Student perception data on online learning using heutagogy approach in the Faculty of Mathematics and Natural Sciences of Universitas Negeri Makassar, Indonesia

Rusli, R.; Rahman, Abdul; Abdullah, Helmi

doi:10.1016/j.dib.2020.105152

Cited by 67 publications

(68 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They appeared to have a relatively good online English learning experience, receiving various learning instructions and engaging in different types of language learning activity. Echoing some earlier studies (Rusli et al, 2020;Suni Astini, 2020), the present study also found a mobile phone as the most common device used by students to participate in online learning. The smartphone was highlighted for its practicality and multifunctionality (Barrs, 2011;Godwin-Jones, 2011), but it was also acknowledged to have drawbacks such as small screen, unpractical keyboard, and limited memory capacity (Hilao & Wichadee, 2017).…”

Section: Students Experience In Learning English Onlinesupporting

confidence: 78%

Learning English from Home during the Covid-19: Investigating Learners’ Experience for Online and Autonomous Learning

Hidayati

Husna

2020

lkw

View full text Add to dashboard Cite

Albeit the covid-19 pandemic impacts on education have been extensively discussed, little empirical evidence addresses students’ experience of autonomy. The present study investigates and obtains information about the experience that the students encountered during online English learning, their perception about it, and how their experience shapes their autonomous learning potentiality. The study was conducted in a quantitative approach adopting survey design and correlation procedure. Data was collected through an online form questionnaire. Data analysis was performed using both descriptive and inferential statistic to look for trends and correlation between the variables. The result of the study indicated that the students participating in the study seemed to have a quite good online English learning experience. They received various learning instructions and were engaged in different types of language learning activity. The majority of students perceived online English learning as fairly enjoyable, yet many of them displayed considerable potential to act as autonomous learners. Furthermore, the correlational analysis indicated a positive correlation (r=.312; sig=.008) demonstrating that students’ potentiality to learn autonomously to some extent, was influenced by their experience of online English learning. This study implies that both teachers and students gradually become more accustomed to online and autonomous learning.

show abstract

Section: Students Experience In Learning English Onlinesupporting

confidence: 78%

Learning English from Home during the Covid-19: Investigating Learners’ Experience for Online and Autonomous Learning

Hidayati

Husna

2020

lkw

View full text Add to dashboard Cite

show abstract

“…Therefore, scientific literacy is greatest perceived as a continuum along which a learner's impro-vements, not as a finale state. This continuum has two dimensions-breadth and depth (Parno et al, 2020;Rusli et al, 2020). Breadth ranges from the recognition of vocabularies to conceptual and contextual comprehension.…”

Section: Students' Scientific Literacymentioning

confidence: 99%

“…Breadth ranges from the recognition of vocabularies to conceptual and contextual comprehension. Meanwhile, depth involves an understanding of the scientific concepts, scientific inquiry process, and scientific skills (Rusli et al, 2020).…”

Section: Students' Scientific Literacymentioning

confidence: 99%

Improving Studentsâ€™ Scientific Literacy through Distance Learning with Augmented Reality-Based Multimedia Amid the Covid-19 Pandemic

Ahied

Muharrami

Fikriyah

et al. 2020

JPII

View full text Add to dashboard Cite

Scientific literacy is a capability to identify problems, analyze questions, and create solutions by applying scientific knowledge and integrating science with technology and society. This literacy needs to be improved so that students can develop their skills in identifying science phenomenon and addressing various solutions. Although the learning was conducted in distance since the current situation is still amid the COVID-19 pandemic, the literacy can be taught during the learning process. This study aims to improve studentsâ€™ scientific literacy through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic. The research included in a descriptive quantitative study with pre-test and post-test design. The distance learning was conducted in the lecture of anatomy and physiology of organism during even semester in May 2020, with 111 students from three classes in the 2018 academic year. The science content provided in online learning was supported by augmented-reality based multimedia on the topic of the human respiratory system. This multimedia was evaluated, also stated as valid and appropriate to be implemented in the learning process. Scientific literacy was measured using the online test form. The findings indicated that the studentsâ€™ scientific literacy improved moderately both in class A and B, but low in class C. The improvement of scientific literacy in class A reached N-gain average score of 0.31, class B reached 0.38, and class C reached 0.22. Students also gave a positive response, showed by the percentages of studentsâ€™ response at 89.1% in class A, 87.0% in class B, and 84.8% in class C, which was in the very strong category. Therefore, it can be concluded that studentsâ€™ scientific literacy improved well through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic.

show abstract

“…Proponents of heutagogy insist that the Internet and all its connected offerings create prime conditions for heutagogical practice to emerge (Blaschke & Hase, 2015a, 2015b; Rusli et al., 2020). This suggestion is supported in some of the literature which concludes that blended learning is effective at building skills for self‐direction (Uz & Uzun, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Creating technology‐enabled lifelong learning: A heutagogical approach

Lock

Lakhal

Cleveland-Innes

et al. 2021

Brit J Educational Tech

View full text Add to dashboard Cite

Can a new instructional approach influence lifelong learning and the development of competent lifelong learners? Blended and online learning provides a platform for learning that introduces technological affordance to enable learning. We seek to find an intersection between blended and online learning and lifelong learning through an instructional approach that encourages learners towards management of their own learning. This opens the door to becoming an autonomous, capable, self‐directed lifelong learner. In this context, heutagogy offers an instructional approach that may connect blended and online learning settings with the development of lifelong learning competence. After conducting a systematic literature review using the terms heutagogy, blended and online learning, and lifelong learning, literature that considers how to inspire and build human agency capabilities over the lifespan was chosen for Delphi method expert review. Using this methodology, we explore the possibility that online and blended higher education will contribute, where heutagogical experiences exist, to technology‐enabled lifelong learning. Results corroborate the idea that heutagogy and lifelong learning are intertwined by some common principles and that these are applicable to both blended and online learning settings and lifelong learning. What is already known about this topic Recent, and what is often continuous, change is impacting all we do, including the design and delivery of education. This change requires new instructional models that improve immediate learning outcomes and prepares learners for learning across the lifespan. The use of instructional processes labeled heutagogy include the opportunity for, and application of, activities of learning self‐direction, ‐determination, and ‐regulation, which can be helpful, even essential, for lifelong learning. What this paper adds This paper identifies an informed perspective, from data, that heutagogical design must be consciously implemented and supported for online and blended learning by instructional designers, instructors, and institutional leadership and infrastructure. It is reasonable to suggest that online and blended learning could contribute, where heutagogical learning opportunities exist, to technology‐enabled lifelong learning. Instructional practices that include choice, flexible or negotiated assessment, facilitation of reflection, learner confidence development, and involvement of the learner in designing their learning can be considered heutagogical. Implications for practice and/or policy Develop policy in support of a change in instructional practice that embraces a heutagogical approach in the design of courses to foster greater self‐directed and lifelong learning. Educational development to support instructors to understand heutagogy and how it can be applied in the design and delivery of blended and online learning to foster technology enabled lifelong learning. With the implementation of a heutagogical approach, student orientation along with...

show abstract

Student perception data on online learning using heutagogy approach in the Faculty of Mathematics and Natural Sciences of Universitas Negeri Makassar, Indonesia

Cited by 67 publications

References 1 publication

Learning English from Home during the Covid-19: Investigating Learners’ Experience for Online and Autonomous Learning

Learning English from Home during the Covid-19: Investigating Learners’ Experience for Online and Autonomous Learning

Improving Studentsâ€™ Scientific Literacy through Distance Learning with Augmented Reality-Based Multimedia Amid the Covid-19 Pandemic

Creating technology‐enabled lifelong learning: A heutagogical approach

Contact Info

Product

Resources

About