ANEKA-based Asynchronous and Synchronous Learning Design and its Evaluation as Efforts for Improving Cognitive Ability and Positive Character of Students

Divayana, Dewa Gede Hendra

doi:10.5815/ijmecs.2021.05.02

Cited by 7 publications

(8 citation statements)

References 19 publications

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“…Divayana [33] architecture sought to ensure in e-learning systems -that features such as accountability, quality, public ethics, nationalism etc, where reflected therein. These, he categorized into 10-dimensions, which is supported by Ojugo et al [52] -whose study recast and refocused participants' interaction with the e-learning system into 9-dimensional items to include: (1) design effectiveness, (2) availability of video conference, (3) CBT readiness, (4) technical support, (5) teacher/learner use of system, (6) availability time, (7) resources reliability, (8) completeness of resources, and (9) data security.…”

Section: Resultsmentioning

confidence: 99%

“…educational technology) as in Fig. 1 [8], [33]. Thus, this strategy and learning design is more concerned with what a learner understands and does; rather, than the teacher's input [34].…”

Section: Learning Strategies On the Nigerian Frontiermentioning

confidence: 99%

“…• The Content Component -performs these tasks: (a) acts a repository for all the learning objects developed by the tutor, (b) ensures that the ensemble's learner-contents is based on the learning styles ratio as identified in [8], [25], [33], [46] as suggested by the sample population of 40% visual contents, 40 % kinesthetic (do-it-yourself) contents and the remainder 20% audio contents, (c) develop the contents via implementing the latest web technologies and in the scenario, web 4.0 was used to generate the learner contents, and (d) uses the learning content development, management tools, and learning standards to proffer a system that is compatible, portable, can be ported to other systems of varying operating systems, shareable and interoperable with other e-learning systems.…”

Section: Proposed Adaptive Learner-centric Content-based Learning Designmentioning

confidence: 99%

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Forging a learner-centric blended-learning framework via an adaptive content-based architecture

Ojugo,

Odiakaose,

Emordi

et al. 2023

SITech

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The covid-19 pandemic was reported with significant negative impact on global education with shocks that disrupted the learning processes via the closure of traditional classrooms/schools from 2020 to March 2022. These effects have continued to ripple across even with advances in media literacy. The Nigerian frontier has also witnessed a paradigm shift in the adoption/integration of the information and communication tech as tools for both digital revolution and advancement of alternative education delivery. Today’s education which aspires for growth and progressive development is assured of positive changes if priority for educational values and ICT is harnessed. Past educational theories seem not to cope with the ever-changing, information society. Nigeria must develop strategies to address education reforms with frameworks to bridge these gaps vid post covid-19 era. Our study implements a hybrid a(synchronous) learning framework for Nigerian Tertiary education. Result shows improved learner cognition, engaged qualitative learning, and a learning scenario that ensures a power shift in the educational structure that will further equip learners to become knowledge producer, help teachers to emancipate students academically, in a framework that measures quality of engaged student’s learning

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Section: Resultsmentioning

confidence: 99%

“…educational technology) as in Fig. 1 [8], [33]. Thus, this strategy and learning design is more concerned with what a learner understands and does; rather, than the teacher's input [34].…”

Section: Learning Strategies On the Nigerian Frontiermentioning

confidence: 99%

Section: Proposed Adaptive Learner-centric Content-based Learning Designmentioning

confidence: 99%

See 1 more Smart Citation

Forging a learner-centric blended-learning framework via an adaptive content-based architecture

Ojugo,

Odiakaose,

Emordi

et al. 2023

SITech

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“…Considering the lack of physical face-to-face interaction in asynchronous online courses and the need to communicate among members of the classroom learning community, all efforts should be made to humanize the learning process to the best extent possible (Wang, 2017). Personal attention should be provided to students so that they can easily adapt to this learning environment (Divayana, 2021). Social media and various group forums can be used to communicate with students (Huang, 2018).…”

Section: Predictors Of High-quality Online Instructionmentioning

confidence: 99%

Students’ Satisfaction with Quality of Synchronous Online Learning Under the COVID 19 Pandemic: Perceptions from Liberal Arts and Science Undergraduates

Majewska

Zvobgo²

2023

OLJ

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COVID-19 imposed dramatic changes on educational practices worldwide with American institutions of higher learning moving a significant number of their courses and educational programs to electronic online modes. In the post-pandemic world, the same institutions and educational programs recognize the need to incorporate technological components into their courses. Yet, some disciplines and areas of study may be better equipped for this change than others. The liberal arts are believed to be more reliant on face-to-face interaction and thus can be argued to have been more negatively affected by the required move to synchronous online learning during the pandemic Instructors have the option of teaching online courses either synchronously or asynchronously. As synchronous online learning requires course delivery in real-time via online video conferencing, the hope is that some of the drawbacks associated with teaching liberal arts online can be mitigated with technology-based, face-to-face interaction. In the spirit of exploring the relationship between liberal arts education and synchronous online learning, this research aimed at gauging Jacksonville liberal arts students’ levels of satisfaction with the quality of instruction in synchronously delivered courses during the spring semester of 2021. Informed by the Community of Inquiry theory, of special interest were aspects of synchronous online learning like interaction with the virtual platform (video conferencing), interaction with content, interaction with instructor, and interaction with peers. Three local institutions participated in this study, yielding a sample of 141 students who participated in an anonymous Qualtrics survey pertaining to their learning experiences in the synchronous mode. Using a mixed-methods approach, results show positive perceptions, challenges, and recommendations for synchronous online learning.

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“…Due to the launch of the Unites Nations 'Sustainable Development Goals (SDGs)' in 2015, students' academic and social performance towards sustainable development at the educational level has increasingly attracted attention. With increasing studies investigating educational processes to improve learning efficacy [1][2][3], mindset theory has proved in both educational and psychological settings as a tool for improving learning patterns through strengthening self-affirmation. Mindset, also known as implicit theory, is the belief people hold about the malleability of their human attributes [4].…”

Section: Introductionmentioning

confidence: 99%

What Characterises an Effective Mindset Intervention in Enhancing Students’ Learning? A Systematic Literature Review

Zhang

2022

Sustainability

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In recent years, increasing attention has been paid to interventions designed to enhance individuals’ sustainable development in learning by priming a growth mindset. The current study systematically explored the characteristics of message transformation in growth mindset interventions from the perspective of teaching and learning. According to a three-phase literature search (database, prominent researchers, and backtracking references), thirty-eight empirical studies investigating the efficacy of mindset interventions for adolescents of school age constitute the sample for the current literature review. The results indicate that a supportive but not-completely-saturated learning environment paves the way to implementing a mindset intervention. The three pedagogical characteristics that ensure successful interventions are: (1) Mutual interaction among the person, the context, and the theory to generate the message; (2) Iterative processes to ensure the message is delivered; and (3) a persuasive yet stealthy approach to facilitating its internalization. The findings inspire educators to design effective mindset interventions to enhance students’ learning. Theoretical and practical implications, limitations, and future directions are discussed.

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ANEKA-based Asynchronous and Synchronous Learning Design and its Evaluation as Efforts for Improving Cognitive Ability and Positive Character of Students

Cited by 7 publications

References 19 publications

Forging a learner-centric blended-learning framework via an adaptive content-based architecture

Forging a learner-centric blended-learning framework via an adaptive content-based architecture

Students’ Satisfaction with Quality of Synchronous Online Learning Under the COVID 19 Pandemic: Perceptions from Liberal Arts and Science Undergraduates

What Characterises an Effective Mindset Intervention in Enhancing Students’ Learning? A Systematic Literature Review

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