An Evaluation of Content Creation for Personalised Learning Using Digital ICT Literacy Module among Aboriginal Students (mLICT-OA)

Salleh, Nor Syazwani Mat; Karim, Aidah Abdul; Deli, Mazzlida Mat; Manaf, Siti Zuraida Abdul; Ramlan, Noor Fazrienee Jz Nun; Hamdan, Analisa

doi:10.17718/tojde.598218

Cited by 18 publications

(7 citation statements)

References 24 publications

(24 reference statements)

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“…ICTs have created an opening of possibilities to carry out formative actions and to provide students with access to the contents and teaching materials [9]. In this sense, the integration of ICTs in everyday instructional actions is essential to adapting the educational system to the conditions, needs, and demands of students in a digital age [10].…”

Section: Introductionmentioning

confidence: 99%

Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

et al. 2020

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Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.

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Section: Introductionmentioning

confidence: 99%

Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

et al. 2020

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“…These changes have led to a modification and an improvement in the didactic processes, which have resulted in an increase of academic indicators such as 'motivation', and a set of digital training resources so that teachers can develop their work in learning spaces (Álvarez-Rodriguez et al 2019;Khine et al 2017). In addition, these technological advances promote Religions 2020, 11, 53 2 of 13 better access to information and content by students (Salleh et al 2019). Therefore, students show a positive opinion of the use of ICT in teaching and learning processes (López-Quintero et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

et al. 2020

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The evolution of technology in the educational field has resulted in the emergence of new ways of teaching and learning, adapted to the formative characteristics of a digital era. This is the case of Flipped Learning (FL), an innovative teaching methodology that uses technology to carry out instructional action and change learning moments and spaces. The objective of this study is to verify the effectiveness of FL on a traditional methodology without the use of digital resources in teaching content related to intercultural education. A quantitative research method has been followed by an experimental design. Two study groups have been set up. With the control group a traditional training methodology has been used, and with the experimental group an innovative one, through FL. A total of 60 students of the 4th level of Secondary Education from an educational center in Ceuta (Spain) have participated. An ad hoc questionnaire derived from other validated instruments has been used for data collection. The findings show that the FL has achieved better results in the different dimensions analyzed. Therefore, it is concluded that the implementation of innovative training actions such as FL can obtain better results in academic indicators than a traditional methodology.

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“…Digital resources like online dictionaries, apps for learning languages, and interactive multimedia materials have, for instance, increased language retention [16]. Furthermore, digital technology provides learners with opportunities for self-directed and personalized learning, allowing them to learn at their own pace and in their preferred learning style [17]. However, the digital era also poses several challenges to language learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Qualitative Study: Teaching Indonesian as the National Language to Students in the All-digital Era: Challenges and Solutions

Ramli¹,

Razali²,

Armia³

2023

IJFMR

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This qualitative study examines the difficulties and solutions of teaching Indonesian as the national language to students in a world dominated by technology. The research examines how Indonesian language teachers and students deal with the difficulties of teaching and learning the language online. Interviews with Indonesian language teachers and students, class observations, and document analysis of language textbooks and digital resources contributed to data collection. According to the findings, language proficiency, digital literacy, motivation, cultural diversity, and authenticity are among the challenges of teaching Indonesian as the national language in an era dominated by technology. The review proposes a few answers for these difficulties, including computerized media, intuitive and cooperative learning exercises, language variety and pragmatics, and social mindfulness. The study concludes that addressing these obstacles can enable students to communicate effectively in the digital age and increase the effectiveness of teaching Indonesian as the national language in an all-digital world.

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An Evaluation of Content Creation for Personalised Learning Using Digital ICT Literacy Module among Aboriginal Students (mLICT-OA)

Cited by 18 publications

References 24 publications

Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

Qualitative Study: Teaching Indonesian as the National Language to Students in the All-digital Era: Challenges and Solutions

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