Multimedia Resources in an Online Course: Access and Usage with/Multimedijski resursi e-kolegija: pristup i upotreba s obzirom na osjetilni modalitet

2014 ◽  
Vol 16 ◽  
Author(s):  
Tomislava Lauc ◽  
Sanja Kišiček ◽  
Petra Bago
Keyword(s):  
Learning Styles ◽  
Multimedia Learning ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Online Course ◽  
Course Content ◽  
Multimedia Resources ◽  
Perceptual Modality ◽  
Different Types ◽  
Research Findings

AbstractIn this paper we present a research on students perceptual modes and their learning activity with respect to use of multimedia learning resources in a virtual learning environment within an online course. The course content is offered in the form of lessons designed in the Moodle course management system. Lessons contain three different types of resources: textual, pictorial resources accompanied by text, and video resources. Considering the results of the VARK questionnaire, which labels the students learning styles, i.e. perceptual modes, as visual, aural, read/write and kinesthetic, we investigate the relation between the students perceptual modes and their learning activity regarding different types of resources. The results show that two out of three students are multimodal regarding their perceptual modality, and that students prefer pictorial resources accompanied by text. The research findings on learners preferences lead to more effective instructional design in an online learning environment.Key words: multimedia learning; perceptual modality; VARK.---SažetakU radu je prikazano istraživanje odnosa osjetilnog modaliteta i aktivnosti studenata s obzirom na odabir multimedijskih resursa e-kolegija. Sadržaj kolegija prezentiran je upotrebom lekcija izrađenih u sustavu za upravljanje nastavnim sadržajima Moodle. Lekcije sadrže tri tipa resursa: tekstualni, slikovno-tekstualni i video resurs. Upotrebom upitnika VARK utvrđeni su načini učenja utemeljeni na senzornom modalitetu (vizualni, auralni, tekstualni i kinestetički), zatim istraženi odnosi modaliteta studenata i aktivnosti s obzirom na odabir različitih multimedijskih resursa. Rezultati pokazuju da su dva od tri studenta multimodalni i da su u učenju skloni odabiru slikovno-tekstualnog resursa.Ključne riječi: multimedijsko učenje; osjetilni modalitet; VARK.

scholarly journals Academic Procrastination in the Structure of Learning Activity Styles in Students

2018 ◽  
Vol 23 (4) ◽  
pp. 61-69 ◽  
Author(s):  
A.V. Miklyaeva ◽  
S.A. Bezgodova ◽  
S.V. Vasilyeva ◽  
P.V. Rumyantseva ◽  
N.V. Solntseva
Keyword(s):  
Learning Styles ◽  
University Education ◽  
Learning Activity ◽  
Academic Procrastination ◽  
Entire Sample ◽  
Student Behaviour ◽  
Psychological Structure ◽  
Different Types ◽  
Context Of Learning ◽  
Activity Organization

The paper focuses on one of the aspects of student behaviour, academic procrastination, in the context of learning activity organization. Since academic procrastination is highly prevalent in student environment, it can be assumed that its manifestations are stable characteristics of the individual’s learning activity style at the stage of university education. We present outcomes of a study that involved 449 students of different universities aged 17—23 and evaluated the indicators of learning activity styles with respect to academic procrastination. In this study we identify the psychological structure of the phenomenon, describing four types of academic procrastination and two ‘protection factors’. We outline the prevalence of different types of academic procrastination and different learning activity styles across the entire sample as well as across the subsamples of students of different universities. Also, we reveal two fundamentally opposite types of correlation between academic procrastination and learning styles (rs, p<0,01) that can be characterized as “Taking the risk of academic procrastination” and “Protecting oneself from academic procrastination”.

scholarly journals Adaptive Virtual Learning Environment based on Learning Styles for Personalizing E-learning System: Design and Implementation

2020 ◽  
Vol 8 (6) ◽  
pp. 3398-3406
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
User Interfaces ◽  
Adaptive Learning ◽  
Architectural Design ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Course Content ◽  
E Learning

Most virtual learning environment fails to recognize that students have different needs when it comes to learning. With the evolving characteristics and tendencies of students, these learning environments must provide adaptation and personalization features for adaptive learning materials, course content and navigational designs to support student’s learning styles. Based from the data mining results of learner behavioral features of five hundred seven (507) tertiary students, an accurate model for classification of student’s learning styles were derived using J48 decision tree algorithm. The model was implemented in a prototype using a framework and a proposed system architectural design of an adaptive virtual learning environment. The study resulted in the development of an adaptive virtual learning environment prototype where learner’s preferences are dynamically diagnosed to intelligently personalize the course content design and user interfaces for them.

scholarly journals LITERASI MEMBACA UNTUK MEMANTAPKAN NILAI SOSIAL SISWA SD

2018 ◽  
Author(s):  
Muhammadi ◽  
Taufina ◽  
Chandra
Keyword(s):  
Elementary School ◽  
Learning Styles ◽  
Cultural Values ◽  
Elementary School Students ◽  
Literacy Learning ◽  
Reading Literacy ◽  
School Students ◽  
Motivation To Read ◽  
Reading Materials ◽  
Research Findings

This preliminary study aims to collect information about elementary school students’ learning styles and preferences that are useful for developing reading literacy books to strengthenthe socio-cultural values in elementary schools in order to be effective for the School Literacy Movement. This is as based on the fact that there are cases of elementary school students committing violence against their own friends. The development model of reading literacy for elementary school students was Plomp’s model with the steps of preliminary research, prototyping, and assessment. The research findings in the preliminary analysis show that students tend to have less motivation to read due to reading materials which are not interesting enough. The needs analysis results show that elementary school students really like folklore. The folklore to be developed comprises traditional Indonesian folklore spreading throughout the country in every province. It is expected that educational practitioners use a book about folklore in the learning process and the School Literacy Movement. The results of the teaching materials validation show that reading literacy learning materials using folklore are valid and can be tried out.

scholarly journals Development, Implementation, and Initial Participant Feedback of an Online Anatomy and Radiology Contouring Bootcamp in Radiation Oncology

2021 ◽  
Vol 8 ◽  
pp. 238212052110377
Author(s):  
Paige Eansor ◽  
Madeleine E. Norris ◽  
Leah A. D’Souza ◽  
Glenn S. Bauman ◽  
Zahra Kassam ◽  
...  
Keyword(s):  
Learning Environment ◽  
Radiation Oncology ◽  
Medical Physics ◽  
Course Completion ◽  
Online Course ◽  
Design Development ◽  
Subject Knowledge ◽  
Course Content ◽  
Face To Face ◽  
The Creation

BACKGROUND The Anatomy and Radiology Contouring (ARC) Bootcamp was a face-to-face (F2F) course designed to ensure radiation oncology residents were equipped with the knowledge and skillset to use radiation therapy techniques properly. The ARC Bootcamp was proven to be a useful educational intervention for improving learners’ knowledge of anatomy and radiology and contouring ability. An online version of the course was created to increase accessibility to the ARC Bootcamp and provide a flexible, self-paced learning environment. This study aimed to describe the instructional design model used to create the online offering and report participants’ motivation to enroll in the course and the online ARC Bootcamp's strengths and improvement areas. METHODS The creation of the online course followed the analysis, design, development, implementation, and evaluation (ADDIE) framework. The course was structured in a linear progression of locked modules consisting of radiology and contouring lectures, anatomy labs, and integrated evaluations. RESULTS The online course launched on the platform Teachable in November 2019, and by January 2021, 140 participants had enrolled in the course, with 27 participants completing all course components. The course had broad geographic participation with learners from 19 different countries. Of the participants enrolled, 34% were female, and most were radiation oncology residents (56%), followed by other programs (24%), such as medical physics residents or medical students. The primary motivator for participants to enroll was to improve their subject knowledge/skill (44%). The most common strength identified by participants was the course's quality (41%), and the most common improvement area was to incorporate more course content (41%). CONCLUSIONS The creation of the online ARC Bootcamp using the ADDIE framework was feasible. The course is accessible to diverse geographic regions and programs and provides a flexible learning environment; however, the course completion rate was low. Participants’ feedback regarding their experiences will inform future offerings of the online course.

scholarly journals The students’ perspectives of platforms used in virtual learning environment: a survey study in COVID-19 pandemic

LEKSIKA ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 48
Author(s):  
H Haryati
Keyword(s):  
Learning Environment ◽  
Educational Institution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Digital Tools ◽  
Survey Study ◽  
Learning Activity ◽  
English Department ◽  
Internet Connection ◽  
It Impacts

COVID-19 has been the pandemic in Indonesia since March 2020. Drastically, it impacts on educational segment; therefore, the platforms of digital tools are able to be the best alternative way to overwhelm this issue and to strengthen the material delivery conducted by educational institution including universities. They can be beneficial tools in COVID-19 pandemic condition as teachers’ assistance. Due to these issues, this study was conducted to determine students’ perspective on the implementation of platforms in virtual learning environment during Covid-19 pandemic. This study involved 105 participants of the sixth semester students of English department of Universitas Pamulang. To obtain the data, the writer distributed a survey consisting 3 major questions (the platform reference, the advantages and the challenges); the students handed the reflective notes in to all questions related to the implementation of virtual learning in COVID-19 pandemic situation. The findings revealed that the students prefer having screen recording in learning activity (38.10%), Google Meeting (28.57%), Kahoot (19.04%), and Ed Puzzle (14.29%). Furthermore, the advantages of the platforms are time flexibility, effective platforms, less quota, interaction, fun application, the mastery of grammar; however, the challenges are monotonous activity, the students’ boredom, difficult to create an account, poor responses, poor internet connection and inequivalent schedule. 

scholarly journals E-LEARNING MATERIALS FOR SOCIAL SCIENCE STUDENTS

2014 ◽  
Vol 61 (1) ◽  
pp. 77-87
Author(s):  
Marjan Krašna ◽  
Tomaž Bratina
Keyword(s):  
Large Scale ◽  
Multimedia Learning ◽  
Task Force ◽  
Scale Production ◽  
Learning Materials ◽  
Materials Development ◽  
Successful Teachers ◽  
Different Types ◽  
E Learning ◽  
Video And Audio

Today's student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-learning materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-learning materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-learning materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-learning materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-learning materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia learning materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-learning materials and write their review of corresponding e-learning materials. In their review students were required to log the required time for studying the e-learning materials; benefits and drawbacks; potential improvement of e-learning materials; and open text of impression of using e-learning materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of learning materials and provide us valuable feedback. Most efficient were text narrated learning materials, but the favourite was integrated multimedia learning materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer. Key words: design, distance education, e-learning, learning materials, verification and validation.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

Sign in / Sign up

Export Citation Format

Share Document