scholarly journals Assessing Online Learning Objects: Student Evaluation of a Guide on the Side Interactive Learning Tutorial Designed by SRJC Libraries

10.28945/2061 ◽  
2014 ◽  
Vol 10 ◽  
pp. 093-105 ◽  
Author(s):  
Alicia Virtue ◽  
Ellen Dean ◽  
Molly Matheson
Keyword(s):  
Online Learning ◽  
Student Evaluation ◽  
Interactive Learning ◽  
Learning Objects

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Implementing Universal Design for Learning Elements in the Online Learning Materials of a First-Year Required Course

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Ben Rearick ◽  
Erica England ◽  
Jennifer Saulnier Lange ◽  
Corey Johnson
Keyword(s):  
Online Learning ◽  
Design Theory ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Objects ◽  
Learning Materials ◽  
Study Results ◽  
Design For Learning ◽  
Before And After ◽  
Accessibility Guidelines

Universal Design for Learning (UDL) is a pedagogical design theory that accounts for variability across and within learners, both in physical classrooms and with online learning materials. Librarians at Washington State University implemented elements reflective of specific UDL checkpoints in a heavily-used LibGuide for a required undergraduate course. Online learning objects create opportunities for meeting UDL’s goals of not only multiple means of representation, but also engagement and action and expression extending beyond the baseline obligation to meet standard accessibility guidelines. We discuss our implementation of UDL elements, changes in LibGuide use before and after the introduction of UDL features, and usability study results, focusing on how students who face learning barriers view UDL. We explain considerations for successfully implementing UDL in online materials and the potential benefits.

scholarly journals Reducing The Development Costs For Active And Interactive Learning Objects Through Web Based Collaborative Authoring

2020 ◽  
Author(s):  
Elliot Diaz ◽  
Carlos Pacheco ◽  
Carlos Rosaly ◽  
Michael Figueroa ◽  
Eddalis Batista ◽  
...  
Keyword(s):  
Interactive Learning ◽  
Learning Objects ◽  
Web Based ◽  
Development Costs

scholarly journals PEMBELAJARAN DARING YANG INTERAKTIF DI ERA NEW NORMAL

2020 ◽  
Vol 1 (2) ◽  
pp. 36-40
Author(s):  
Nihayatus Sa’adah
Keyword(s):  
Online Learning ◽  
Community Service ◽  
Learning Process ◽  
Social Life ◽  
Interactive Learning ◽  
Best Effort ◽  
New Normal ◽  
Direct Implementation

Abstract:COVID-19 outbreak had changed the order of social life in Indonesia. As school isshutting down, many teachers face the hardship to observe the students’ activity. Many studentsseen active by online but they didn’t give their best effort to join the learning process. One waycould be used to overcome this problem is by conducting the interactive learning process thatenabled the realtime interaction between teacher and students. This community service activitywas held in SMP Al Furqan MQ located in Tebuireng that involving 33 participants. The usedmethod was lecturing dan direct implementation. This training enhanced the participants’information and insight so it could be used in online learning process.Keywords: Online learning process, interactive learning processAbstrak: Wabah COVID-19 banyak mengubah tatanan kehidupan bermasyarakat di Indonesia.Dengan ditiadakannya cara tatap muka dalam sistem pembelajaran di sekolah, guru memilikikesulitan untuk memantau aktivitas siswa. Sering terjadi siswa aktif secara maya namun padakenyataannya siswa tidak mengikuti proses pembelajaran. Salah satu cara yang bisa digunakanuntuk mengatasi masalah tersebut adalah dengan mengadakan pembelajaran daring yangmemungkinkan adanya interaksi antara guru dan siswa. Pelaksanaan kegiatan Pengabdian kepadaMasyarakat ini dilakukan di SMP Al Furqan MQ Tebuireng dengan total 33 peserta. Metode yangdigunakan adalah pelatihan dan praktik. Pelatihan ini dapat menambah informasi dan wawasanguru yang nantinya bisa dipakai dalam pembelajaran daring di sekolah ini.Kata Kunci: Pembelajaran Daring, Pembelajaran Interaktif

scholarly journals Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students’ Perspectives

2021 ◽  
Vol 17 (2) ◽  
pp. 203
Author(s):  
Sheema Liza Idris ◽  
Puteri Rohani Megat-Abdul-Rahim ◽  
Zarinatun Ilyani Abdul Rahman ◽  
Mohamed Syafiq Ya Shaq ◽  
Nur Farhana Nasir
Keyword(s):  
Online Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Interactive Learning ◽  
Face To Face ◽  
Listening Skill ◽  
Information And Communication ◽  
Speaking Skill ◽  
Listening And Speaking

Abstract: Teaching and learning process is constantly transforming due to the ever-increasing globalization. In the educational sector the use of information and communication technology (ICT) is constantly changing due to the increasing trend in globalization. This has resulted in the change and transformation the facet of education in this 21st century. The various usage of technologies and other forms of learning materials that have been extensively used has created a medium where students able to be interactive because it is learner centred, and the environment of online learning is more open and flexible. However, several studies showed that students prefer traditional classroom more because they would prefer face-to-face communication with their instructor. Thus, this study intends to explore the perspective of learning listening and speaking using online among L2 learners. A total number of 102 university students at UiTM Perak Branch took part in this study. They were instructed to answer a set of questionnaires which was created using google document. From the findings the students reported that they do see the benefits of online learning. In addition, they found learning through this interactive medium as interesting and provide them space to progress at their own pace in learning. However, this does not portray students’ eagerness in which may be due to several factors.  This study is hoped to able to highlight the positive aspects of using online as an alternative to the traditional way of teaching listening and speaking.    Keywords: Interactive Learning, Listening Skill, Online Learning, Second language learners, Speaking Skill.

scholarly journals Multimedia Interactive Learning in Science Subjects for Grade Fourth Elementary School Students

2021 ◽  
Vol 4 (2) ◽  
pp. 201
Author(s):  
Mega Putri Islamyati ◽  
Ida Bagus Surya Manuaba
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Instructional Design ◽  
Data Analysis ◽  
Elementary School Students ◽  
Interactive Learning ◽  
Matter Content ◽  
Development Research ◽  
School Students ◽  
Percentage Score

Teaching materials and online learning outcomes that are less than optimal affect the learning process. Students need visualization that can help concrete understanding of the material, especially in implementing online learning. This study aimed to develop interactive multimedia learning in science subjects according to the validation of expert tests and individual trials. This development research applies the DDD-E model (Decide, Design, Develop, Evaluate). The method used to collect data is a questionnaire equipped with observations and interviews. The data analysis used is quantitative and qualitative descriptive analysis. The subject of this development research is interactive learning multimedia. Then a review is carried out from subject content expert validators, instructional design experts, learning media experts, and individual trials on students. The results of data analysis based on validation by subject matter content experts obtained a percentage score of 96.15% with very good qualifications, instructional design experts obtained a score percentage of 87.5% with good qualifications, learning media experts obtained a percentage score of 93.00% with very good qualifications, and the results of the review of 3 students in individual trials obtained a percentage score of 91.66% with very good qualifications. Based on the results obtained, it can be concluded that the interactive learning multimedia developed is very feasible in science learning for sixth-grade elementary school students.

Dynamic Maps’ Use in Smart-Cities Learning Contexts

2012 ◽  
Vol 3 (4) ◽  
pp. 33-49
Author(s):  
Marco Pedroni
Keyword(s):  
Online Learning ◽  
Knowledge Construction ◽  
Smart Cities ◽  
Learning Objects ◽  
Constructivist Teaching ◽  
Reconstruction Algorithms ◽  
Dynamic Reconstruction ◽  
Learning Contexts ◽  
Animated Maps

This paper examines the potentialities and characteristics of dynamic maps in relationship with constructivist teaching, by considering maps’ support to four functions: the contents’ learning, the contextualization of Learning Objects, the contextualization of online learning interaction and the knowledge construction. Several algorithms for polymorphic and animated maps’ reconstruction, both bi-dimensional and tridimensional, will be examined and described in detail. Among these algorithms, a further differentiation is made between those concerning proximal, or hierarchical development, and those regarding gravitational developments. In the latter one the positioning of nodes derives from quantitative values, that express their relation’s attractive strength. Conclusions derived from this work are the unavoidable need to implement maps’ dynamic reconstruction algorithms, when the complexity of the disciplinary ontology makes the traditional static approaches unable to provide an effectively usable image of the map.

A Social Tagging System for Online Learning Objects

2011 ◽  
Vol 4 (11) ◽  
pp. 3362-3365 ◽  
Author(s):  
Chung-Wen Cho ◽  
Ting-Kuang Yeh ◽  
Shu-Wen Cheng ◽  
Chun-Yen Chang
Keyword(s):  
Online Learning ◽  
Learning Objects ◽  
Social Tagging ◽  
Tagging System
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