Evaluation of e-learning as a learning agent

Dantes, Gede Rasben; Suarni, Ni Ketut; Dharsana, I Ketut; Dantes, Nyoman; Jayanta, I Nyoman Laba; Suwastini, Ni Komang Arie; Putra, Gede Jana Adi

doi:10.1504/ijil.2019.099989

Cited by 7 publications

(7 citation statements)

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“…Using technology in the educational system has significantly provided learners with several opportunities to act efficiently at this age ( Suwastini et al, 2020 ; Puspitasari et al, 2021 ). The existence of technological tools such as online instruction helps the students learn more flexibly and understand that traditional classrooms are not the only place to learn and teach the English language ( Dantes et al, 2019 ; Putra et al, 2020 ; Puspitasari et al, 2021 ; Utami et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Zhao

Wang²,

Ismail³

et al. 2022

Front. Psychol.

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Concerning the ubiquity of social media, this research tried to examine the impacts of using Telegram on Iranian EFL learners’ foreign language motivation, foreign language anxiety, and attitude toward learning. To achieve these purposes, 60 Iranian EFL learners at the intermediate level were selected and randomly divided into two groups: experimental and control. After that, both groups were pretested on motivation and anxiety variables. After pretesting, the participants in the experimental class received treatment via using the Telegram application, and the control students were trained traditionally without using any social media. After an 18-session instruction, a post-test of motivation and a post-test of anxiety were given to both groups, and also an attitude questionnaire was distributed among the experimental group to inspect their attitudes toward the Telegram application in language learning. The results of using two one-way ANCOVA tests showed significant differences between the post-tests of the control and experimental groups in favor of the experimental group. The findings demonstrated that using the Telegram application increased the motivation of the experimental group and decreased their level of foreign language anxiety. Also, the results of one sample t-test showed that the participants of the experimental group held positive attitudes toward using the Telegram application in English language learning. The implications of this research can encourage both teachers and learners to use social media-based instruments in English teaching and learning.

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Section: Introductionmentioning

confidence: 99%

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Zhao

Wang²,

Ismail³

et al. 2022

Front. Psychol.

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“…Online learning is technology-based learning which has been revolutionizing teaching and learning strategies in such a way that Computer Assisted Language Learning and Mobile Assisted Language Learning are recognized and well-developed in education [17], [14], [15], [18]. Meanwhile, online learning emphasizes the students' needs in clarity of objectives, appropriate rules, techniques, and mechanisms to conduct asynchronous and synchronous online learning.…”

Section: Introductionmentioning

confidence: 99%

Blended Online Learning: Combining the Strengths of Synchronous and Asynchronous Online Learning in Efl Context

Cahyani

Suwastini

Dantes

et al. 2021

j. pendidik. teknologi. kejuruan.

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The ubiquitous use of digital technology brings the inevitability of online learning and its varying degree of teacher-student interactions, both in synchronous and asynchronous online learning modes. This present study reviews the strength and weaknesses of the two online learning modes to propose the use of blended online learning as the combination that harvests the strengths of asynchronous and synchronous modes of online learning with the opportunity to cover each other's weaknesses. The recent study employed Aveyard's literature review model as a method for gaining a comprehensive understanding of a specific topic using data and arguments from previous studies. Thirty-six articles published in reputable international journals or accredited national journals published in 2015-2020 were used. This review revealed that blended online learning combines the strengths of synchronous and synchronous learning in terms of authentic learning activities, flexibility, access, interaction, development of critical thinking, comprehension, and mastery, and student-centered nature of the learning. However, it still retains challenges in terms of network and connection issues from both online learning modes. This finding implies that blended learning can be the middle-ground to facilitate online learning with benefits from both synchronous and asynchronous online modes by minimizing the students’ exposure to the weaknesses from the two modes.

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“…In this setting, learning activities are carried out in the homes of students and teachers rather than in physical classrooms. The concept of online learning is enabled by technological advancements, which include advanced gadgets and various online learning platforms (Afifi, 2011;Dantes et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Use of Google Classroom as a Low-Grade Integrated Thematic Learning Medium During the Covid-19 Pandemic

Khasanah

Rukayah

2022

IJSSRR

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During the COVID-19 pandemic, internet technology was critical to develop. As a result, schools are required to incorporate information technology into the learning process. The goal of this study was to determine how lower grade students used Google Classroom as an integrated thematic expansion medium. The descriptive qualitative method and case study approach were used in the research. Data collection methods include observation, interviews, and documentation. One of the online learning solutions is to use Google Classroom as an interactive learning media based on e-learning to assist teachers and students in the teaching and learning process from home in support of ICT-based learning. The findings revealed that the use of Google Classroom as a medium of learning in lower grades has not been maximized for these students; it is necessary to become accustomed to applying learning using Google Classroom learning media for face-to-face online meetings, learning materials, and learning evaluation so that teachers can explore the learning media used during the COVID-19 pandemic. The findings of this study have implications for developing a thematic tracking system that is more effective and appropriate for teachers and students in learning during the COVID-19 pandemic.

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Evaluation of e-learning as a learning agent

Cited by 7 publications

References 0 publications

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Blended Online Learning: Combining the Strengths of Synchronous and Asynchronous Online Learning in Efl Context

Analysis of the Use of Google Classroom as a Low-Grade Integrated Thematic Learning Medium During the Covid-19 Pandemic

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