scholarly journals Student Perceptions Towards Moodle and Kahoot Based e-Learning in Learning Mathematics

2020 ◽  
Vol 3 ◽  
pp. 315-318
Author(s):  
Ahmad Anis Abdullah ◽  
Tri Rochmadi
Keyword(s):  
Learning Styles ◽  
Student Perceptions ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Learning Model ◽  
Education Students ◽  
Learning Mathematics ◽  
E Learning ◽  
Students Attitudes

Today's students are digital natives. They grow with digital technology. Universitas Alma Ata is adapting to learning styles in the digital age by integrating e-learning based learning and classroom learning. The e-learning model that is applied is based on moodle and kahoot. This learning model was introduced to students in September 2017. The meaning of this manuscript is to determine whether the use of moodle and kahoot based e-learning will help students in learning mathematics. It also examines the effect of applying e-learning on student perceptions. Twelve mathematics education students were included in this study. A set of questionnaires was specified to evaluate students' attitudes and perceptions of learning. From the findings, conclusions have been drawn about the role of moodle and kahoot based e-learning to support the teaching and learning process. The results show that students show positive perceptions using moodle and kahoot based e-learning.

scholarly journals Analysis of Students’ e-Learning Styles and their Attitudes and Self-Efficacy Perceptions towards Distance Education

2021 ◽  
Vol 5 (4) ◽  
pp. 550-570
Author(s):  
Betul Ozaydin Ozkara ◽  
Emin Ibili
Keyword(s):  
Distance Education ◽  
Learning Styles ◽  
Learning Style ◽  
Self Efficacy ◽  
Formal Education ◽  
Strong Relationship ◽  
Education Students ◽  
E Learning ◽  
Students Attitudes ◽  
The Relationship

In this study, the effects of different variables such as age, gender, department and learning style on students’ e-learning styles, their attitudes towards e-learning and e-learning self-efficacy were investigated. In addition, the relationship between students’ e-learning styles, their attitudes towards e-learning and self-efficacy has been examined. In this context, the data were collected from 104 both distance education and formal education students. Results show that e-learning styles vary according to gender, age, type of education and department. The e-learning self-efficacy differs in department, age and type of education, but not in gender. The results also show that students’ attitudes towards e-learning differ in the way of learning, but not in age, gender and department. The results revealed that there was a positive relationship between students’ e-learning styles and self-efficacy while there was no relationship between e-learning and attitudes. Additionally, a strong relationship was found between students’ e-learning self-efficacy and their attitudes towards e-learning.

scholarly journals Towards an e-learning ecologies approach to pedagogy in a post-COVID world

2021 ◽  
pp. 1-14
Author(s):  
Aslam Fataar ◽  
Najwa Norodien-Fataar
Keyword(s):  
South African ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Educational Approach ◽  
E Learning ◽  
Institutional Contexts ◽  
South African Education ◽  
Future Education ◽  
Learning Ecologies

In this article, part of the special COVID-19 issue of the Journal of Education, we concentrate on digital technology as one of the core dimensions of education's pandemic-related response. As the default teaching mode during the pandemic, Online Emergency Remote Teaching evoked contentious responses about future education directions in a post-COVID world. We shed light on the role of digital technology in South African education, specifically in relation to current debates on higher education. We present an argument that supports an approach based on e-learning ecologies to pedagogy to inform teaching and learning in institutional contexts. We argue that a reflexive pedagogy-led response to digital technology holds promise for creating a systemic educational approach to promoting students' critical epistemic engagement to enable them to secure viable futures.

scholarly journals The Role of E-Learning in Mathematics Learning at Muhammadiyah Sorong University of Education

2021 ◽  
Author(s):  
Novita Wulandari ◽  
Jusrianto As ◽  
Rustamadji Rustamadji ◽  
Mochamad Bruri Triyono
Keyword(s):  
Student Development ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Material ◽  
Student Interest ◽  
Technological Advances ◽  
Learning Mathematics ◽  
E Learning ◽  
The Times

Mathematics is one of the subjects that must be studied by students, especially students at the undergraduate level (S1). paying attention to the objectives of learning mathematics in Permendikbud Number 21 of 2016 requires students to have the ability to think logically, analytically, systematically, critical and creative. However, mathematics learning material that has an abstract nature, makes mathematics difficult by most students. This is one of the causes of not achieving the goal mathematics learning. The concepts can be understood easily when ease to follow the times experienced by students. Stage student development requires students to be able to reason with using things that are abstract and symbolic. One solution to help students understand mathematics material using e-learning. Learning E-learning is an educational concept that utilizes technological advances information and communication, especially in the teaching and learning process. Convenience learning with e-learning also lecturers can prepare learning effectively and efficient by using media and learning resources that are more interesting so that they do not focused on printed books. This can increase student interest in learning where learning is no longer focused on the lecturer and class. The function of e-learning in support learning activities in the classroom, namely as a supplement, complement and substitution. Based on the description of the explanation above, it can be concluded that: The purpose of writing this paper is to describe how the role of e-learning in learning mathematics at the Muhammadiyah University of Education Sorong.

scholarly journals Development of Interdisciplinary Lessons Integrating Science and Engineering in Heterogeneous Teams: Education Students’ Attitudes

2016 ◽  
Vol 6 (2) ◽  
pp. 59 ◽  
Author(s):  
Aharon Gero
Keyword(s):  
Engineering Education ◽  
Nature Of Science ◽  
Teaching And Learning ◽  
Education Students ◽  
Science And Engineering ◽  
Theoretical Part ◽  
Interdisciplinary Teaching ◽  
Science And Engineering Education ◽  
Students Attitudes ◽  
Heterogeneous Teams

The course “Interdisciplinary Aspects in Science and Engineering Education” is a unique course designed to expose students of science and engineering education to the characteristics of interdisciplinary teaching and learning. The theoretical part of the course deals with the nature of science and engineering and the interaction between the two, various hierarchies describing the level of integration between disciplines, and possible strategies for developing interdisciplinary lessons. In the practical section, the participants develop, in heterogeneous teams of students from different academic backgrounds, an interdisciplinary lesson integrating science and engineering, and teach it to their peers. Using qualitative tools, the research described in this paper characterized the attitudes of 112 students towards developing an interdisciplinary lesson as part of a team. The findings indicate that the students identified both the difficulties involved in developing an interdisciplinary lesson as part of a team and the advantages inherent to teamwork. It was further found that the weight of the attitude component that recognized the contribution of teamwork to the development of interdisciplinary lessons was considerably higher than the weight of the component indicating the difficulties that involved teamwork.

scholarly journals The Impact of the Implementation Three-Step Interview Cooperative Learning Model in Mathematics Learning Toward the Learners’ Activities And Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Usmadi Usmadi ◽  
Hayatul Hasanah ◽  
Ergusni Ergusni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Mathematics ◽  
The Impact ◽  
Step Type ◽  
Better Than

This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.

scholarly journals Opetuksen ja oppimisen digiloikka kieltenopiskelijoiden silmin

2018 ◽  
pp. 61-76
Author(s):  
Anne Huhtala
Keyword(s):  
Content Analysis ◽  
Digital Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Sedentary Lifestyle ◽  
Qualitative Content Analysis ◽  
Open Questions ◽  
Technology In Teaching ◽  
Digital Skills

This article focuses on how university language students reflect on digitalisation and their own digital skills, and what kinds of benefits and risks they see in the increasing use of digital technology in teaching and learning. The data used for this study are of two kinds: 25 students filled in a questionnaire consisting of open questions about digitalisation, and 10 students wrote an essay where they reflected on the role of digital technology in their lives. The data were analysed by using qualitative content analysis. According to the results, university students experience their digital skills as good, and rely on their ability to learn new skills when needed. They describe the role of ICT in their lives as important, but seem to use digital technology with deliberation. They see several benefits in the use of new technologies, e.g., versatility, but also many risks, including problems caused by a sedentary lifestyle.

scholarly journals Teaching and Learning in Higher Education: E-Learning as a Tool

2019 ◽  
Vol 9 (1) ◽  
pp. 458-463 ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The Internet ◽  
Full Time ◽  
Online Classes ◽  
New Paradigm ◽  
Education Students ◽  
Communication Tools ◽  
Modern Education ◽  
E Learning

Recently, the market of E-Learning is soaring and is known as a new paradigm in modern education. E-Learning acts as a medium, consisting of several types of computers and electronic media that are communication tools as well as the Internet, which provides training and informative access on certain subjects. By using E-Learning students can attend online classes anywhere, regardless of time and place. Generally, E-Learning is more geared towards self-training and is ideal for individuals who work full-time but desire to further their studies. Thus, this study has been developed and integrated with factors leading towards the effectiveness of E-Learning as a tool in Teaching and Learning (T&L) approach. A quantitative approach was applied by using a self-administered distribution of questionnaire targeted at higher education students. Therefore, the outcomes of this research will help to provide insightful information to the current education system in Malaysia, particularly in crafting strategies to enhance the learning education for the country in general.

Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course

2010 ◽  
pp. 440-454 ◽  
Author(s):  
C. Candace Chou
Keyword(s):  
Student Perceptions ◽  
Social Presence ◽  
Teaching And Learning ◽  
Personal Identification ◽  
Online Course ◽  
Pedagogical Practice ◽  
Learning Tools ◽  
Student Views ◽  
E Learning ◽  
Meaningful Interaction

This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service teachers. This chapter also examines the pedagogical applications of E-Learning tools in an online course. The capabilities of a system that allows meaningful interaction, reflection, personal identification, and a sense of community play a key role in the degree of social presence. This study highlights some key findings regarding the efficacy of E-Learning tools from student perspectives and make recommendations for future pedagogical practice.

scholarly journals “A Little Less Conversation, a Little More Action Please”: Examining Students’ Voices on Education, Transgression, and Societal Change

2020 ◽  
Vol 12 (15) ◽  
pp. 6231
Author(s):  
Annika Manni ◽  
Eva Knekta
Keyword(s):  
Teaching And Learning ◽  
Educational Experiences ◽  
Learning Model ◽  
Personal Life ◽  
Education For Sustainability ◽  
Societal Change ◽  
Structured Interviews ◽  
Thematic Content Analysis ◽  
Contemporary Education

Education for sustainability is urgent but also challenging when aiming for transformation, transgression, and action-oriented societal change. It is important to take into consideration students’ voices in order to enhance education, and this study used semi-structured interviews to explore students’ voices on the role of contemporary education, in society, in relation to urgent issues related to sustainability. Thematic content analysis was applied, as a first step, to analyse the students’ answers. Then a T-learning model was applied on the themes to further analyse the results in relation to transformative, transgressive, and action-oriented learning. The students reflected on a diversity of important issues in society and the possibilities of action for change, many of them related to their personal life and experiences. They also talked about diverse educational experiences, but our analysis indicated that their current education did not always meet the needs of a more transgressive and change-oriented learning. Finally, we have found that the T-learning model has the potential to be used for educational reflection and for developing new understandings of teaching and learning.

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