Learning Design ◽  
Learner Characteristics ◽  
Attitudes Towards Technology ◽  
E Learning ◽  
Practical Implications

This chapter reviews the characteristics of learners of different generations. In particular, it compares their differences in terms of learning preferences as well as their typical skills and attitudes towards technology in e-learning. In addition, it discusses the impacts of these shared and varied learner characteristics on e-learning and provides suggestions and recommendations on how to address generational learning diversity in e-learning design and delivery. In responding to the emerging learning technologies, this chapter specifically analyzes generational learners’ preferences and characteristics regarding learning technologies, and the practical implications for designers and educators working on e-learning for highly diversified audiences representing various generations.

The Potential of IMS Learning Design in E-Learning

2011 ◽  
pp. 65-78
Author(s):  
Diana M. Ragbir ◽  
Permanand Mohan
Keyword(s):  
Learning Process ◽  
Learning Objects ◽  
Learning Design ◽  
Design Specification ◽  
Instructional Needs ◽  
E Learning ◽  
Learning Scenarios ◽  
Actual Learning

This chapter presents the IMS Learning Design Specification and explains how it can be used to enhance the effectiveness of e-Learning scenarios. It shows how to assemble a learning design using elements of the learning process and chunks of content known as learning objects. The chapter proposes several learning design services that can potentially improve the pedagogical expressiveness of the current Learning Design Specification. It also discusses the possibility of storing learning designs in a repository and adapting and personalizing learning designs according to the instructional needs of individual learners. It is hoped that researchers and practitioners will understand how it is possible to go beyond learning objects and create learning designs that more accurately reflect the actual learning process of students and thus appreciate the value in extending the learning design specification to improve pedagogical effectiveness.

Using Expert Reviews to Enhance Learning Designs

2011 ◽  
pp. 243-262 ◽  
Author(s):  
Carmel McNaught ◽  
Paul Lam ◽  
Kin-Fai Cheng
Keyword(s):  
Hong Kong ◽  
Learning Strategies ◽  
Web Sites ◽  
Learning Design ◽  
Expert Review ◽  
Institutional Planning ◽  
Chinese University ◽  
E Learning ◽  
Evaluation Matrix ◽  
The Web

The chapter will describe an expert review process used at The Chinese University of Hong Kong. The mechanism used involves a carefully developed evaluation matrix which is used with individual teachers. This matrix records: (1) the Web functions and their use as e-learning strategies in the course Web site; (2) how completely these functions are utilized; and (3) the learning design implied by the way the functions selected are used by the course documentation and gauged from conversations with the teacher. A study of 20 course Web sites in the academic years 2005–06 and 2006–07 shows that the mechanism is practical, beneficial to individual teachers, and provides data of relevance to institutional planning for e-learning.

Using Design Patterns to Support E-Learning Design

2011 ◽  
pp. 144-166 ◽  
Author(s):  
Sherri S. Frizell ◽  
Roland Hübscher
Keyword(s):  
Best Practices ◽  
Design Pattern ◽  
Design Patterns ◽  
Future Research ◽  
Design Knowledge ◽  
Learning Design ◽  
E Learning

Design patterns have received considerable attention for their potential as a means of capturing and sharing design knowledge. This chapter provides a review of design pattern research and usage within education and other disciplines, summarizes the reported benefits of the approach, and examines design patterns in relation to other approaches to supporting design. Building upon this work, it argues that design patterns can capture learning design knowledge from theories and best practices to support novices in effective e-learning design. This chapter describes the authors’ work on the development of designs patterns for e-learning. It concludes with a discussion of future research for educational uses of design patterns.

Interaction with MMOGs and Implications for E-Learning Design

2009 ◽  
pp. 1204-1217
Author(s):  
Panagiotis Zaharias ◽  
Anthony Papargyris
Keyword(s):  
Adult Learning ◽  
Game Design ◽  
Instructional Quality ◽  
Online Games ◽  
The Internet ◽  
Learning Design ◽  
Alternative Mode ◽  
Design Elements ◽  
E Learning

E-learning is emerging as one of the fastest organizational uses of the Internet as a supplementary or alternative mode for corporate training. However its effectiveness is questioned and most of e-learning courses and applications have been accused of being quite static, non-authentic and superficial, poorly designed, and thus non-motivating. Their philosophical assumption views learning as an isolated phenomenon, a static knowledge in a can that could be transmitted to the learners. In this chapter it is argued that many useful lessons for e-learning designers can be learned from game design and especially from the design of massive multi-player online games (MMOGs). A review on instructional quality of games and design elements of MMOGs is conducted under the perspective of adult learning, in order to identify, adapt, and propose design implications for e-learning design.

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