Diversifying digital learning: Online literacy and educational opportunity

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

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Testing a Research-Based Digital Learning Tool : Chinese EFL Children’s Linguistic Development

CALICO Journal ◽

10.1558/cj.40544 ◽

2020 ◽

Vol 37 (3) ◽

pp. 277-308

Author(s):

Hee Jin Bang ◽

Kirsten Olander ◽

Erin Lenihan

Keyword(s):

Digital Learning ◽

Learning Tool ◽

Linguistic Development

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Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

Vanderbilt Undergraduate Research Journal ◽

10.15695/vurj.v9i0.3795 ◽

2013 ◽

Vol 9 ◽

Author(s):

Erika Anne Leicht

Keyword(s):

International Student ◽

Educational Opportunity ◽

Educational Achievement ◽

Student Assessment ◽

Minor Role ◽

Highly Educated ◽

International Student Assessment ◽

Educational Backgrounds ◽

Different Types ◽

Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

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DESIGNING INTERACTIVE DIGITAL LEARNING MODULE IN BIOLOGY

TABULARASA ◽

10.24114/jt.v12i2.3249 ◽

2015 ◽

Vol 12 (2) ◽

Author(s):

Wenny Pintalitna ◽

Herbet Sipahutar ◽

Fauziyah Harahap

Keyword(s):

Small Group ◽

Group Testing ◽

Quality Data ◽

Digital Learning ◽

Text Learning ◽

Interactive Learning Environment ◽

Learning Modules ◽

Large Group ◽

Learning Module ◽

Medium Group

Interactive learning environment can substantially improve student learning and retention of key biology concepts. In this case report, we describe our approach for the design of interactive digital learning module to teach digestive system concepts in Grade 11 learners at SMAN 2 Balige with 180 subjects are selected according to total sampling method. The research method is the development with Dick and Carey model. Subject of learning module assessment consists of two Biology matter experts, two learning module experts, one electronic media expert, three students for individual trials, ten students and teachers as small group testing, thirty students of SMAN 1 Berastagi for medium group testing, and 60 students of SMAN 2 Balige as large group testing. Quality data of product developed were collected using questionnaires. The results of developmental research showed that: (1) Module assessment by matter, learning modules and media experts were very decent criteria (88.30%, 93.98%, 88.25%); 2) Large group testing of interactive, electronic and text learning modules, respectively were 92.53%, 86.064%, 81.355% belong to very decent criteria; (3) Medium group testing respectively were 84.59%, 80.18%, 76.56% belong to decent criteria; (6) Small group testing respectively were 75.71%, 73.20%, 71.19% belong to decent criteria.

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