Combining e-books with mind mapping in a reciprocal teaching strategy for a classical Chinese course

Wu, Ting‐Ting; Chen, An-Chi

doi:10.1016/j.compedu.2017.08.012

Cited by 57 publications

(39 citation statements)

References 47 publications

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“…Perhaps, owing to the advancement in multimedia technology, several applications have been developed and deployed to enhance teaching skills and learning environment in many fields of study. These include subject specific tools such as that for teaching and learning Mathematics (Akinoso, 2018), the Chinese language (Wu and Chen, 2018), Physics (Jian-hua & Hong, 2012) and for teaching Social Studies (Ilhan and Oruc (2016). All the multimedia tools were developed for teaching except the CENTRA tool (Eady and Lockyer, 2013) and the e-Tajweed Yaasin tool (Kapi et al, 2017).…”

Section: Multimedia Tools Technology Components and Applicationsmentioning

confidence: 99%

“…Some low end technologies such as word-processing (Eady and Lockyer, 2013) and presentation software (Kapi et al, 2017) were also utilised. Other technologies reported include the use of e-book (Wu and Chen, 2018), computer aided design (CAD) (Davies and Cormican, 2013) and YouTube (Shoufan, 2019).…”

Section: Multimedia Tools Technology Components and Applicationsmentioning

confidence: 99%

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Multimedia tools in the teaching and learning processes: A systematic review

Abdulrahaman

Фарук

Oloyede

et al. 2020

Heliyon

267

109

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Access to quality education is still a major bottleneck in developing countries. Efforts at opening the access to a large majority of citizens in developing nations have explored different strategies including the use of multimedia technology. This paper provides a systematic review of different multimedia tools in the teaching and learning processes with a view to examining how multimedia technologies have proven to be a veritable strategy for bridging the gap in the provision of unrestricted access to quality education and improved learners' performance. The review process includes conducting an extensive search of relevant scientific literature, selection of relevant studies using a predetermined inclusion criteria, literature analysis, and synthesis of the findings of the various studies that have investigated how multimedia have been used for learning and teaching processes. The review examines various case study reports of multimedia tools, their success and limiting factors, application areas, evaluation methodologies, technology components, and age groups targeted by the tools. Future research directions are also provided. Apart from text and images, existing tools were found to have multimedia components such as audio, video, animation and 3-D. The study concluded that the majority of the multimedia solutions deployed for teaching and learning target the solution to the pedagogical content of the subject of interest and the user audience of the solution while the success of the different multimedia tools that have been used on the various target groups and subjects can be attributed to the technologies and components embedded in their development.

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Section: Multimedia Tools Technology Components and Applicationsmentioning

confidence: 99%

Section: Multimedia Tools Technology Components and Applicationsmentioning

confidence: 99%

Multimedia tools in the teaching and learning processes: A systematic review

Abdulrahaman

Фарук

Oloyede

et al. 2020

Heliyon

267

109

View full text Add to dashboard Cite

show abstract

“…Many academic activities have been using the internet to get digital sources for getting information, and this has caused fundamental changes in the use of texts. Most learning institutions have increasingly adopted digital texts as a medium of teaching and learning (Wu & Chen, 2018). Digital text explosion has also found its way into many classroom activities, including in EFL learning.…”

Section: Literature Review Effect Of Technological Advancement To Reamentioning

confidence: 99%

“…Although digital texts are relatively new and keep on developing, they have been increasingly adopted as a medium of teaching and learning (Wu & Chen, 2018). Statistics show that the unit sales of the e-book (one of the most popular types of digital texts) were almost 200% up in 2009 compared to 2008 (Shumaker, 2017) Inferring from a five year (2005 to 2009) market trend, Shumaker (2017) indicated that the e-book market continued to grow.…”

Section: Students' Use Of Digital Textsmentioning

confidence: 99%

Students� Perception of Digital Texts Reading: A Case Study at the English Education Department of Universitas Kristen Indonesi

Manalu

2019

JET

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This study was conducted to explore students' perceptions of reading digital texts. To attain the objective, the data were collected through an online questionnaire uploaded in Google Form and an interview. The questionnaire was intended to collect quantitative data concerning the participants� responses about their interest and motivation, digital text reading efficacy, problems in digital text reading, and preference towards digital or printed text reading. The participants of the study were 65 English pre-service teachers selected from the whole students of the English Education Department of Universitas Kristen Indonesia in the academic year 2019/2020, and the sample was 65 participants. The collected data were analyzed descriptively using Microsoft excel. The findings revealed that the participants perceived digital texts reading positively. They preferred reading digital texts because they were motivating, interesting, and suite their expected way of reading. The main problem they encountered in reading digital texts was due to the screen light which could irritate their eyes.

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“…Tahap pembacaan ulang pada buku teks atau mencari konsep-konsep penting terkait dengan tulang dari gadget merupakan langkah konfirmasi yang dilakukan sehingga menumbuhkan pemahaman terkait materi system gerak. Konfirmasi kesenjangan pemahaman oleh siswa dengan menggunakan banyak media (buku teks serta gadget) untuk melengkapi peta pikiran juga merupakan integrasi yang sesuai membantu meningkatkan kemampuan akademik siswa (Wu & Chen, 2018). Secara otomastis saat siswa mengalami kekurangpemahaman terhadap isi bacaan atau saat mengisi peta pikiran maka terdapat kecenderungan untuk berinteraksi dengan teman lain dalam kelompok.…”

Section: Pembahasanunclassified

Potensi Penggunaan Peta Pikiran Melalui Learning Community Sebagai Upaya Meningkatkan Aktifitas Belajar Siswa Pada Materi Sistem Gerak

Lukitasari

Pujiati

Banconowati³

2019

Educ. Sci.

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POTENTIAL OF MIND MAPS THROUGH COMMUNITY LEARNING TO IMPROVE LEARNING ACTIVITY ON SKELETAL SYSTEM CONCEPT AbstractThis research described the use of mind map with discussion during learning activity that potentially increased learning community to deliver skeletal system concept. The mind map was applied in four meeting with 27 second-grade senior high school students. Students were put in groups and each groups was assigned to design a mind map of skeletal system concept. The data of learning community was obtained from: 1) The mind map results from all groups, 2) The discussion along every group to arrange the mind map, and 3) The students’ scores of skeletal system concept test. The instruments used were rubric of mind map assessment, observation sheet, and essay test. Qualitative descriptive was used to analyse data. The results showed that 80% of the mind map achieved the assessment rubric while the activity of students was 64.4%. The last, the highest grade of students’ test was gained by group 4, that was 8.84 out of 10. AbstrakPenelitian ini mendeskripsikan potensi penggunaan peta pikiran melalui learning community (LC) sebagai upaya meningkatkan aktifitas belajar siswa pada materi system gerak. Penerapan peta pikiran dilakukan sebanyak empat kali tatap muka untuk satu kompetensi dasar pada siswa kelas XI dengan jumlah siswa sebanyak 27 orang. Seluruh kegiatan dilakukan secara berkelompok dengan mendesain peta pikiran yang dikerjakan sesuai materi. Data aktifitas belajar dengan LC yang dikumpulkan didapatkan dari 1) rubrik peta pikiran kelompok siswa, 2) aktifitas diskusi, dan 3) skor tes untuk materi system gerak. Instrumen penelitian yang dipergunakan adalah lembar penilaian, lembar observasi dan tes essay. Analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa peta pikiran yang dikerjakan kelompok siswa adalah 80%, keaktifan diskusi memiliki rata-rata 64,64 dan rata-rata skor tes per kelompok dicapai oleh kelompok 5 dengan skor tertinggi adalah 8,84.

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Combining e-books with mind mapping in a reciprocal teaching strategy for a classical Chinese course

Cited by 57 publications

References 47 publications

Multimedia tools in the teaching and learning processes: A systematic review

Multimedia tools in the teaching and learning processes: A systematic review

Students� Perception of Digital Texts Reading: A Case Study at the English Education Department of Universitas Kristen Indonesi

Potensi Penggunaan Peta Pikiran Melalui Learning Community Sebagai Upaya Meningkatkan Aktifitas Belajar Siswa Pada Materi Sistem Gerak

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