Selection and Structuring of Training Multimedia Educational Materials for University Students: Practical Recommendations

Terentyeva, Irina V.; Pugacheva, Natalya; Luchinina, Anastasia; Khalmetov, Timur A.; Safin, Niyaz M.; Shaydullina, Alsu N.

doi:10.29333/iji.2019.12346a

Cited by 3 publications

(2 citation statements)

References 16 publications

(20 reference statements)

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“…The first principle is learning with the interactive multimedia integrates various media components. The interactive multimedia courseware is an independent computer-based learning media that integrates various elements of texts, images, photos, audio (music, narration), video, and animation in one learning application product (Hamidi et al, 2011;Komalasari & Rahmat, 2019;Nusir et al, 2013;Terentyeva et al, 2019;Umar & Susilowati, 2012). The use of the elements depends on the development needs and the material being developed.…”

Section: Interactive Multimedia Learning Principlesmentioning

confidence: 99%

Development of Interactive Multimedia Learning Courseware to Strengthen Students’ Character

Septiani¹,

Rejekiningsih²,

Triyanto³

et al. 2020

EUROPEAN J ED RES

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The development of information technology rapidly has an impact on the changing paradigm of education. On the other hand, education holds an important responsibility to create students who have a good and strong character. This research aims to: 1) describe the concept and framework of interactive multimedia courseware; 2) test the feasibility of interactive multimedia courseware by experts and practitioners; 3) test student responses to the use of interactive multimedia courseware. This research and development involved experts, teachers, and students. The data were collected using expert validation sheets, teacher questionnaires, and student questionnaires. They were then analyzed using the descriptive statistics analysis based on mean and percentage. This research yielded interactive multimedia courseware called IMONEC (Interactive Multimedia courseware integrated with Bandura's Observational learning model and National historical Event to strengthen students' Character) that integrates three important components: the principles of interactive multimedia learning; Bandura's observational learning model; and the noble values and messages of national historical events to strengthen students' characters. The framework of the interactive multimedia courseware consists of the title, user instruction, home, core competency and basic competency, concept map of material, learning material, and quizzes. The results of the expert validation, teacher questionnaire, and student questionnaire showed that the interactive multimedia courseware is feasible for use in learning and effective in strengthening students' characters.

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Section: Interactive Multimedia Learning Principlesmentioning

confidence: 99%

Development of Interactive Multimedia Learning Courseware to Strengthen Students’ Character

Septiani¹,

Rejekiningsih²,

Triyanto³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…General trends include identifying methods for improving digital literacy, creating digital learning models, and designing and implementing a technology integration mechanism [13,14]. National trends include clarifying the features of adaptation of automated education management systems, creating learning models in a digital environment, and developing a mechanism for implementing a computer communications portal [15]. Studying the experience of organising a digital educational environment as a tool for improving the university's academic personnel's skills allows you to avoid risks in practice and determine scientific research prospects.…”

Section: Introductionmentioning

confidence: 99%

Digital Educational Environment as a Tool for Continuing Professional Development of the University’s Academic Personnel

Lunev¹,

Kirillova²,

Michailova³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The digitalisation of the economy required the training of specialists with competencies to develop and implement digital technologies. The purpose of the study is to characterise the digital educational environment as a tool for improving the university's academic personnel's skills. The study's methodological basis was the digital approach, which provides digital content as an objective condition for personal and continuing professional development in the digital economy. The study's main results are to identify and scientifically substantiate the structural components of the digital educational environment (content, technology, administrative), criteria for evaluating its effectiveness (pedagogical, subject, innovative). The content component provides for the focus of content on the development of competencies. Technology component includes software that allows you to organise continuing professional development using distance learning technologies. The administrative component provides for the possibility of offline training. Criteria (pedagogical, professional, innovative) allow us to assess the digital educational environment's effectiveness in developing pedagogical culture, professional competencies, and abilities to innovations. The research limitations are in a random sample of respondents. Practical significance is the experience of organising professional development with the use of a digital educational environment. The research's uniqueness substantiates the digital educational environment as a multidimensional and multifunctional reality characterised by continuity, processability, and openness for the effective tasks' solution.

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Multimedia with Social Learning Networks (SNL): As Learning Innovation in the 4.0 Industrial Era

Ramadhan

Atmazaki

Sukma

et al. 2021

J. Phys.: Conf. Ser.

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Technological advances have opened the door to present instructional material in various forms such as audio, visual, printed text, images, and moving images. All types of multimedia are found in one computer, which has opened the way to present learning more effectively. In addition, there were also many networking sites specifically used in learning to facilitate online learning. However, to integrate technology in learning cannot be adopted directly, it is necessary to innovate and adapt to the curriculum and learning. Based on that, it is necessary to develop a language learning model based multimedia using Social Lerning Network (SNL). This type of research is Research & Development (R&D) with a 4-D development model (define, design, develop, and disseminate). The results showed that the learning model developed was categorized as very valid and could be tested in schools.

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Selection and Structuring of Training Multimedia Educational Materials for University Students: Practical Recommendations

Cited by 3 publications

References 16 publications

Development of Interactive Multimedia Learning Courseware to Strengthen Students’ Character

Development of Interactive Multimedia Learning Courseware to Strengthen Students’ Character

Digital Educational Environment as a Tool for Continuing Professional Development of the University’s Academic Personnel

Multimedia with Social Learning Networks (SNL): As Learning Innovation in the 4.0 Industrial Era

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