scholarly journals Using an Outcome-Based Information Technology Curriculum and an E-Learning Platform to Facilitate Student Learning

10.28945/3122 ◽  
2007 ◽  
Author(s):  
Azzedine Lansari ◽  
Abdallah Tubaishat ◽  
Akram Al-Rawi
Keyword(s):  
Information Technology ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Outcomes ◽  
United Arab Emirates ◽  
Faculty Members ◽  
Gulf Region ◽  
Learning Platform ◽  
E Learning ◽  
Information Technology Curriculum

A recently established university in the United Arab Emirates has shifted from an input-based teaching model to an outcome-based learning model. The outcome based academic model is new in the Gulf region and is designed to allow students and faculty members to work together to foster learning. This model is a dramatic departure from the traditional input model where students in the Gulf have learned to mainly accept and retain information. Using the university’s learning outcomes model, the College of Information Technology (CIT) has identified five learning outcomes and used them to develop its curriculum. All learning outcomes are integrated into all CIT courses. All students own a laptop and have wired and wireless access to various university resources such as the library, Blackboard, IT labs and the Internet. Currently, the CIT is moving to a web-based learning environment. Under this environment, the outcome-based academic model requires faculty members to shift their efforts from teaching or lecturing to facilitating student learning. CIT faculty are reshaping their course contents and refocusing their courses to clearly show all the steps needed to learn various concepts and skills as well as how students can achieve a particular learning outcome. This study proposes an outcome-based IT curriculum for delivery in an e-learning environment. Such an environment is ideal for female students who prefer to have limited interaction with male faculty and who typically need more time to understand IT concepts in English. It is anticipated that this e-learning environment will facilitate the delivery of course content and also improve the discussion and communication between students and faculty.

scholarly journals Efektivitas platform guru virtual sebagai platform pembelajaran daring di masa pandemi covid-19

2021 ◽  
Vol 22 (2) ◽  
pp. 287-299
Author(s):  
Dewi Ratnaningsih ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Learning Platform ◽  
E Learning ◽  
Qualitative Descriptive ◽  
Learning Scenarios ◽  
Physical Limitations ◽  
Virtual Platform

Coronavirus or Covid-19 is viruses group of the Orthocoronavirinae member of Coronaviridae family and the order Nidovirales. This virus can cause disease not only human, but also birds and mammals. The extraordinary events caused by the corona virus become a new problem in various fields of life, including in the field of education. Every educator is required to be able to innovate, so that the learning process and physical limitations can both continue. Therefore, not long after the physical restriction instructions were applied, the online learning model or commonly referred to as e-learning began to be socialized. The purpose of writing this article is to see the effectiveness of the Guru Virtual platform as an daring learning medium. To conduct this research, researcher uses descriptive qualitative method. Qualitative descriptive method is a method that analyzes research in the form of descriptions not in the form of numbers or coefficients about the relationship between variables. The data gathered from the research is in the form of words or pictures not numbers. The data was collected by designing learning scenarios, recording, and interviewing. In addition, the calculation of student learning outcomes is also carried out to see learning outcomes using the Guru Virtual. Based on the results of interviews with students, Guru Virtual is an effective platform to be used as an daring learning platform. Based on the calculation of student learning outcomes, it was obtained an average value of 74.9 with a good category.

scholarly journals Pengaruh Penerapan E-Learning Terhadap Hasil Belajar Mahasiswa Informatika Universitas Dehasen Bengkulu

JURNAL PETIK ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 80-86
Author(s):  
Hermawan Sa
Keyword(s):  
Information Technology ◽  
Standard Deviation ◽  
Computer Science ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Study Program ◽  
Average Student ◽  
Post Test ◽  
E Learning

Abstract - This research aims to determine the effect of e-learning on student learning outcomes in the Introduction to Information Technology (PTI) course in the Informatics Study Program, Faculty of Computer Science, Dehasen University Bengkulu. This research is a quasi experimental study in the form of pretest and posttest. The population was 60 students as a sample. Data obtained by documentation techniques and knowledge tests. The documentation technique is used  to obtain data and information in the form of the number and student learning outcomes, while the knowledge test is given at the beginning (pre-test) and at the end (post-test) of the meeting. The collected data were analyzed using descriptive statistics. The analysis showed that the average student learning outcomes for the experimental class pre-test were 77.87, with a standard deviation of 7.18. The average pre-test student learning outcomes for the control class were obtained 74.27 with a standard deviation of 7.02. While the post-test average student learning outcomes in the experimental class obtained 84.67 with a standard deviation of 7.51 and the average student learning outcomes for the control class were 80.93 with a standard deviation of 5.43. There is a significant difference in student learning outcomes in the introductory information technology course between groups treated using conventional methods and groups treated using E-Learning in the Informatics study program, Faculty of Computer Science, Dehasen University, Bengkulu. Keywords,: E-Learning Effect,Learning outcomes  Abstrak - Penelitian ini bertujuan untuk mengetahui pengaruh e-learning terhadap hasil belajar mahasiswa pada mata kuliah Pengantar Teknologi Informasi (PTI) Program Studi Informatika Fakultas Ilmu Komputer Universitas Dehasen Bengkulu. Penelitian ini merupakan penelitian quasi experiment dalam bentuk Pretest dan posttest. Populasi berjumlah 60 orang mahasiswa sebagai sampel. Data diperoleh dengan teknik dokumentasi dan tes pengetahuan. Teknik dokumentasi digunakan untuk memperoleh data dan informasi berupa jumlah dan hasil belajar mahasiswa, sedangkan tes pengetahuan diberikan pada awal (pree tes) dan akhir (post tes) pertemuan. Data yang terkumpul dianalisis dengan menggunakan statistik deskriptif. hasil analisis menunjukkan bahwa rata-rata hasil belajar mahasiswa untuk pre-test kelas eksperimen sebesar 77,87, dengan standar deviasi 7,18. Rata-rata hasil belajar mahasiswa pree-tes untuk kelas kontrol diperoleh 74,27dengan standar deviasi 7,02. Sedangkan post-tes rata-rata hasil belajar mahasiswa kelas eksperimen diperoleh 84, 67 dengan standar deviasi 7,51 dan rata-rata hasil belajar mahasiswa kelas kontrol diperoleh 80,93 dengan standar deviasi 5,43. Terdapat perbedaan yang signifikan hasil belajar mahasiswa pada mata kuliah pengantar teknologi informasi antara kelompok yang diberi perlakuan menggunakan metode konvensional dengan kelompok yang diberi perlakuan dengan menggunakan E-Learning pada program studi Informatika Fakultas Ilmu Komputer Universitas Dehasen Bengkulu. Kata Kunci,: Pengaruh E-Learning, Hasil Belajar

scholarly journals Integrating Character Education on Physics Courses with Schoology Based E-learning

10.28945/4164 ◽  
2018 ◽  
Vol 17 ◽  
pp. 577-593 ◽  
Author(s):  
F Shoufika Hilyana ◽  
Muhammad Malik Hakim
Keyword(s):  
Character Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Homogeneity Test ◽  
Primary Role ◽  
Learning Platform ◽  
E Learning

Aim/Purpose: This study intends to find out the difference between the use of Schoology-based e-learning and conventional learning by integrating character education in the learning process Background: E-learning has a high contribution to change learning process positively, but it is a big challenge to conduct character education through e-learning, because of the reduced intensity of face-to-face with lecturers as the primary role model. Methodology: The research sample consisted of 55 students of Electrical Engineering Faculty of Engineering, Universitas Muria Kudus. This study involved two variables: the experimental variable and the dependent variable. Experimental variables are treatment variables for the experimental class, namely physics learning through Schoology-based e-learning, and treatment variables for the control class used as a comparison, namely, conventional learning. The dependent variable is ANEKA-based character education. Indicators of ANEKA character values are integrated into the learning process and are measured using a Likert scale, which is given at the beginning and end of learning in the control and experimental classes. The normality testing use the Kolmogorov-Smirnov method; the homogeneity test use Levene’s test; and hypotheses testing use F-ANOVA test and paired samples t-test. Contribution: Contributions of this study are character education for students that could be done through e-learning by integrating character value (such as ANEKA) into the way they learn. Findings: The results of the study show the student learning outcomes of Schoology-based e-learning platform users by 16% higher compared to conventional learning. The character values of students using e-learning also higher 20% compared to conventional learning. So it can be said that learning physics by using Schoology-based e-learning, which is integrated with ANEKA-based character education, can improve character values and student learning outcomes. Recommendations for Practitioners: Findings from this research can convince the lecturer to integrate character values of ANEKA to their subject through e-learning Recommendation for Researchers: For researchers, it is necessary to develop more scope including the use of other subjects and other study program students as respondents in the further study Impact on Society: ANEKA character values could be integrated into the learning process, which can improve students’ attitudes in their daily life Future Research: Research on practicality and effectiveness in developing Schoology-based e-learning in other courses by integrating character values

scholarly journals The awareness of faculty members at Prince Sattam bin Abdulaziz University of the use of the e-learning platform in light of the outbreak of the COVID 19 virus and their attitudes towards inquiry-based learning: وعي أعضاء هيئة التدريس في جامعة الأمير سطام بن عبد العزيز باستخدام منصة التعلم الإلكتروني في ظل تفشي فيروس COVID 19 واتجاهاتهم نحو التعلم بالاستقصاء

2020 ◽  
Vol 4 (46) ◽  
Author(s):  
Hala Khairy Abdel-Ghany El-Gohary
Keyword(s):  
Learning Environment ◽  
Internal Consistency ◽  
Demographic Variables ◽  
Educational Process ◽  
Faculty Members ◽  
The Internet ◽  
Teaching Staff ◽  
Inquiry Based Learning ◽  
Learning Platform ◽  
E Learning

This study aimed to measure the awareness of faculty members at Prince Sattam bin Abdulaziz University of the use of the e-learning platform in light of the outbreak of the COVID 19 virus and their attitudes towards inquiry-based learning. The researcher used the descriptive approach, semi-experimental, and statistical demographic variables to suit her for the purposes of the study. The study sample consisted of (100) members of the teaching staff of Prince Sattam bin Abdulaziz University, who were chosen in a stratified random manner. The researcher calculated the stability coefficient of the internal consistency of the questionnaire with its four dimensions and calculated the coefficient of internal consistency of the other questionnaire in its three dimensions. The researcher also used the statistical demographic variables prepared by the Deanship of Information Technology at Prince Sattam bin Abdulaziz University during the period of suspension of the study. The most important results of the study were as follows: The degree of awareness of faculty members at Prince Sattam bin Abdulaziz University on the e-learning platform "BlackBoard" on the overall questionnaire was high, with an average score of (3,41) and the attitudes of the faculty members at Prince Sattam University in the Kingdom of Saudi Arabia towards inquiry-based learning environment were high, with a mean (3.65), because the survey strategy is an educational process that allows students to use survey skills and support self-learning skills that are To satisfy curiosity, organize knowledge and generate ideas. Recommendations: Searching for obstacles and setting appropriate solutions for them to achieve goals and quality in the educational process via the Internet (Blackboard(, and Developing the skills of faculty members and students alike via the Internet (Blackboard). &Emphasizing the professional development of a faculty member via the Internet (BlackBoard). Finally Encouraging online inquiry-based learning environment (Blackboard).

scholarly journals A Novel Authentication Scheme for E-assessments Based on Student Behavior over E-learning Platform

2017 ◽  
Vol 12 (04) ◽  
pp. 62 ◽  
Author(s):  
Yassine Khlifi ◽  
Hassan A. El-Sabagh
Keyword(s):  
Learning Environment ◽  
Student Behavior ◽  
Faculty Members ◽  
Learning Systems ◽  
Educational Institutions ◽  
Security Issues ◽  
Learning Platform ◽  
Main Challenge ◽  
Novel Approach ◽  
E Learning

E-Learning and distance education have become common choices for academic institutions. Based on advances in information technology systems, educational institutions have enabled the employment of e-learning systems as teaching courses and evaluation students. However, security issues related to e-learning systems have been raised by e-learning environment stakeholders which including faculty members, and students as well as data. In addition, e-learning opponents argue that incapability of e-learning environment to authenticate examination takers is one of the major challenges. E-assessment is an important element of LMS based e-courses, and student authentication is mostly realized as one of the major concerns for e-assessments. For this reason, the main challenge facing the security of e-assessment and the e-learning environment is how to authenticate students because unauthorized persons can access and manage information. In this work, we propose a novel security scheme that contributes in resolving this vital issue by introducing an efficient secure model for supervising online evaluation including e-assessment or e-exam. The scheme addresses this imperative problem by proposing a novel approach that incorporates available databases authentication technologies in conjunction with e-learning environments for controlling unethical behavior during e-learning evaluation. Moreover, the proposed scheme considers the continuous random authentication using students' information stored previously in the databases that guarantee identity and authentication. To validate our proposal, and evaluate its performances and effectiveness, extensive simulation work is conducted over e-learning platform similar to Desire to learn (D2L).

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

scholarly journals Improving Student Learning Outcomes During The Covid-19 Pandemic Using Learning Videos and E-Learning

2021 ◽  
Vol 3 (2) ◽  
pp. 102-114
Author(s):  
A. Jauhar Fuad ◽  
Pranita Andhinasari
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Action Planning ◽  
Student Learning Outcomes ◽  
Learning Centered ◽  
E Learning ◽  
Improving Student Learning ◽  
Result Analysis ◽  
Improve Student Learning ◽  
Planning Action

The problem that arises in learning in the Covid-19 era is unilateral learning centered on teacher activities, by giving assignments. Students only work on assignments and then the work is photographed and sent via whatsapp, causing students to lack understanding of the material and reluctant to do assignments. The solution to the problems above is the use of video for learning and e-learning. This research phase begins with action planning, action implementation, observation and reflection. This stage is repeated until the expected increase in learning outcomes is achieved, and does not require further improvement. The final result analysis showed that in the pre-learning cycle the percentage of classical completeness was 27.28%. In the first cycle there was an increase in classical completeness reaching 54.5%. In the second cycle there was an increase in classical completeness reaching 91%. Thus, it can be concluded that the use of video for learning and e-learning during the covid-19 pandemic is able to improve student learning outcomes. [Permasalahan yang muncul dalam pembelajaran di era Covid-19 adalah pembelajaran sepihak yang dipusatkan pada kegiatan guru. Dengan pemberian tugas siswa hanya mengerjakan tugas kemudian karya tersebut difoto dan dikirim melalui whatsapp sehingga menyebabkan siswa kurang memahami materi dan enggan mengerjakan tugas. Solusi dari permasalahan di atas adalah pemanfaatan video untuk pembelajaran dan e-learning. Tahap penelitian ini dimulai dengan perencanaan tindakan, pelaksanaan tindakan, observasi dan refleksi. Tahap ini diulangi sampai tercapai peningkatan hasil belajar yang diharapkan, dan tidak memerlukan perbaikan lebih lanjut. Analisis hasil akhir menunjukkan bahwa pada siklus pra pembelajaran persentase ketuntasan klasikal sebesar 27,28%. Pada siklus I terjadi peningkatan ketuntasan klasikal mencapai 54,5%. Pada siklus II terjadi peningkatan ketuntasan klasikal mencapai 91%. Dengan demikian, dapat disimpulkan bahwa pemanfaatan video untuk pembelajaran dan e-learning di masa pandemi covid-19 mampu meningkatkan hasil belajar siswa]

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