The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception

Halim, Abdul; Mahzum, Elmi; Yacob, Muhammad; Irwandi, Irwandi; Halim, Lilia

doi:10.3390/educsci11040158

Cited by 21 publications

(22 citation statements)

References 58 publications

(77 reference statements)

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“…This is despite the fact that misconception using online media may exist for some courses in universities that utilize the Moodle-based e-learning media as an online learning platform. However, still, the effectiveness of remediating has not been widely and sufficiently researched [64].…”

Section: Number Questionmentioning

confidence: 99%

Using Videos in Blended E-Learning for a Structural Steel Design Course

2021

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Conventional methods of teaching structural engineering topics focus on face-to-face delivery of course materials. This study shows that using video-based e-learning in delivering an undergraduate Structural Steel Design course satisfactorily achieved most of the course learning outcomes. Video-based e-learning with animations and simulations gives students a profound understanding of the course intricate design materials. To gauge the effectiveness of video-based e-learning of the course, an online evaluation was conducted by sixty-eight undergraduate students at the United Arab Emirates University using Blackboard. The evaluation consisted of an online survey that was accessible by students who took the structural steel design course in the academic year 2019 using instructional videos provided to them as Quick Response (QR)-codes. The structural steel design course has six learning outcomes (CLOs), and the performance of students in the six CLOs was compared with that of students who took the same course in the academic year 2018 using the traditional face-to-face lecturing method. The survey data was statistically analyzed, and the results revealed that students’ performance improved, and most of the CLOs were attained. Video-based e-learning with animations resulted in better learning outcomes compared to face-to-face lecturing. Accessing the course instruction videos anytime and anywhere is one of the remarkable benefits to the students studying through the e-learning approach.

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Section: Number Questionmentioning

confidence: 99%

Using Videos in Blended E-Learning for a Structural Steel Design Course

2021

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“…This learning media is made to support and help students better understand the material about Pteridophyte plants. Presenting native plants is expected to help students directly observe each Pteridophyte plant's classification, characteristics, and benefits (Halim et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Development of pteridophyte catarium (herbarium catalog) media in plantae materials for X graders of SMA Islam Batu

Asshiddiqie

Amin

Purwanti

et al. 2021

RADEN

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: Plantae material is one of the materials that requires a direct observation process to determine the characteristics, morphology, metagenesis, and benefits for the environment, especially in Pteridophyte material. So far, students only use textbooks and students have not been invited to learn with contextual learning objects. Thus, media is needed to facilitate direct observation and identification of plants. The purpose of this research is to produce learning media Pteridophyte catarium (Catalog Herbarium). This type of research is research and development (R&D) with the ADDIE development model. The results showed that the quality of the product according to media experts was very feasible with an assessment percentage of 77.08%, as well as according to material experts who said it was very feasible with a 95% rating percentage. The results of the teacher's response were 79.16% and the results of readability by students on a small and large scale respectively were 76.5% and 81.16%, indicating very decent quality. It was concluded that the product in the form of Pteridophyte catarium learning media was very suitable to be used as a teacher's learning media in plantae biology learning activities.

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“…4 Like the acquisition phase, various strategies can be used such as self-explanation or instructional explaining or other methods that reduce misconceptions. [47][48][49] In the area of re-testing, the recommendations are to maintain the same blueprint as the original assessment. The timing of re-testing may vary based on the time it takes students to study the material to pass.…”

Section: Recommendations and Implementation Strategies For Mastery Le...mentioning

confidence: 99%

A Practical Review of Mastery Learning

Winget

Persky

2022

American Journal of Pharmaceutical Education

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Objective. To review mastery learning and provide recommendations for implementation in a competency-based curriculum Findings. Mastery learning was introduced in the 1960s. Its goal is to ensure all students reach a desired level of mastery or competency. In this model, students acquire knowledge, skills or attitudes, complete formative assessments on that learning and if they achieve the desired level, can proceed to enrichment activities. Students who do not meet the desired level of mastery, proceed through corrective activities and retest. Evidence suggests students within a mastery learning model perform better academically than non-mastery models with moderate effect sizes. There are several theoretical reasons why mastery learning can result in better performance including aspects of motivation, testing and feedback. Conclusion. We make several recommendations on how to modernize mastery learning for the pharmacy education classroom including the use of more cumulative testing and assessment of baseline knowledge and skills. In addition, models of successive relearning may be applied to this model.

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The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception

Cited by 21 publications

References 58 publications

Using Videos in Blended E-Learning for a Structural Steel Design Course

Using Videos in Blended E-Learning for a Structural Steel Design Course

Development of pteridophyte catarium (herbarium catalog) media in plantae materials for X graders of SMA Islam Batu

A Practical Review of Mastery Learning

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