Cognitive competence and electronic learning

Kassymova, Gulzhaina K.; Triyono, Brenda; Dossayeva, S. K.; Akhmetova, Aigul

doi:10.31643/2019.030

Cited by 7 publications

(4 citation statements)

References 9 publications

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“…PBL is studentcentered learning and empowers students to conduct research, integrate theory and practice, and apply knowledge and skills to develop feasible solutions to solve a problem [6,7]. Problembased learning begins after the teacher provides a problem scenario drawn from the problem's daily life [8]. After the problem identification process is complete, students should try to solve the scenario problem using prior knowledge and existing knowledge [9].…”

Section: Introductionmentioning

confidence: 99%

Problem-based learning (PBL), teaching games for understanding (TGfU) learning models, on learning outcomes reviewed from, and students' learning motivation

Sugiarto,

Purwanto,

Utama

et al. 2024

Fiz Pol

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Background and Study Aim. Learning in the 21st century requires students to have several higher-order thinking skills, one of which is critical thinking skills. The research aims to determine: (1) The difference in the effect of the Problem Based Learning (PBL) and Teaching Games for Understanding (TGfU) learning models on learning outcomes. (2) The difference in influence between students with high and low learning motivation on learning outcomes. (3) The interaction between learning models (PBL and TGfU) with learning motivation (high and low) on learning outcomes. Materials and Methods. The population is class VIII students from two Junior highs totaling 80 students. This type of research is an experiment with a 2 × 2 factorial design. The instruments used are questionnaires, cognitive tests, and psychomotor tests. Data analysis used two-way ANOVA. Results. (1) The TGfU learning model is better than the PBL learning model (p-value of 0,001, difference = 5.2). (2) Students with high learning motivation do better than those with low learning motivation (p-value of 0.000, difference = 11.87). (3) The TGfU learning model is more effective for students with high learning motivation and the PBL learning model is more effective for students with low learning motivation (p-value of 0.000). Conclusions. The TgfU learning model is a model that is more effectively used for students who have high learning motivation and the PBL learning model is more effectively used for students who have low learning motivation.

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Section: Introductionmentioning

confidence: 99%

Problem-based learning (PBL), teaching games for understanding (TGfU) learning models, on learning outcomes reviewed from, and students' learning motivation

Sugiarto,

Purwanto,

Utama

et al. 2024

Fiz Pol

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“…Provides the technical infrastructure on which e-learning activities can take place. The various functions embedded in e-learning platforms help teachers complete teaching duties, administrative and management assignments, and practice the e-learning platforms and teaching method (Kassymova et al, 2020), like project-based learning.…”

Section: Introductionmentioning

confidence: 99%

Tackle implementation challenges in project-based learning: a survey study of PBL e-learning platforms

Meng

Dong

Roehrs

et al. 2023

Education Tech Research Dev

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Project-based learning (PBL) has been identified as an effective pedagogy for instructors to help students to learn interdisciplinary knowledge, problem-solving skills, modes of thinking, and collaborative practices through solving problems in a real-world context. However, previous studies reported that instructors from K-12 to tertiary learning environments found it challenging to implement such a pedagogy for various reasons. The emergence of PBL E-learning platforms in the recent decade has attracted increasing interest in adoption and seems to provide a solution to tackle the difficulties in PBL implementation. Yet little is known about designing these platforms and how they facilitate the PBL learning process and management. In the current study, we conducted a multiple case survey study on 16 PBL learning platforms in English and Chinese, collected data on their features and functions, categorized them according to their services provided, and analyzed how they tackle the implementation challenges. Additionally, we identified four trends in PBL development as pedagogy, the skills, and competence required for teachers and students to successfully carry out PBL via e-learning platforms and provide suggestions to improve and refine the platform design for educational technologists and related stakeholders. The limitations of this study and the future research direction are included.

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“…The abilities and skills to use computer in this era are increasingly important in the digital era. Although computer technology has been invented recently, it a prevalent impact on education system and human development (Kassymova et al, 2019;Atayeva et al, 2019). The importance of information and communication technology in all fields, it is undeniable that computers play an important role in the field of education which means that this becomes a central point in the formation of quality Human Resources (HR) in creating quality personal and independent (Novitasari, 2010).…”

Section: Introductionmentioning

confidence: 99%

Computer Learning in Early Childhood Education: Survey on Teacher Practice in Preschool

Putri

Suparno

2020

Challenges of Science

Self Cite

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This study was conducted to determine the practice of teachers in kindergarten in early childhood computer learning. The participants in the study were kindergartens who carried out early childhood computer learning chosen using purposive sampling method, the sample determined by researchers based on certain characteristics. This research utilized a descriptive approach, where information obtained through a questionnaire is distributed to 25 teachers in Yogyakarta. The questionnaire in this study was adapted from Yurt & Cevher-Kalburan (2011) concerned with the experience, frequency of use, purpose, and assessment of the activities that children performed with computers in computer learning. The results showed that all teachers obtained computer skills derived from reading documents about computers and exchanging information with their colleagues. This computer learning was carried out on average 1-2 times a week. In addition, the majority of activities held were games for children through computer introduction learning. Early childhood computer learning is more focused on the teacher for aspects of language and children cognitive development. Keywords: computer, early childhood education, survey, teacher and learning.

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Cognitive competence and electronic learning

Cited by 7 publications

References 9 publications

Problem-based learning (PBL), teaching games for understanding (TGfU) learning models, on learning outcomes reviewed from, and students' learning motivation

Problem-based learning (PBL), teaching games for understanding (TGfU) learning models, on learning outcomes reviewed from, and students' learning motivation

Tackle implementation challenges in project-based learning: a survey study of PBL e-learning platforms

Computer Learning in Early Childhood Education: Survey on Teacher Practice in Preschool

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