Conceptual Model for Profiling Student Behavior Experience in e-Learning

Man, Mustafa; Azhan, Mohd Hafriz Bin Nural; Hamzah, Wan Mohd Amir Fazamin Wan

doi:10.3991/ijet.v14i21.10936

Cited by 23 publications

(16 citation statements)

References 12 publications

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“…Information obtained from video or multimedia will also be reduced by 15% after 3 hours and 35% after three days [26]. This study can be a consideration for the development of the next blended learning [27].…”

Section: Fig 2 Percentage Of Metacognition's Indicatorsmentioning

confidence: 83%

An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

Indriyanti

Yamtinah

Muawiyah

2020

Int. J. Emerg. Technol. Learn.

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The use of technology blurred the borders between classroom learning and online platform as a blended design. This design is appropriately applied in higher education in the fourth industrial revolution era. The study aimed to investigate the progression of undergraduate students' metacognition of blended learning and their achievement in the environmental chemistry course. The study employed a quantitative method. The quantitative method used a quasi-experiment research method. A non-equivalent post-tests group control design was applied. The population was fifty-nine students who enrolled in the environmental chemistry course in the chemistry education department at one of the public universities in Indonesia. Twenty-nine students were randomly selected for experimental class and thirty students in the control class. The experimental class experienced the blended learning environment, while the control class had conventional learning. At the end of the course, both classes measured their metacognition using the Testlet instrument. The Testlet instrument can measure students' cognitive achievement in environmental chemistry courses, also students' metacognition. There is different progress regarding students' metacognition between two groups. However, students' cognitive achievement showed the same trend. This gap is caused by various factors, such as a difference in learning experience and unpreparedness of students in blended learning.

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Section: Fig 2 Percentage Of Metacognition's Indicatorsmentioning

confidence: 83%

An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

Indriyanti

Yamtinah

Muawiyah

2020

Int. J. Emerg. Technol. Learn.

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“…Adjusting to the student's needs and expectations, teacher, as the instructional designers, need to be bold in exploring ways to develop types of learning needed in current and future learning approaches. Investigation shows student profiling will helps lecturer to identify suitable activity [19]. This means investigating more information from the students' point of view is needed to build engagement during the instructional development.…”

Section: Empathymentioning

confidence: 99%

Building Empathy: Exploring Digital Native Characteristic to Create Learning Instruction for Learning Computer Graphic Design

Nurannisaa

Mustaji

Bachri

et al. 2020

Int. J. Emerg. Technol. Learn.

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Technology leading to massive changes, include the way of learning. As the digital natives, students have different ways of learning, especially in courses that use technological devices, such as computers graphic design. Exploring information by building empathy from a student's perspective, can give more authentic information and find opportunities for designing better learning instructional that more needed-based. The purpose of this study is to explore student’s characteristics, and find criteria of learning instructional that needed-based and future-orientated. This is qualitative research, using case-study through interviews, focus group discussion, and an instrument of empathy map, with qualitative descriptive analysis techniques. The study showed that students have no difficulty in accessing and using complex technology, this is in accordance with their characteristics as digital native. Students not only need to develop computer graphics capabilities technically, but also need to develop ability operating software in design practice. This is where other study skills related as designer and creating learning environment that suits for students are needed. Empathy framework bring positive impact to find new learning objectives and creating learning instruction. This finding suggests following future research on instructional learning that stimulate student’s ability that concentrate on designer's skills in their future.

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“…ICT development impacts on the education system in higher education, starting from conventional learning systems to online learning ones. Today's technology has transformed learning more openly which can reduce the widespread use of traditional approaches (Man et al, 2019). The ICT development used as a learning medium uses a learning system through electronic learning known as e-learning (EL).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of E-Learning-Based Sociolinguistic Instruction on EFL University Students’ Sociolinguistic Competence

Mujiono¹,

Herawati²

2021

INT J INSTRUCTION

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This study examined E-Learning-based sociolinguistic instruction's effectiveness of EFL university students' sociolinguistic competence. This study applied a quasiexperimental method with the Non-Equivalent Control Group Design. The participants of this study were 76 students purposefully recruited from a University in Malang, Indonesia. They were English Education majors and took the sociolinguistics course. The data were collected by a sociolinguistics test to measure the participants' sociolinguistic competence and analyzed using the independent sample t-test and Normalize Gain. The findings showed that the sociolinguistics competence from groups of students who had learned through elearning based on sociolinguistics instruction differs significantly from groups of students who had learned through face to face. The findings also showed that the experimental group was better in their post-test scores than the control group. The use of e-learning-based Sociolinguistic instruction contributed to developing EFL University Students' Sociolinguistic competence.

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Conceptual Model for Profiling Student Behavior Experience in e-Learning

Cited by 23 publications

References 12 publications

An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

Building Empathy: Exploring Digital Native Characteristic to Create Learning Instruction for Learning Computer Graphic Design

The Effectiveness of E-Learning-Based Sociolinguistic Instruction on EFL University Students’ Sociolinguistic Competence

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