ICT and Project-Based Learning in a Rural School: an EFL Context

Santhi, Dessy; Suherdi, Didi; Musthafa, Bachrudin

doi:10.2991/icosihess-19.2019.5

Cited by 8 publications

(9 citation statements)

References 21 publications

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“…The majority of students responded that they became more creative as they could use digital tools and apps to explore and communicate their ideas in completing project work, similar to the previous studies (Bell, 2010;Haniah et al, 2021;Santhi et al, 2019;Sukerti & Susana, 2019). The digital English project craves students' creativity in providing informative and well-designed products.…”

Section: "Our Distant Learning and Project Work Can Be Facilitated In...supporting

confidence: 75%

“…"There are still many new features that must be learned in the app that I use". (Q1S147) This is in line with Fathali et al (2020) and Santhi et al (2019) who said that students lacked knowledge about the technology and the skills to use it. Teachers have control over the usage of instructional tools (digital equipment) when they are utilized by them (Hamilton, 2018) but not when the tools are chosen and operated by the students themselves.…”

Section: Challenges Of Pbl With Technologysupporting

confidence: 73%

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The Implementation of Digital Technology in Online Project-Based Learning during Pandemic: EFL Students’ Perspectives

Ginusti

2023

J.ofEngforAcad

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Integrating technology and digital media into project-based learning (PBL) is the best strategy for addressing the challenges of the English classroom in the digital age as well as providing an online learning alternative during the Covid-19 pandemic. This is a case study that investigates the utilization of technology in PBL and the benefits and drawbacks experienced by students. To conduct the case study, open-ended questionnaires were distributed to 118 students to get a wide range of perspectives on the implementation. The findings indicated that a numerous digital technology and tools were used to succeed in PBL learning ranging from LMS, video conferencing platforms, virtual whiteboard apps, chat and messaging, messaging and collaboration apps, Web 2.0, word processing, presentation software, graphic design or drawing tools, and photo editors. They concurred that the technology-mediated PBL was beneficial because it facilitated remote learning, offered online discussion/collaboration and feedback, was accessible and flexible, encourage creativity and allowed students to explore new knowledge as well as knowledge to produce a digital product, and also enhanced technological literacy. However, there were still significant obstacles existed especially the issues of internet connectivity and technology operation. In addition, they also had difficulties in articulating ideas using the technology and managing their time to complete the project.

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Section: "Our Distant Learning and Project Work Can Be Facilitated In...supporting

confidence: 75%

Section: Challenges Of Pbl With Technologysupporting

confidence: 73%

The Implementation of Digital Technology in Online Project-Based Learning during Pandemic: EFL Students’ Perspectives

Ginusti

2023

J.ofEngforAcad

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“…Students reported that their English level had improved through video presentations (Cowie & Sakui, 2018;El-Garawany, 2017;Kulsiri, 2018;Naqvi & Al Mahrooqi, 2016;Santhi, Suherdi, & Musthafa, 2019;Stanley & Zhang, 2018). Huang (2021) recorded statistically significant higher test scores from students after completing video tasks in the classroom.…”

Section: Building Efl Skills Through Video Presentationsmentioning

confidence: 99%

“…Cowie and Sakui (2018) raised another concern about teaching technology in the student's second language as a threshold level of English might be necessary. Santhi et al (2019) found that 13 out of 35 students had difficulties creating and editing the videos, indicating how technologically challenging the project could be. Another issue students faced was how to send their large video files through email (Miskam & Saidalvi, 2020).…”

Section: Building 21 St -Century Skills Through Video Presentationsmentioning

confidence: 99%

Student Perceptions of the Fairness of Video Presentation Grading in the Online EFL Classroom

Copeland¹

2021

J Eng Tech Movie Media

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This qualitative case study, which employed thematic analysis, explores student perceptions about the fairness of grading video presentations in an online EFL Korean classroom. The study surveyed 145 students about their attitudes towards the fairness of grading for video presentations using three open-ended questions. To better understand the students’ thoughts, they were asked what most affected the fairness of grading live versus video presentations. It found that students believed that the use of video presentations in the required classroom was fair. The students cited a clear, understandable rubric, hard work resulting in the deserved grade, the best material could be submitted, the video could demonstrate ability without nerves, and the teachers’ grading as reasons the grading was deemed fair. There were also some negative perceptions related to the fairness of grading. The two registered were using cheats and not having a fair playing field in terms of technology. The study also found that the main factors affecting video versus live presentations were the fear of live presentations, preparation time, technology use, and the teachers’ grading. The results from the survey indicated that student-produced video presentations should be considered in the future.

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“…There are two studies that are relevant to this research and are used to support it. Santhi et al (2019) conducted a research study about ICT and PBL in a rural school. They investigated how the 35 students completed video project uploaded in YouTube.…”

Section: Introductionmentioning

confidence: 99%

Project-Based Learning for Mechanical Engineering Students in the Emergency Remote Teaching

Pertiwi¹,

Kusumaningrum²

2021

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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Covid-19 has changed a lot of life sectors, including education. The government’s policy to carry out emergency remote teaching (ERT) immediately switches the teachers’ and lecturers’ plans on successful classroom activities. One of the classroom’s activities is project-based learning (PBL). With several limitations, challenges should be taken on so that designing simple but meaningful projects can facilitate project-based learning. Thus, some adaptations should be made since some students are economically impacted. Online learning modes, either synchronous or asynchronous were held to communicate the project. A descriptive qualitative research method was employed by involving two classes of mechanical engineering students. Data were collected from learning platforms observations, interviews with students’ representatives, and questionnaires administered to all students. The project was conducted in four stages; beginning the infographic project, developing the project, closing the project, and evaluating the project. The research indicated that the students completed and engaged in the project successfully through some problems that came up, mainly when the students had to have group work and communicate using internet media since most students were back home with various internet connection access. However, some assessable applications were employed so that the project was well accomplished. In conclusion, conducting a PBL in emergency remote teaching was successfully conducted with some simple available and accessable applications since the students’ conditions varied significantly.

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ICT and Project-Based Learning in a Rural School: an EFL Context

Cited by 8 publications

References 21 publications

The Implementation of Digital Technology in Online Project-Based Learning during Pandemic: EFL Students’ Perspectives

The Implementation of Digital Technology in Online Project-Based Learning during Pandemic: EFL Students’ Perspectives

Student Perceptions of the Fairness of Video Presentation Grading in the Online EFL Classroom

Project-Based Learning for Mechanical Engineering Students in the Emergency Remote Teaching

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