Incorporating Computer-Mediated Communication in Project Work

Musa, Faridah; Mohamed, Maslawati; Mufti, Norlaila; Latiff, Rozmel Abdul; Amin, Maryam Mohamed

doi:10.5539/ies.v8n5p150

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…2020) that shows PjBL-STEM learning improves students' higher-order thinking skills. Furthermore, these findings are consistent with Musa et al, (2012) research, which indicated that the use of integrated PjBL applications improves 21st-century abilities influenced by application, one of which is the ability to think creatively.…”

Section: Resultssupporting

confidence: 88%

Application of Integrated Project-based and STEM-based E-learning Tools to Improve Students’ Creative Thinking and Self-Regulation Skills

Hasibuan

Sari

Syahputra

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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In today's digital environment, using technology in learning is a requirement for staying relevant to the needs of the twenty-first century. The goal of this study is to develop learning tools that combine Project-based learning (PjBL) with STEM-based e-learning to assist students enhance their creative thinking skills and self-regulation. This study is a quantitative descriptive study using a one-shot case study research design and a research sample of 25 high school students in class for the academic year 2020/2021. The N-Gain score is used to collect data using test and non-test instruments before and after treatment to assess if there is an improvement in learning outcomes. All indicators of critical thinking skills and self-regulation increased as a result of the study. On the fluency indicator, the creative thinking skills indicator received the highest score of 0.86, while self-regulation received the biggest rise on the organizing and transforming indicator with a score of 0.83. The average increase in critical thinking skills is 73.66 percent, and the average rise in self-regulation is 79.42 percent, both of which are high

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Section: Resultssupporting

confidence: 88%

Application of Integrated Project-based and STEM-based E-learning Tools to Improve Students’ Creative Thinking and Self-Regulation Skills

Hasibuan

Sari

Syahputra

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…In a similar vein, several authors reported that the use of Facebook as an LMS had the potential to engage students even in out‐of‐class discussion with instructors and to increase student motivation, peer learning and feedback (Albayrak & Yildirim, ; Bariş & Tosun, ; Geyer, ; Karal et al, ; Miron & Ravid, ; Musa et al, ; O'Bannon, Beard, & Britt, ; O'Bannon, Britt, & Beard, ; Omar, Embi, & Yunus, ; Öztürk, ; Rachtam, Kaewkitipong, & Firpo, ; Rubrico & Hashim, ; Shih, ; Shraim, ; Souleles, ; Staines & Lauchs, ; Stankov, Glavinić, & Krpan, ; Varol, ; Vincent & Weber, ; Wang, Leng, & Lee, ).…”

Section: Formal Use Of Facebook In Formal Settings Of Learningmentioning

confidence: 98%

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

159

117

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This study provides an updated critical review of the literature on Facebook as a technologyenhanced learning environment based on papers published between 2012 and 2015. It adopts a revised classification of the categories identified in a previous study, which emphasized three main Facebook affordancesmixing information and learning resources, hybridization of expertise and widening context of learning. The aim is to investigate to what extent studies using Facebook as a learning environment exploited these affordances. Literature has been also analysed according to three types of educational use of Facebookformal use in formal learning settings (FUF), informal use in formal learning settings (IUF) and use in informal learning settings (UI)to highlight if and how Facebook affordances have been exploited in these learning settings. Literature search identified 147 articles published in peer-reviewed journals. The results show that most of the articles can be classified as dealing with FUF (N = 69; 46.9%) or as IUF (N = 68; 46.3%); only a minority concerns the UI (N = 10; 6.8%). Overall, the study found that Facebook pedagogical affordances are still partially implemented, although different types of educational use of Facebook exploit these affordances to different degrees. It also provides indications for future research.

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“…Similarly, learners are thrilled to learn English in social media platforms such as Facebook, WhatsApp, Instagram and YouTube (Ghounane, 2020). Learners from all over the world can interact and discuss a range of topics on these social networking sites (Musa, Mohamed, Mufti, Latiff, & Amin, 2015). The use of mobile-mediated communication allows learners to study not only the standard form of the language, but also its varieties.…”

Section: Intervention Of Social Media and Video Conferencing Tools To Help Esl Learners Coping With The Challenges During Covid-19 Pandemmentioning

confidence: 99%

The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review

Ying¹,

Siang²,

Mohamad³

2021

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During the COVID-19 pandemic, the abrupt closures of all learning institutions have caused English as second language (ESL) learners to have significant difficulties learning the English language especially for speaking skills. Speaking is one of the most important skills to learn because it is the primary mode of communication around the world. However, the majority of ESL learners are still trying to improve their English speaking abilities. Since the implementation of the COVID-19 lockdowns, e-learning has been a well-known solution all over the world. Learners and educators need more time to adjust to online teaching and learning because most of them are exploring new technical innovations and strategies to be used in the classroom. As a result, this study includes a literature review on the challenges ESL learners encounter in learning speaking skills, as well as the use of social media and video conferencing tools to teach speaking skills. Lack of motivation and self-confidence, fear, hesitation, and limited vocabulary are some of the challenges faced by ESL learners. Hence, it is vital to determine the technology intervention used in teaching and developing speaking skills among these learners based on previous study. During the COVID-19 pandemic, some of the interventions in teaching speaking skills included utilizing social media and video conferencing applications like Facebook, WhatsApp, and others for online teaching and learning. Educators of English as a Second Language (ESL) might then pick the ones that would work best in their particular classroom.

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Incorporating Computer-Mediated Communication in Project Work

Cited by 6 publications

References 14 publications

Application of Integrated Project-based and STEM-based E-learning Tools to Improve Students’ Creative Thinking and Self-Regulation Skills

Application of Integrated Project-based and STEM-based E-learning Tools to Improve Students’ Creative Thinking and Self-Regulation Skills

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review

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