Utilizing Learning Platform for Paperless Classroom

Yuniarti, Wenty Dwi

doi:10.21580/vjv3i2295

Cited by 5 publications

(4 citation statements)

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“…Hence Grigoryan and Babayan [23] opined in a digital classroom the teacher is empowered and conditioned by the learners to enhance his competence to provide appropriate technological instruction to the students. As a result, mobile application technology in classroom offers a new paradigm of learning and not just a new tool or a method of teaching and learning [24]. An observational analysis of students' behavior patterns revealed that many undergraduate students enjoy using their smart phones most of the time.…”

Section: Mobile Application Technology and Motivationmentioning

confidence: 99%

Generating Internal Motivation through Mobile Application Technology

Baby¹

2019

Metacognition in Learning

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This paper is a practical account of the author's experimental analysis of using mobile application technology in the undergraduate ELT classes of Dhofar University, Salalah, Oman. In today's world, technology plays an indispensable role in human life. Integrating latest technological applications in the classrooms can be a challenging task for many teachers, but it is undoubtedly a powerful tool for enhancing the quality of education. This paper outlines how to generate internal motivation and enhance the cognitive skills of students through the innovative use of mobile/smart phones in the classroom. Nowadays, innovative use of mobile applications in the classroom is advocated by numerous educational experts. This shift in perspective is necessitated by the large-scale digitalization of education and educational resources. Consequently, this study explores how mobile devices can be used effectively for enhancing involvement and motivation of students in various learning activities to promote learner autonomy and peer learning opportunities within the classroom. This experiment eventually resulted in a visible rise in the motivational graph of the whole class as testified by students' performance in their tests. Finally, this paper also outlines how mobile learning can be integrated into a conventional university curriculum.

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Section: Mobile Application Technology and Motivationmentioning

confidence: 99%

Generating Internal Motivation through Mobile Application Technology

Baby¹

2019

Metacognition in Learning

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“…The workplace becomes paperless and more schools include virtual classes (Capek & Hola, 2015). It is not just a new tool or a method of teaching and learning but a new paradigm of learning (Yuniarti, 2014). Paperless pedagogy aims to improve the learning experience and help students develop electronic skills and competencies (De Bonis & De Bonis, 2011;Suhr, Hernandez, Grimes, & Warschauer, 2010).…”

Section: The Paperless Classroommentioning

confidence: 99%

The Voice of Teachers in a Paperless Classroom

Shonfeld

Tal²

2017

IJELL

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Aim/PurposeThis study took place in a school with a "paperless classroom" policy. In this school, handwriting and reading on paper were restricted. The purpose of this study was to gain insights from the teachers teaching in a paperless classroom and to learn about the benefits and challenges of teaching and learning in such an environment. BackgroundIn recent years, many schools are moving towards a "paperless classroom" policy, in which teachers and students use computers (or other devices such as tablet PCs) as an alternative to notebooks and textbooks to exchange information and assignments electronically both in and out of class. This study took place in a school with a "paperless classroom" policy. In this school, handwriting and reading on paper were uncommon. MethodologyThis qualitative study involved semi-structured interviews with 12 teachers teaching in a paperless school. The research questions dealt with the instructional model developed, the various ways in which the teachers incorporated the technology in their classrooms, and the challenges and difficulties they encountered. ContributionThis study provides important advice to the way teachers have to work in paperless classrooms. Findings It pointed out the contribution to students in three ways: preparing students for the future; efficiency of learning; empowerment of students. The teachers presented a variety of innovative methods of using the laptops in class and described a very similar structure of the lesson. The teachers described the difficulties involved in conducting a paperless classroom instruction and emphasized that despite the efficiency of the computer and its ability to support the teaching process, they used technology critically. The findings also indicate thatVoice of Teachers in a Paperless Classroom 186 some teachers were concerned that the transition from the regular classroom to a paperless one may negatively impact students' reading and writing skills. Recommendations for PractitionersTeaching in a paperless school is challenging. On the one hand, going paperless contributes to active and adaptive learning, efficiency, and the acquisition of 21 st -century skills or, as they described their main goal, to prepare students for the future. On the other hand, computers in class cause problems such as distraction and disciplinary issues, information overload, and disorganized information as well as technological concerns. Impact on Society Teachers in the paperless school develop a solid rationale relying on ideas for teaching and learning in a paperless environment, and use varied technologies and develop innovative pedagogies. They are aware of the challenges of this environment and concerned about the disadvantages of using the technology. Thus they develop a realistic and critical view of the paperless classroom. Future ResearchFuture studies investigating the teachers' voice as well as the pupils' aspect could help guide schools in preparing teachers for the paperless classroom.

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“…The new technology of social media provides language learners and teachers tremendous opportunities for flexible teaching and learning (Greenhow & Lewin, 2015;Megele, 2015;Maulina et al, 2019;Namaziandost & Nasri, 2019;Dragseth, 2020;Maulina & Sari, 2022). Yuniarti (2014) emphasises how technology helped EFL teachers and learners make resources reusable and available instantly.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Students’ Perception of the Use of WhatsApp-Based Speaking Instructional Materials

Maulina,

Hastianah,

Herianah

2023

ITJ

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WhatsApp-based speaking instructional material (WABSIM), a social media-integrated teaching and learning form, is a much-needed and highly demanded speaking resource for students to access and learn English in flexible ways. This study was conceived to figure out students’ responses to the use of WABSIM for learning basic speaking. Twenty eight English Education Department students filled out a Google Forms questionnaire assessing the indicators of experience, motivation, and attitude. This current study reveals the perception of use of WABSIM; in terms of experience, 64.3% of students agree that it has helped enrich their insight, and 53.6% of students agree that it promotes an enjoyable learning situation. In the motivation aspect, 57.1% of students agree that they feel motivated in studying speaking skills using the WABSIM, 53.5% of students enjoy the WhatsApp-based communication tasks, 67.9% are willing to study speaking using WABSIM, and 50% agree that speaking lessons during the semester were fun. In terms of attitude indicators, half of the students agree that the WABSIM could increase their self-confidence in speaking English about daily topics, and that they became more active in learning – it helped them to learn the course independently and collaboratively. Therefore, the research indicates that students favourably perceive the use of WABSIM for learning in flexible ways inside and beyond the classroom, and that the learning through the WhatsApp instructions, such as recording audio and video material, as well as making audio and video calls, encourages students to be collaborative and even more independent.Keywords: WhatsApp, social media, speaking skill, mobile learning, motivation, students’ perceptions

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Utilizing Learning Platform for Paperless Classroom

Cited by 5 publications

References 0 publications

Generating Internal Motivation through Mobile Application Technology

Generating Internal Motivation through Mobile Application Technology

The Voice of Teachers in a Paperless Classroom

Undergraduate Students’ Perception of the Use of WhatsApp-Based Speaking Instructional Materials

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