Multimedia Usage among Islamic Education Lecturers at Higher Education Institution

Hamzah, Mohd Isa; Rinaldi,; Razak, Khadijah Abdul

doi:10.5539/ies.v7n13p157

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…It implies that levels of education do not correlate to the teachers' competencies in understanding and applying multimedia in remote teaching. This finding is in harmony with the results of other studies (Hamzah et al, 2014;Hina et al, 2017). It is strongly assumed that teachers' digital literacy increased similarly across academic qualifications due to the sudden change in the teaching-learning process from face-to-face to remote teaching because of the pandemic.…”

Section: Resultssupporting

confidence: 93%

“…Female teachers have higher multimedia knowledge in remote teaching practices. This finding is in line with some studies(Al-swalha & Suliman, 2017;Hamzah et al, 2014), which revealed that multimedia is affected by gender and academic qualification. Conversely,Altawallbeh et al (2015) andHina et al (2017) mention that gender does not differ in multimedia knowledge.…”

supporting

confidence: 92%

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English Language Teacher’s Multimedia Knowledge in Teaching Using Technology

Ginting¹,

Sulistyo²,

Ismiyani³

et al. 2022

WJEL

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The present study investigates English as a Foreign Language (EFL) teacher’s multimedia knowledge and practices in remote teaching during the COVID-19 pandemic. Firstly, it focuses on determining whether some teachers' demographics (gender, nationality, academic qualification, type of institution, perceptions) correspond to teachers' multimedia knowledge. Secondly, it reveals the teacher’s practices in implementing multimedia in EFL classrooms. This present study surveyed 120 participants (Male=33 and Female=87) from Indonesia (N=108) and outside Indonesia (N=12). They answered a questionnaire to identify their demographic information and took a literacy test to examine their multimedia knowledge. The findings indicate that of the demographics, only gender correlates significantly to teacher’s multimedia knowledge. It was also found that teachers have worked hard to bridge the gaps of remote teaching by implementing multimedia regardless of the barriers they have met. It implies that multimedia should be applied not only in remote teaching but also in face-to-face and blended learning due to the power of multimedia in language learning.

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Section: Resultssupporting

confidence: 93%

supporting

confidence: 92%

English Language Teacher’s Multimedia Knowledge in Teaching Using Technology

Ginting¹,

Sulistyo²,

Ismiyani³

et al. 2022

WJEL

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“…The finding also reflects that the lecturers have not used technology yet, especially multimedia. It is in line with a research conducted by Hamzah, Rinaldi & Razak (2014). They found that the multimedia usage among lecturers was moderate.…”

Section: ) Media For the Exercisesupporting

confidence: 91%

“…They have no enough time because of coursework and assignments. The workload had caused significantly on the use of multimedia (Hamzah, Rinaldi, & Razak, 2014). Something needs to be done to hep the lecturers in order to provide the exercises that can make the studets able to use grammar in written and oral forms and make use of technology, multimedia.…”

Section: ) Media For the Exercisementioning

confidence: 99%

Inserting Spoken Language in Grammar Teaching Material Based on Interactive Mulimedia

Tiarina¹,

Syarif²,

Jufrizal³

et al. 2018

Proceedings of the Fourth Prasasti International Seminar on Linguistics (Prasasti 2018)

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Despite of asking whether to teach grammar or not, this article, a part of dissertation entitled Developing Basic English Grammar Teaching Material based on Interactive Multimedia at University Level, presents optional conditions for over teaching of grammar in digital era. Since effective teaching material should be authentic, and nowadays be based on technology, lecturers need to design a teaching material for grammar by inserting spoken language based on interactive multimedia, promoting effective grammar teaching learning, high grammar mastery and motivation. Therefore, the purposes of this descriptive research are to find out the kinds of exercises given by the lecturers of English Department of Universitas Negeri Padang (UNP), and to find out the innovative model of communicative and contextual exercises. This research uses qualitative approach. This research was carried out at English Department of Universitas Negeri Padang. Seven lecturers were involved as participants. The data were collected through questionnaire consisted of 16 items about kinds or exercises given to the students, and 3 questions about media for the exercises. The participants were asked to choose how often they gave any kind of exercises. The first finding is there were 2 kinds of exercises always given by the lecturers, 9 kinds of exercises often given by the lectures, and 5 kinds of exercises sometimes given by the lecturers. All the exercises are in written form. The second finding is the innovative model of communicative and contextual exercises is by inserting spoken language based on interactive multimedia. The source of the exercise is video podcast. The two types of exercises are identifying the part of speech and producing the part of speech. In conclusion, inserting spoken language based on interactive multimedia can promote the students accuracy and fluency on grammar. Further research is needed to see the effect of inserting spoken language based on interactive multimedia on students' grammar mastery.

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Effects and Challenges of Using Instructional And Multimedia Materials in Teaching Islamic Studies In Nigerian Schools: An Analysis

Muhammad¹

2018

JSCH

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Multimedia Usage among Islamic Education Lecturers at Higher Education Institution

Cited by 3 publications

References 9 publications

English Language Teacher’s Multimedia Knowledge in Teaching Using Technology

English Language Teacher’s Multimedia Knowledge in Teaching Using Technology

Inserting Spoken Language in Grammar Teaching Material Based on Interactive Mulimedia

Effects and Challenges of Using Instructional And Multimedia Materials in Teaching Islamic Studies In Nigerian Schools: An Analysis

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