Learning Outcomes of a General English Course Implementing Multiple E- learning Technologies and Active Learning Concepts

Waluyo, Budi

doi:10.18823/asiatefl.2020.17.1.10.160

Cited by 27 publications

(27 citation statements)

References 39 publications

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“…In the same vein, and in relation to the different dimensions evaluated, the most highly valued dimension is participation and decision-making. This fact corroborates the results of other research in which, following the implementation of innovative pedagogical models in which students are at the center of the training process, their involvement and decision-making in the teaching and learning processes is reinforced, which were already demonstrated in other specific e-learning studies (Bakhouyi et al, 2019;Mousavi et al, 2020;Rakic et al, 2020;Waluyo, 2020). In the opposite case, the least valued dimension is the qualifications.…”

Section: Discussionsupporting

confidence: 89%

“…The use of e-learning presents singularities that other teaching and learning methods do not have (Wongwuttiwat, Buraphadeja & Tantontrakul, 2020), since it was conceived as the evolution of distance education (Sathiyamoorthi, 2020;Semerci & Goularas, 2020) and is completely different from face-to-face education (Gerhatova, Perichta & Palcut, 2020). In this sense, the use of the e-learning method presents several casuistry when applied in teaching and learning processes; these characteristics include promoting conversation and interaction among students; facilitating the development of group tasks; fostering peer relationships (Bakhouyi et al, 2019); promoting collaboration among students to achieve the same goals (Sathiyamoorthi, 2020); offering communication possibilities in synchronous or asynchronous time (Gunasinghe et al, 2019); favoring learning anywhere and anytime (Krzyszkowska & Mavrommati, 2020); encouraging digital improvement (Mousavi et al, 2020); adapting to a new pace and level of learning (Mowla & Kolekar, 2020); to promote students' motivation (Rakic et al, 2020); to facilitate the progress of the ability to learn and learn at their own pace (Chaka, Nkhobo & Lephalala, 2020); so the teacher can also attend to the different peculiarities of the students (Waluyo, 2020); to provide the opportunity to reach an infinite number of pedagogical and didactic resources, which can favor and boost their learning (Mayer, 2020); to favor the continuous monitoring of the teaching and learning development by the teacher (Bheki, 2020); the teacher will make use of different digital and technological resources more familiar and friendlier to the students (Lam & Dongol, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The e-Learning Method for Teaching Mathematical Content in the COVID-19 Era

Huamán-Romaní¹

2021

TURCOMAT

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The technological progress in the social field in a sudden way, specifically in the pedagogical field due to the spread of COVID-19, has had to force and use new teaching and learning strategies. As one of these many teaching processes is the method known as e-learning, which has become more valuable and very important in these times due to the rapid spread of the COVID-19 pandemic. The research method applied is descriptive, correlational, cross-sectional and predictive. The sample applied in this research is 608 students of the 5th grade of secondary education in the province of Sullana, Piura region of Peru. The results reveal the existence of a very significant influence in almost all the dimensions of the study. The dimensions with the highest association values are participation-autonomy, outcome resolution, decision concepts and decision outcomes. The dimensions with the lowest strength of association are undoubtedly the motivation rating, which can be interpreted as meaning that motivation does not have a strong influence on the results. It can be concluded that the application of the e-learning method in the teaching of 5th grade high school students in the area of mathematics is positively valued, although a strong incidence of the method on the grades is not observed, due to the fact that a lower percentage of students were unaware of the application of information and communication technologies for online learning. In addition, women tend to rate autonomy and participation more positively than men when the aforementioned teaching method is applied.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

The e-Learning Method for Teaching Mathematical Content in the COVID-19 Era

Huamán-Romaní¹

2021

TURCOMAT

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“…Integrating Information Communication Technology (ICT) into English Language Teaching (ELT) inside and outside classroom has gradually become one of the keys to attain the learning objectives (Waluyo, 2020). It enables teachers to embrace a wide range of teaching approaches, including blended/ hybrid learning, situated learning, mobile learning, and flipped classroom, which have potential to create various learning experiences and supports for learners.…”

Section: Resultsmentioning

confidence: 99%

Using Socrative for Vocabulary Tests : Thai EFL Learner Acceptance and Perceived Risk of Cheating

Rofiah¹,

Waluyo²

2020

The Journal of AsiaTEFL

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Despite the growing interest in using online quizzes with Student Response System (SRS) for assessment, knowledge and empirical evidence about learner acceptance and risk of cheating are still limited in the literature. Hence, to address such gaps, this study explored Thai EFL learner acceptance and perceived risk of cheating of using Socrative for vocabulary tests. The participants (N = 461, 77.4% female, 22.6% male) attended a General English (GE) course that required them to learn fifty English words every week. The vocabulary tests took place in the first ten minutes of the class for ten weeks delivered by using Socrative. At the end of the course, this study investigated learner acceptance and perceived risk of cheating using a set of survey constructed based on Davis (1989) and collected the data of vocabulary learning outcomes and proficiency levels. The data were, then, analysed by using independent t-test, correlation, and multiple regression analyses. The results indicated Thai EFL learner acceptance of Socrative with the risk of cheating during vocabulary tests. Learner acceptance was influenced by proficiency level and predicted a small amount of learning outcomes. These results have some implications for instructional course designs adopting online quizzes for testing.

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“…2 020). When effectively used, ICT tools can enhance the learning process and supporting collaborative works to facilitating authentic assessment (Waluyo, 2020). Encountering students with an online venue can help them foster their language learning and provide an empowering means for achieving educational goals.…”

Section: Quizizzmentioning

confidence: 99%

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Pratiwi¹,

Atmaja²,

Prasetya³

2021

jees

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The present study investigates how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2, Structure and Written Expression, and its effectiveness. It is a case study at Indonesian Railway Polytechnic. The participants were 48 students of the Railway Mechanical Technology program observed during eight online TOEFL practising classes. The data were collected using observation note to describe the implementation of e-learning technologies, comparing each score to determine the effectiveness of the technologies and a questionnaire to identify students’ feedback. The findings identified how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2 in which effective to increase students’ TOEFL score; those technologies were regarded as interesting media on practicing TOEFL structure and written expression and received more positive feedbacks than the drawback from the students of Railway Mechanical Technology program. These imply that implementing multiple e-learning technologies on practicing TOEFL structure and written expression enhances students’ learning outcomes. HIGHLIGHTS: Multiple e-learning technologies enhance students’ learning outcomes in TOEFL PBT Section 2, structure and written expression. Quizizz, Kahoot!, Socrative, and Google Forms are interesting media on practicing TOEFL Structure and Written Expression. The fourth e-learning technologies receive more positive feedbacks than the drawback from the students in on practicing TOEFL PBT section 2.

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Learning Outcomes of a General English Course Implementing Multiple E- learning Technologies and Active Learning Concepts

Cited by 27 publications

References 39 publications

The e-Learning Method for Teaching Mathematical Content in the COVID-19 Era

The e-Learning Method for Teaching Mathematical Content in the COVID-19 Era

Using Socrative for Vocabulary Tests : Thai EFL Learner Acceptance and Perceived Risk of Cheating

Multiple E-Learning technologies on practicing TOEFL structure and written expression

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