Immersive Experience during Covid-19: The Mediator Role of Alternative Assessment in Online Learning Environment

Ong, Mohd Hanafi Azman; Yasin, Norazlina Mohd; Ibrahim, Nur

doi:10.3991/ijim.v15i18.24541

Cited by 8 publications

(11 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The benefits of online testing in educational practice have been researched and analyzed in numerous publications. In our research we are in alignment with the findings of the recent studies conducted by a number of scholars, in particular, we verified the testing effect of enhanced web quizzing leading to improving understanding and active learning [46], [47], studied motivational processes and the role of the immediate feedback in increasing learner engagement and students' positive attitude towards tests [48], [30], [49], [50], estimated a positive effect of online testing on the academic performance and increasing students' achievement [51], [52], witnessed a correlation between the scores obtained on formative tests and the final summative examinations [51], [53].…”

Section: Discussion and Limitationsupporting

confidence: 88%

Seamless Learning Model with Enhanced Web-Quizzing in the Higher Education Setting

Mykytiuk¹,

Moroz²,

Mykytiuk³

et al. 2022

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

The research studied the effectiveness of a three-stage Seamless Learning Model with Enhanced Web-Quizzing based on the intensive use of sets of quizzes created in different web-based quiz generators. The findings revealed that continuous testing using diagnostic, formative, benchmark and summative quizzes, administered at the three stages - familiarisation, formation and assessment, applying such features of seamless learning as learning in various contexts, ubiquitous access to digital learning resources and quizzes, combination of teacher-guided learning, self-directed and collaborative learning, and switching between various learning activities can be an efficient teaching technique in higher education having positive effect on academic performance, motivation, learners’ approaches to studying and course engagement. The testing effect was investigated on the summative tests taken at the end of the three different academic courses. The results showed that online quizzes applied primarily as learning tools with the emphasis on information retrieval and retention resulted in the higher achievements of the experimental group students. The survey conducted with Biggs’s Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) showed the changes in the learners’ motives and approaches to studying revealed in students’ active participation in in-class and out-of-class activities, mastering of the material through understanding rather than mechanical memorizing, the search for additional information and increased attendance. The engagement of the experimental group students in the new quiz-enhanced settings was examined focusing on emotional, skills, participation and performance engagement aspects.

show abstract

Section: Discussion and Limitationsupporting

confidence: 88%

Seamless Learning Model with Enhanced Web-Quizzing in the Higher Education Setting

Mykytiuk¹,

Moroz²,

Mykytiuk³

et al. 2022

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…In this regard, authors in [16] analyzed autonomous learning for COVID19 periods. A bibliometric analysis is performed in [17], whereas an alternate mediator assessment role for online learning environments is discussed in [18].…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing the Acceptance of Mobile Learning in K-12 Education in Saudi Arabia: Towards a Shift in the Saudi Education System vis-à-vis Saudi 2030 Vision

Alturise

Alshmrany

Alkhalifah³

et al. 2022

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

The Saudi Arabian government is committed to updating and improving its education system. Thus, in March 2017, a project was declared to convert the existing book-based methodology to modern, mobile technology in the K-12 education space by 2021. As part of this process, a deep-dive literature review of student acceptance of mobile learning confirmed that there was limited research into what elements had an effect on how much students were likely to accept learning with mobile applications in the five to 18-year-old demographic of K-12. The conclusion of the literature review was that the Saudi Arabian Education Ministry must acquire an understanding of these elements in order to strategize the implementation of the new technology. This study approached high school students, aged 16 – 18, in Saudi Arabia, to examine the elements which would influence their acceptance of mobile learning technology. The research consolidated known elements of education, namely learning self-management, system quality, and hedonic motivation with the Unified Theory of Acceptance and Use of Technology (UTAUT) to create a significant theoretical model for the new technology in a high school setting. Conclusions were drawn that societal influence did not affect the student’s approach to mobile learning, but that learning self-management, the expectancy of effort and performance, hedonic motivation and the quality of the system did affect the acceptance behaviour of the students. It was also noted that gender was not a significant factor in the study

show abstract

“…By using modern educational methodologies, almost all educational content will become an easily understandable concept. An immersive experience that visually exemplifies how independent variables connect/interact in a conceptual framework and scientific models will undoubtedly improve the teaching methodology [9]. These online/mobile learning aspects correspond to the characteristics and features of mobile devices.…”

Section: Role Of Mobile Devices In Educationmentioning

confidence: 99%

Challenges and Opportunities for Online Learning in India

Shanthini¹

2022

RRRJ

View full text Add to dashboard Cite

Today's digital world demands more effective learning models that allow students to actively participate/enrol in their education. Digital technology is influencing the way the instruction is delivered as well as the way the information is discovered and shared. Recently, the adoption of internet and mobile learning technologies have changed the traditional perspective of education. In India, e-learning could be the viable solution to provide education in the context of 21st century. Effective mobile and e-learning applications can be developed by conducting an analysis on the use of mobile devices and applications in online education. Despite numerous initiatives to promote the use of mobile learning for education, there are some issues that must be addressed. By considering the sudden shift towards online teaching in the rise of COVID-19 pandemic in India, this study summarizes the research findings of mobile and e-learning technologies to avoid potential complications with the implementation of this technology during any future pandemic situations in India. The proposed study also assists in understanding the current state of mobile learning technology adoption in India.

show abstract

Immersive Experience during Covid-19: The Mediator Role of Alternative Assessment in Online Learning Environment

Cited by 8 publications

References 36 publications

Seamless Learning Model with Enhanced Web-Quizzing in the Higher Education Setting

Seamless Learning Model with Enhanced Web-Quizzing in the Higher Education Setting

Factors Influencing the Acceptance of Mobile Learning in K-12 Education in Saudi Arabia: Towards a Shift in the Saudi Education System vis-à-vis Saudi 2030 Vision

Challenges and Opportunities for Online Learning in India

Contact Info

Product

Resources

About