Nowadays, students have learn to accept the reality of online learning. Therefore, this quantitative study aims to explore how behaviour and social factors can influence online learning. 203 participants responded to the instrument which is a survey. The findings show that the implication of online and distance learning (ODL) is to help students in getting to know each other as well as having the social, cognitive and situational presence. The instrument of teaching, social and cognitive presence based on Social Cognitive Theory (SCT) is measured in order to improve the management of ODL in university during post-COVID-19 pandemic. The first research question looks at how behaviour factors (social presence) influence online presence. Next the study also investigates how cognitive factors influence online presence. The final research question looks at how situational factors (teaching presence) influence online presence. In overall, ODL management in post-COVID-19 pandemic is expected to be more challenging than during or before the pandemic. The shift that happen caused a lot of physical, mental, and emotional responses from the teaching and learning community in general. Instrument teaching, social and cognitive presence are investigated thoroughly and interesting results found in this study is beneficial for future decision support system (DSS) development in the case for community of inquiry.
Digital learning materials, especially multimedia instructional materials or courseware are prevalent in the fabric of higher education today. While various names such as educational resources, instructional resources, instructional materials, learning materials, learning resources etc. have been used to manifest the concept of learning contents, the definitive goal is to support in catering education especially for distant learners. The use of instructional multimedia is acknowledged to help overcome some of the challenges in the Open Distance Learning (ODL) curriculum delivery since adult learners typically study in isolation with reduced opportunities for direct instructions. They are supposed to pursue their study selfguided with the aid of instructional materials. The use of instructional multimedia can help to create an interactive and engaging learning experience as highlighted by several research papers on the successful distance learning materials where the success has been measured with respect to learners' satisfaction and perceived learning effectiveness in supporting the learners' achievement in assessments. A quality instructional material is believed to be well supported and founded by suitable learning theory in its design as it is considered as a key factor to determine its success. Therefore, this paper described the effects of such design and development of a multimedia instructional material to motivate adult learners to learn about the basics of Multimedia. The implementation of Gagne's nine events of instruction is hoped to provide a better design framework for the development of instructional materials to meet the needs of adult learners in distance education. As with any other research, further study should be done on relatively larger random samples of respondents to focus on the evaluation of this design framework to gain additional credibility.
Abstract-Critical thinking should be taught as early as childhood stage. The skill is very important meant for developing creative and innovative minds. Hence, it can be introduced through programming substance. However, there is a lack of study on introducing programming substance at the elementary school level especially using tangible game approach. Thus, this study is to determine students' tendency toward tangible game-based approach in introducing learning programming. A survey has been distributed to forty-nine elementary school students aged 11 to 12 years old. The students need to play a tangible game-based on critical thinking namely "Beat the clock -Sorting Networks". The result shows that students tend to enjoy a tangible outdoor game play with friends and it is help in developing their problem solving skills. Therefore, we suggest to design a tangible game-based that suitable with the elementary school students deliberate for emerging and sharpening their critical thinking skills. IndexTerms-Tangible game-based, introductory programming, elementary school.
Abstract-There is an emerging trend of using games for learning purposes and previous research has looked at how the concept is applied in different fields. However, little studies have been done to examine how programming affects primary school students especially in the Malaysian context. To better understand how learners respond to the use of digital games in learning programming, this exploratory case study is performed by examining the attitude of upper primary schools students towards its usage. The students were asked to perform several learning activities using games during which observations were made and questionnaires were distributed for data collection. The outcome of the study will be useful in the future development of games that are suitable to the students' age and level. By identifying the learners' preference, it can help to guide the development of digital games especially in the field of programming.
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