Using a Personalized Learning Style and Google Classroom Technology to Bridge the Knowledge Gap on Computer Science

Kopeyev, Zhanat; Mubarakov, Akhan; Kultan, Jaroslav; Aimicheva, Gaukhar; Tuyakov, Yessenkeldy

doi:10.3991/ijet.v15i02.11602

Cited by 15 publications

(15 citation statements)

References 11 publications

(12 reference statements)

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“…The possibility to perform an interactive task repeatedly provides consolidation of knowledge and developing hands-on skills on topics such as designing of an architecture, using components, defining outlets, class properties, coding, thereby developing necessary cognitive skills. In addition, the DER can be implemented both in LMS and interactive platforms, for example, Google Classroom, for implementing personalized learning technology [41], [42].…”

Section: Resultsmentioning

confidence: 99%

Project-Based Learning Approach for Teaching Mobile Application Development Using Visualization Technology

Nurbekova

Grinshkun

Aimicheva

et al. 2020

Int. J. Emerg. Technol. Learn.

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This article is devoted to the experience of applying the Blended Project-Based Learning Approach Using Visualization Technology in teaching mobile application development for IT-students. The Blended Project-Based Learning Approach Using Visualization Technology is based on a project-based method, pair programming, teamwork and using of digital educational resources as a visual learning content. The authors describe the impact of the used teaching methods and digital educational resources on the student's cognitive skills during the mobile application development. During workshop the students gained hands-on experience on mobile application development through «active doing» method, interactive tasks and building different types of mobile application projects. The workshop's curriculum is developed in terms of the scaffolding. So, the students improve the skills develop projects starting from simple «Hi, Kazakhstan!» to a complete software with functions of search and update from the Internet. The well-designed project topics on development mobile application arise the interest and provide the high motivation of the learners. The impact of Blended Project-Based Learning Approach is evaluated through questionnaire, testing and evaluation of mobile application projects developed by students. The effectiveness of the blended approach for teaching mobile application development is confirmed by the empirical data

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Section: Resultsmentioning

confidence: 99%

Project-Based Learning Approach for Teaching Mobile Application Development Using Visualization Technology

Nurbekova

Grinshkun

Aimicheva

et al. 2020

Int. J. Emerg. Technol. Learn.

Self Cite

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“…Previous studies (e.g. Amro et al, 2013;Ansong-Gyimah, 2020;Back et al, 2016;Dash, 2019;Kopeyev et al, 2020;Ventayen et al, 2018) found the efficacy of LMS and GC in non-ELT instruction. For example, Dash (2019) found that medical-school students with limited learning resources in India have greater learning access, facilitating learning efficiency and promoting better interaction patterns (Back et al (2016).…”

Section: Introductionmentioning

confidence: 92%

Exploring EFL Students’ Perceptions of Google Classroom as Learning Management System

Aleksius

Lake²,

Werang³

et al. 2022

veles

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The employment of Information Technology (IT) for the online teaching and learning process is unavoidable nowadays. One of the popular online teaching platforms currently used in ELT is Google Classroom. However, the literature indicates that there is a limited number of research investigating the perceived usefulness and effectiveness of Google Classroom viewed by the students as its end-users. Thus, the current study aims at investigating the perceptions of secondary students in using Google Classroom (GC) as a Learning Management System (LMS) in English Language Teaching (ELT0. The study focuses on three variables: perceived usefulness (PU), perceived ease of use (PEOU), and actual system use (AU). The study employed a mixed-method research design for data collection and analysis. Quantitative data was collected using a questionnaire and analyzed using IBM SPSS 25.0. The qualitative data was obtained through in-depth interviews with nine respondents. The findings suggest that most participants have positive views on GC with some reservations. Students seem to have more expectations before using GC; yet, they experienced dissatisfaction afterward. It was revealed that GC provides various features to support English learning, but it depends on the users to maximize them. It is suggested that more digital technology training and workshops for students and teachers be adequately fluent in using the GC. Schools need to establish policies to enforce the use of GC within schools, conduct preparation for teachers and students, provide technical support, and collaborate with other institutions for capacity building.

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“…In conditions of profile training it assumes saturation of the content of a school mathematics course with its applications arising in various spheres of human activity, taking into account specificity of developed profile directions, and also interests, aptitudes and possibilities of pupils that allows to solve problems of individualization of educational process to a fuller extent [23].…”

Section: Structure and Content Of The Course "Fundamentals Of Financialmentioning

confidence: 99%

Assessment of Financial Literacy Formation Methods in Mathematics Education: Financial Computation

Abylkassymova

Mubarakov

Yerkisheva

et al. 2020

Int. J. Emerg. Technol. Learn.

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Abstract— Learning the basics of financial computation to improve financial literacy of students in school mathematics is not enough to deepen modern eco-nomic knowledge and its correct application in life practice, which requires a more comprehensive view of the process of teaching mathematics. The purpose of the research – to prepare a teaching guide during the process of studying math-ematics in high school on the formation of financial literacy skills. Research methods - expertise and pedagogical experiment, theoretical, methodical and mathematical analysis of educational and methodical complexes and manuals, textbooks used in schools of the country, scientific and theoretical problems, philosophical, psychological and pedagogical, methodical and mathematical litera-ture aimed at teaching the basics of financial literacy in mathematics classes. Re-sults - methods of teaching the basics of financial statements in mathematics les-sons in high school will increase not only students' knowledge of mathematics, but also the level of knowledge about financial calculations and their interest in learning and their ability to read, the quality of knowledge acquisition and their ability to increase their financial literacy. The results of the study can be used to train future mathematics teachers in secondary schools and higher education institutions, to improve the teaching content and methodology of mathematics, and to improve the professional development of teachers.

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Using a Personalized Learning Style and Google Classroom Technology to Bridge the Knowledge Gap on Computer Science

Cited by 15 publications

References 11 publications

Project-Based Learning Approach for Teaching Mobile Application Development Using Visualization Technology

Project-Based Learning Approach for Teaching Mobile Application Development Using Visualization Technology

Exploring EFL Students’ Perceptions of Google Classroom as Learning Management System

Assessment of Financial Literacy Formation Methods in Mathematics Education: Financial Computation

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