Applying the design-based learning model to foster undergraduates’ web design skills: the role of knowledge integration

Tsai, Chun-Chin; Shih, Wen-Ling; Hsieh, Fu-Pei; Chen, Yun-An; Lin, Chien-Liang

doi:10.1186/s41239-021-00308-4

Cited by 7 publications

(4 citation statements)

References 42 publications

(118 reference statements)

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“…In the context of CSs, students will revise, clear up ambiguities, and propose conceptual modifications; students actively create an understanding of science. CSs would bridge prior knowledge and information acquired in an IBL environment (Samsudin et al, 2016;Tsai et al, 2022). CSs also enhance the delivery of the teaching material by making visual modeling more realistic, abstract systems more tangible, and allowing the implementation of graphical representations of abstract systems (Wibowo et al, 2016).…”

Section: Literature Review Theoretical Frameworkmentioning

confidence: 99%

The effect of computer simulations on students’ conceptual and procedural understanding of Newton’s second law of motion

Alabidi

AlArabi

Tairab

et al. 2023

EURASIA J Math Sci Tech Ed

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This study aims to assess the impact of computer simulations (CSs) within an inquiry-based learning (IBL) environment on grade 11 students’ performance in Newton’s second law of motion (NSLOM). The study sample consisted of 90 male and female students selected from a population of two public schools in Al Ain city in United Arab Emirates (UAE). The study employed a pre- and post-test quasi-experimental design involving four equally distributed grade 11 physics classes: two as experimental groups (EGs) (including 45 CS-bound students studying under scientific inquiry instructions) and the other two as control groups (including 45 CSs-free students studying under traditional face-to-face instructions). Newton’s second law of motion achievement test (NSLMAT) was used to evaluate students’ performance in NSLOM. Descriptive analysis was conducted using effect sizes and a paired-sample t-test. Overall, results suggested that, compared to face-to-face instruction, CSs were more successful in promoting students’ understanding of NSLOM topics.<b> </b>Moreover, EGs showed noticeable conceptual and procedural performance gains. The results indicated that CSs within an IBL environment helped female (d=2.10) and male (d=2.94) students better understand NSLOM conceptual topics. CSs within an IBL environment also helped male (d=0.88) and female (d=0.72) students better understand NSLOM. Finally, if properly designed, CSs within an IBL environment can significantly improve student learning of NSLOM. Therefore, the study recommends creating a supportive learning environment to encourage the use of CSs for purposes other than information presentation. Incorporating simulations into practical activities, problem-solving exercises, or group discussions could improve students’ critical thinking and problem-solving abilities. Allowing students to practice using the simulation before implementing it in actual learning activities is also crucial.

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Section: Literature Review Theoretical Frameworkmentioning

confidence: 99%

The effect of computer simulations on students’ conceptual and procedural understanding of Newton’s second law of motion

Alabidi

AlArabi

Tairab

et al. 2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…DBL places students in real situations and guides them in designing solutions with relevant domain knowledge in the problem-solving process [6,8]. Likewise, DBL allows students to learn through practice and use the knowledge learned in the classroom to accumulate practical experience and integrate it into real situations [9]. Although the DBL model has been successfully used in countries such as China, Australia, the United States, and Denmark [10,11,12], we consider it necessary to test its effectiveness in Mexican contexts to enrich our formative processes.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2024

INTERNATIONAL ADVANCED RESEARCH JOURNAL IN SCIENCE, ENGINEERING

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A crucial type of awareness in collaborative applications is group awareness, which refers to the information of the group and its members, such as their location, the tasks they develop, knowledge, interests, and feelings. To learn concepts related to group awareness, a training experience based on the model named Design-Based Learning was implemented. The goal of this work was to analyze the perception of Software Engineering students from the Autonomous University of Yucatan, Mexico, regarding the implementation of the experience using the mentioned model. The methodology used was exploratory, with a mixed approach through a case study. The results indicate a favorable perception of the students about their level of development of skills such as creativity, problem solving and organization for teamwork in the development of their solutions. As future work we intend to implement the model in several Software Engineering courses in order to measure its impact on student learning.

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“…The educational field of study is one of the areas that benefit from the proliferated use of digital technologies (Laufer et al, 2021;El-Sabagh, 2021). As a result of rapid technological advancement and a global trend in higher education as well as a need for more flexible educational environments among students (Tsai et al, 2022), new approaches and perspectives in educational practice, such as online learning, have gained momentum in industrialized countries (Palvia et al, 2018;Kwon et al, 2021).…”

Section: Introduction Project Descriptionmentioning

confidence: 99%

Zooming into the Barriers and Motivations of the Ethiopian University Instructors for Designing and Delivering Content Online: An Institutional Case Study of the University of Gondar

Alemu

2024

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Over the last two decades, the educational field of study has been one of the areas that benefited from the proliferated use of digital technologies. Recent digital technologies in education have focused on online education in developed nations. However, they have paid less attention to the involvement of university instructors in online education in developing countries. Therefore, the current project tried to address this problem by examining the challenges and prospects of instructors in designing and developing content online in Ethiopia's public universities. This study involved 59 participants (15 semi-structured interviews, 32 participants in four focus group discussions, and 12 key informants), derived using a purposive sampling technique. Data were analyzed using inductive thematic analysis to explore participants’ explanations about the impediments and motivation of university instructors in designing and developing content online at the University of Gondar, Ethiopia. Explanations were presented in terms of impediments (the state of being faced with the challenges of university instructors) and motivation (the determination of instructors in higher education). The findings showed that the challenges of instructors can be classified as personal (technophobia, digital illiteracy, bad impression of content online, fear of making low-quality content, and lack of knowledge on how to produce content online) and institutional (insufficient infrastructure, absence of curriculums and policies on eLearning education. On the other hand, the prospects of instructors, such as taking eLearning education initiative, online education support services, and boosting awareness of online education, are the facilitators for instructors in developing content online in higher education.

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Applying the design-based learning model to foster undergraduates’ web design skills: the role of knowledge integration

Cited by 7 publications

References 42 publications

The effect of computer simulations on students’ conceptual and procedural understanding of Newton’s second law of motion

The effect of computer simulations on students’ conceptual and procedural understanding of Newton’s second law of motion

Untitled

Zooming into the Barriers and Motivations of the Ethiopian University Instructors for Designing and Delivering Content Online: An Institutional Case Study of the University of Gondar

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