The Challenges and Prospects of Using E-learning among EFL Students in Bisha University

Ja'ashan, Mohammed Mohammed Nasser Hassan

doi:10.24093/awej/vol11no1.11

Cited by 58 publications

(57 citation statements)

References 11 publications

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“…This can further assist in maximizing the benefits that comes with the use of technology in education. Electronic learning, otherwise referred to as e-learning was developed by Jay Cross in 1998(Ja'ashan, 2020 and it has continued to metamorphosed up till date. Zhang et al (2004) define "e-learning as technology-based learning in which learning materials are delivered electronically to remote learners via a computer network" (p. 76).…”

Section: Introductionmentioning

confidence: 99%

E-learning Facilities for Teaching Secondary School Physics: Awareness, Availability and Utilization

Bada

Jita

2021

RESSAT

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Secondary school physics contribute significantly to the technological development of a nation because it lays the foundation for further studies in physics. Physics is an abstract science subject that relies greatly on practical, and the crucial role played by the use of instructional materials especially, e-learning facilities in this 21st century cannot be over emphasized. This study investigates the awareness, availability and utilization of e-learning facilities among secondary school physics teachers. We adopt the descriptive survey design which involved 78 physics teachers, randomly selected from all the secondary schools in Ondo, Nigeria. A researcher designed checklist was used to collect data for this study. Three research questions were answered using descriptive statistics (frequency, percentage, mean, standard deviation) and the findings from this investigation revealed that physics teachers are aware of most of the e-learning facilities for teaching secondary school physics but only few of these facilities are readily available for teaching physics. This investigation also revealed that only one of these e-learning facilities (desktop computer) was utilized by secondary school physics teachers. This study conclude that e-learning facilities were not used in teaching secondary school physics in Ondo. Based on this findings, physics teachers are encouraged to use the few e-learning facilities that are available in secondary schools. Also, government education agencies and school management team are encouraged to further stress the importance of using the available e-learning facilities for teaching secondary school physics through in-service trainings and workshops.

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Section: Introductionmentioning

confidence: 99%

E-learning Facilities for Teaching Secondary School Physics: Awareness, Availability and Utilization

Bada

Jita

2021

RESSAT

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“…The research finding also showed that the teacher's difficulties in preparing lesson plans are divided into two major scopes, they are in academic area and technology area (Ja'ashan, 2020;Logan et al, 2021). The teacher found difficulty in aspect 3, especially in selecting learning methods or techniques based on students' characteristics and basic competency as well as learning indicators.…”

Section: Discussionmentioning

confidence: 92%

English as a Foreign Language Lesson Plans During Covid-19 Pandemic in The Senior High School

Jayantari

Agustini

2021

JPBI

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Teachers have difficulties in preparing lesson plans that are adapted to online learning. This has resulted in students having difficulty learning English as a foreign language (EFL) through Google Classroom during the Covid-19 pandemic. The purpose of this study was to analyze the abilities and difficulties of teachers in preparing lesson plans and the difficulties of students in learning English as a foreign language (EFL) through Google Classroom during the Covid-19 pandemic. The design used in this research is the Embedded Mix Method design. The technique used to collect data is a questionnaire. The instrument used to collect data is a questionnaire. The population of this study found 10 teachers and 55 students. The ability of teachers to prepare lesson plans for EFL through Google Classroom is measured and described quantitatively. Meanwhile, the difficulties of teachers and students were described and analyzed qualitatively. The study results are the teacher's ability to prepare EFL lesson plans through Google Classroom, which is 67.50. It can be said that EFL teachers are less able to choose learning procedures or steps, choose learning media and evaluate learning. Students also have difficulty learning EFL through Google Classroom.

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“…Therefore, teachers are required to be able to create varied learning and by using learning media that support the material (Mulyanto et al, 2020;Oktafiani et al, 2020). Of the many functions of media, one of the main functions of learning media is as an intermediary capable of conveying messages or information so that they can support and have a good impact on the quality of learning provided by educators, such as learning motivation for students, encouragement to learn and emotional feelings students to take part in learning so that they can involve students directly in their use (Buchori et al, 2017;Ja'ashan, 2020). Interactive multimedia is an intermediary tool that conveys messages with collaboration from various elements that can create active learning so that messages from the information conveyed can be well received.…”

Section: Introductionmentioning

confidence: 99%

Use of -Based Interactive Learning Media Visuals in Science Learning

Hasanah

Sudira

2021

j.of education technology

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The fundamental problem in implementing education at the education level is that the learning process is generally too oriented to mastery of subject matter, not to the substance, meaning, or value it contains. This study aims to analyze the success of using visual-based interactive media or image media in science learning. This type of research is an actual experiment with a quantitative approach. The subjects in this study were 50 students consisting of 2 separate classes, the number of female students was 30, and the number of male students was 20. The method of data collection in this study used student learning outcomes pre-test and post-test. The instrument used is a test of learning outcomes and student response questionnaires. The technique used to analyze the data is the descriptive qualitative and quantitative analysis and inferential statistics. The results showed that the average score of learning science after using visual-based interactive learning media was 75.93, with a standard deviation of 16.19. The lowest score for students is 40, and the highest score is 99. Visual-based interactive media is effectively used to improve student learning outcomes in science. The research implication is that visual-based interactive media can be used by teachers in teaching so that they can help students learn.

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The Challenges and Prospects of Using E-learning among EFL Students in Bisha University

Cited by 58 publications

References 11 publications

E-learning Facilities for Teaching Secondary School Physics: Awareness, Availability and Utilization

E-learning Facilities for Teaching Secondary School Physics: Awareness, Availability and Utilization

English as a Foreign Language Lesson Plans During Covid-19 Pandemic in The Senior High School

Use of -Based Interactive Learning Media Visuals in Science Learning

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