scholarly journals What are the key themes associated with the positive learning experience in MOOCs? An empirical investigation of learners’ ratings and reviews

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ruiqi Deng ◽  
Pierre Benckendorff
Keyword(s):  
Learning Outcomes ◽  
Positive Emotions ◽  
Empirical Investigation ◽  
Learning Experience ◽  
Discussion Boards ◽  
Digital Resources ◽  
Course Content ◽  
Video Lectures ◽  
Alternative Outcome ◽  
Research Findings

AbstractPast MOOC research has tended to focus on learning outcomes valued in traditional higher education settings, such as achievement and retention. This study recognises that student ratings are an important alternative outcome measure in MOOCs. This paper adopted a semiautomatic text mining approach to collect and analyse 8475 ratings and reviews submitted for 1794 MOOCs. The analysis revealed six important themes that contributed to positive ratings: ‘learning’, ‘understanding’, ‘interesting’, ‘videos’, ‘recommend’, and ‘questions’. The paper then investigated the characteristics of each identified theme based on the proximity of themes, distribution of concepts within themes, and important connections. Based on research findings, the paper presents the following propositions to assist educators and providers to enhance the learning experience in MOOCs: (1) provide realistic learning contexts and instructional conditions in MOOCs to facilitate the acquisition of knowledge that transfers more readily to real-world practices; (2) carefully design the instructional conditions so that some mental challenge and stimulation is required for learners to achieve a full understanding of the content, rather than making MOOCs too simple or effortless to complete; (3) design the course content, materials, and communications to generate interest; (4) allocate sufficient resources to create high-quality video lectures; (5) employ video lectures to elicit positive emotions from MOOC learners and simplify complex, difficult concepts; and (6) incorporate discussion boards in MOOCs and invest in human and digital resources to address learners’ queries.

scholarly journals A Systematic Review of AR and VR Enhanced Language Learning

2021 ◽  
Vol 13 (9) ◽  
pp. 4639
Author(s):  
Xinyi Huang ◽  
Di Zou ◽  
Gary Cheng ◽  
Haoran Xie
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Major Research ◽  
Main Approach ◽  
Learner Engagement ◽  
Learning Anxiety ◽  
Research Findings

This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

scholarly journals The Implementation of Supportive Classroom Environment in VII-Grade Mathematics Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 225
Author(s):  
Willy Abdul Ghany ◽  
Wahyudin Wahyudin
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Qualitative Method ◽  
Learning Experience ◽  
Mathematics Learning ◽  
Junior High Schools ◽  
Optimal Learning ◽  
Research Findings ◽  
Supportive Learning Environment

Mathematics is seen by some students as a subject which is not easy to learn. Thus, they need someone who can make mathematics easy, in this point, a teacher. Teachers as instructor are needed to be more innovative in developing instruction that can encourage students to get an ideal learning experience. Not just regarding approaches, teaching materials, and strategies, yet additionally needs to focus on the learning environment which promotes the learning process. One of the framework that offers learning which takes into a supportive learning environment is the Productive Pedagogies Framework. The purpose of this study is to look at the implementation of learning that utilized the Supportive Classroom Environment dimension of the Productive Pedagogies Framework. This study used qualitative method. There were 33 grade VII students (boys and girls) on average age of 13 years old from one of the Junior High Schools in Bandung participated in this study. The research findings revealed that (1) implementing Supportive Classroom Environment can further encourage students in upper group to achieve more optimal learning outcomes; (2) This learning can be said to encourage middle group students to get optimal learning outcomes; (3) This learning has not been able to encourage students in lower group. We concluded that implementing Supportive Classroom Environment can further encourage students in upper and middle groups.

scholarly journals STUDENT’S EXPERIENCE OF E-LEARNING, LEARNING PROCESS AND PERCEIVED LEARNING OUTCOMES IN ECONOMIC MATH COURSE

2019 ◽  
Vol 3 (2) ◽  
pp. 67-71
Author(s):  
Yunia Mulyani Azis ◽  
Henny Suharyati ◽  
Sussy Susanti
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning Process ◽  
Indirect Effect ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Perceived Learning ◽  
E Learning ◽  
Research Findings ◽  
Economics Courses

This paper reveals research findings about the effect of E-learning experiences on student learning outcomes felt for Mathematics Economics courses. This study examines perceived learning outcomes in terms of effectiveness, number and productivity of learning in the context of E-learning. The participants were undergraduate students at the School of Economis EKUITAS. The results are interpreted using quantitative and verification research approaches. The results show that the E-learning experience of students is significantly correlated with learning process, and have indirect effect on perceived learning outcomes. This study uses a learning model developed by Biggs and Moore. Specific recommendations for practitioners are also given, and their implications for educators are discussed. Finally, suggestions for further research on E-learning are provided.

scholarly journals Postgraduate Students’ Perception of Massive Open Online Courses (MOOCs) in Enhancing their Learning Experience

2019 ◽  
Vol 7 (4) ◽  
pp. 101
Author(s):  
Faizah Abd Majid ◽  
Rafidah Kamarudin ◽  
Ainul Azmin Mohd Zamin
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Learning Outcomes ◽  
Online Courses ◽  
Learning Experience ◽  
Past Research ◽  
Massive Open Online Courses ◽  
Postgraduate Students ◽  
Learning And Teaching ◽  
Research Findings

MOOCs first became a phenomenon in the higher education landscape in 2008. Ever since, various researches have been conducted to explore the potential of MOOCs as an alternative in the learning and teaching process, and the way forward in delivering the courses effectively. Despite the growing interest in MOOCs applicability in higher education, very little is known about how postgraduate students perceive the use of MOOCs in their programme. Postgraduate students are synonymous with the concept of adult learners. One of the characteristics of adult learners is their motivation, which is driven by intrinsic and instrumental factors. As past research have concentrated on the undergraduates, this paper uncovers the postgraduates’ perceptions of MOOCs. A total of 51 respondents took part in a survey conducted in one of the Malaysian public universities. Quantitative data yielded findings similar to past research findings. However, what is new is the need for MOOC providers to cater to the needs of the postgraduate students who are adult learners particularly in determining the following; MOOCs’ attributes, learning process and learning outcomes. It is expected that the postgraduate students, their educators and the MOOC developers would find the findings helpful.

scholarly journals EXPLORIA, a New Way to Teach Maths at University Level as Part of Everything

Mathematics ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1082
Author(s):  
Pantaleón D. Romero ◽  
Nicolas Montes ◽  
Sara Barquero ◽  
Paula Aloy ◽  
Teresa Ferrer ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Positive Emotions ◽  
Ad Hoc ◽  
Teaching Methodology ◽  
Colour Space ◽  
Engineering Degree ◽  
Positive Attitudes ◽  
University Level ◽  
Academic Results

The main objective of this article has been to evaluate the effect that the implementation of the EXPLORIA project has had on the Engineering Degree in Industrial Design and Product Development. The EXPLORIA project aims to develop an integrated competence map of the learning process, where the subjects are no longer considered as isolated contents, by elaborating an integrated learning process where the competences and learning outcomes of the subjects are considered as a whole, global and comprehensive learning. The EXPLORIA project connects the competencies of the different STEAM subjects that make up the degree, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the foundations of design are based—shape, volume, colour, space and structure—the competencies of the different subjects are defined in incremental learning levels: understanding, applying, experimenting and developing, all taken from Bloom’s taxonomy. Mathematics is linked to the rest of learning through active learning methodologies that make learning useful. This new methodology changes the student’s affective domain towards mathematics in which positive emotions are transformed into positive attitudes that will improve the learning result and therefore, the students’ academic results. To validate it, at the end of the paper, the academic results compared with previous years are shown, as well as an ad hoc survey of the students’ assessment of the new teaching methodology.

Dancing in the storm: finessing emergency remote teaching in the COVID-19 pandemic

2021 ◽  
Vol 11 (4) ◽  
pp. 1-21
Author(s):  
Louise Whittaker ◽  
Hayley Pearson
Keyword(s):  
Change Management ◽  
Learning Outcomes ◽  
Business School ◽  
Learning Experience ◽  
Theoretical Models ◽  
Management Process ◽  
School Students ◽  
Content Type ◽  
General Managers ◽  
Academic Level

Case overview The Gordon Institute of Business Science (GIBS), a South African based business school and one of the top ranked business schools in Africa, was yet again facing a crisis during the COVID-19 pandemic. Having emerged out of an extraordinary year of strict lockdown regulations and having managed a rapid shift to emergency remote teaching. GIBS had managed to maintain its academic programmes, ensuring the completion of the curriculum within the academic year whilst maintaining the exceptionally high standards and quality learning experience it was known for. As 2020 drew to a close, the academic programmes team and the students looked forward to starting the new year in a more “normal” mode of operation. GIBS closed for Christmas holiday with the intent on returning, in early 2021, in some form of face-to-face teaching. However, on the 27th of December 2020, the President of South Africa announced a return to level-3 lockdown as the second wave of infections swept through the country. Strict measures were once again enforced, significantly impacting GIBS’ possible return to campus in January 2021. Reflecting on the lessons learnt over the past year, the Executive Director: Academic Programmes, Professor Louise Whittaker, yet again faced the challenge of deciding how best to proceed given the circumstances. The case illustrates the need for effective change management through the application of Kotter’s 8 steps to transformation, whilst demonstrating the complexity of change management during a crisis. A particular focus on the importance of communication during a change management process in a crisis is illustrated through this case. Expected learning outcomes The learning outcomes are as follows: students need to understand that in a crisis, change management will be emergent and requires flexibility and adaptability; students will determine what concrete actions may be required during a change management process in a crisis; students will need to discern that theoretical models do not necessarily fit real world contexts, particularly in a crisis situation; and students will identify aspects that might be missing or inadequately formulated in standard models of change management. Complexity academic level The case is positioned at a post-graduate level and would be ideal as a teaching case for business school students on a Master of Business Administration programme, a specialised business masters programme or selected executive education programmes for general managers or senior executives. The case can be taught in a course in the following fields, namely, change management, leadership or strategy. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

Dental Interns’ Perceptions of Their Training Experiences at Different Training Centers: A Look at Work Environment and Supervision

2021 ◽  
Author(s):  
Ali Alenezi
Keyword(s):  
Work Environment ◽  
Learning Outcomes ◽  
Field Experience ◽  
Learning Experience ◽  
Training Experience ◽  
Male And Female ◽  
The Third ◽  
Level Of Satisfaction ◽  
Strongly Agree ◽  
High Level

Abstract Background: the aim of this study was to explore dental interns perceptions on their learning environment and supervision. Methods: This survey was in form of questioner in which interns are required to fill and submit at the end of each training rotation. The questionnaire includes 20 items and was divided into three main parts: the first part of the questionnaire evaluated the interns perception toward the learning outcomes obtained from the field experience and their development. The second part of the study assessed the interns' perceptions toward their supervisors. The third part of the questionnaire investigated the interns' perceptions toward training centers facilities. Results: A total number of 234 questioners were filled and submitted by interns in which 134 from male intern (57.3%) and 100 from female interns (42.7%). In general, the interns from both genders appeared very satisfied with their training experience. With all the questionnaire 20 items, more than 75% of the obtained answers was either agree or strongly agree with similar obtained from both male and female interns. Conclusions: High level of satisfaction can be obtained when the the field experience outcomes is clearly explained to the dental interns. In addition, the availability of supervisors with full awareness of learning outcomes will improve the learning experience of dental interns.

scholarly journals Development of Powerpoint-Based Learning Media on Learning Aqeedah Morals

2020 ◽  
Vol 3 (2) ◽  
pp. 958-964
Author(s):  
Lufita Sari Sitorus ◽  
Mardianto Mardianto ◽  
Hasan Matsum
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Cumulative Score ◽  
Moral Learning ◽  
Research Findings ◽  
Improving Student Learning ◽  
Power Point ◽  
Media Power ◽  
Development Methods

The purpose of this study was to find out: (1) Development of power point-based learning media on Aqeedah Moral learning in MTs N Kisaran, (2) The feasibility of power point-based learning media on learning Aqidah Akhlak in MTsN Kisaran, (3) Practicality of learning-based media power point on the learning of Aqeedah Morals in MTs N Range, and (4) effectiveness of learning media based on power point on the learning of Aqeedah Morals in MTsN Kisaran in improving student learning outcomes. Research methods used by research and development methods (R&D). Product development procedures are carried out in stages: (1) potential and problems, (2) data collection, (3) product design, (4) validation, (5) product trials and (6) product revisions. The research findings show: (1) the development of power point-based learning media on Aqeedah Akhlak learning is done first by analyzing the needs and then proceed with the design of powerpoint media. The product produced as a learning medium that is used to facilitate students to learn, (2) the feasibility of power point-based learning media on Aqeedah Moral learning is done by material experts with a score of 83.33, a very valid category and a media expert with a score of 75.00 categories valid, so the cumulative score is 79.16 with a valid category, (3) practicality of power point-based learning media on Aqeedah Akhlak is done by conducting individual trials with a score of 80.83 very practical categories, small group trials with a score of 79.38 practical categories, and field group trials with a score of 89.75 very practical categories, so that when accumulated a score of 83.33 is obtained with a very practical category, and (4) the effectiveness of powerpoint-based learning media on Aqidah Moral learning in improving student learning outcomes obtained N scores -Gain 0.51 with the effective category so that it can be concluded that the powerpoint development product for learning the Morals is effective for enhancing student achievement.

scholarly journals International Students’ Perception towards Educational Tourism in the Kingdom of Bahrain

2018 ◽  
Vol 8 (5) ◽  
Author(s):  
Randolf Von N. Salindo ◽  
Sarah Yousif Hussain Mohammed Yousif
Keyword(s):  
International Students ◽  
Learning Experience ◽  
Sampling Technique ◽  
Tourism Industry ◽  
P Value ◽  
Survey Questionnaire ◽  
Quantitative Methodology ◽  
Educational Tourism ◽  
Research Findings ◽  
Academic Qualifications

Educational Tourism is any type of educational program in which travelers move to another location mainly for the purpose of gaining a learning experience in that location. This research aims to become a contribution to other previous researches conducted in the field of educational tourism to analyze the educational tourism industry in the Kingdom of Bahrain as a basis for its development to attract more international students to study in universities and higher education institutions. The research followed a quantitative methodology by distributing a survey questionnaire to one hundred international students from private universities in the Kingdom. The research adopted the random sampling technique and analyzed the data collected from those surveys statistically using mean, r-value and p-value figures. On the basis of research findings it is recommended that universities should improve their services provided to international students in terms of quality, speed and efficiency and to provide better facilities and more academic qualifications and degrees. Bahrain, in general, should create an educational environment that is strong enough and well-reputed to attract more international students and other universities to establish their campuses in Bahrain

scholarly journals Design and Implementation of a Gesture-Aided E-Learning Platform

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 8042
Author(s):  
Wolfgang Kremser ◽  
Stefan Kranzinger ◽  
Severin Bernhart
Keyword(s):  
Learning Outcomes ◽  
Field Test ◽  
Learning Experience ◽  
Learning Content ◽  
Learning Platform ◽  
System Usability Scale ◽  
E Learning ◽  
Learning Platforms ◽  
Reference Implementation ◽  
Generic System

In gesture-aided learning (GAL), learners perform specific body gestures while rehearsing the associated learning content. Although this form of embodiment has been shown to benefit learning outcomes, it has not yet been incorporated into e-learning. This work presents a generic system design for an online GAL platform. It is comprised of five modules for planning, administering, and monitoring remote GAL lessons. To validate the proposed design, a reference implementation for word learning was demonstrated in a field test. 19 participants independently took a predefined online GAL lesson and rated their experience on the System Usability Scale and a supplemental questionnaire. To monitor the correct gesture execution, the reference implementation recorded the participants’ webcam feeds and uploaded them to the instructor for review. The results from the field test show that the reference implementation is capable of delivering an e-learning experience with GAL elements. Designers of e-learning platforms may use the proposed design to include GAL in their applications. Beyond its original purpose in education, the platform is also useful to collect and annotate gesture data.

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