scholarly journals Examining Instructors’ Roles in Facilitating Students’ Learning Process in Pedagogical Information and Communication Technology Massive Open Online Course

2021 ◽  
Vol 17 (2) ◽  
pp. 76-89
Author(s):  
A.B. Singh ◽  
I. Engeness
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Interaction Analysis ◽  
Online Course ◽  
Digital Competence ◽  
Massive Open Online ◽  
Learning And Teaching ◽  
Massive Open Online Course ◽  
Information And Communication

This study examines how course instructors facilitate students’ learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aiming to develop professional digital competence in pre-service and in-service teachers in Norway. It also provides an insight into how students’ agentic engagement in learning may affect the course instructors’ guidance. Students’ online meetings with the course instructors and students were observed and recorded. The meetings aimed to develop students’ understanding of the examination assignment. The data (4.5 hours video recordings) analyzed by the method of interaction analysis revealed that the instructors performed four pedagogical functions: (1) setting up the learning process, (2) reifying students’ ideas;(3) assisting students in developing their conceptual understanding; and (4) summarizing and structuring students’ understanding about target concepts. These pedagogical functions evolved out of mutual collaboration of the instructors and students. The students’ agentic engagement in learning was visible when they took the initiative to explicitly share their ideas related to their examination assignment. Instructors’ agency in guiding came into play when addressing students’ ideas and questions emerged during the interaction process. Students’ agentic engagement in learning shaped the course instructors’ pedagogical functions and enhanced their agency. In doing so, the dialectical interplay between the students’ and course instructors’ agency comes to the fore as an essential aspect of learning and teaching in online environments.

scholarly journals Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway

2020 ◽  
Vol 18 (4) ◽  
pp. 497-516 ◽  
Author(s):  
Irina Engeness ◽  
Magnus Nohr ◽  
Ammar Bahadur Singh ◽  
Anders Mørch
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Online Courses ◽  
Learning Activity ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Digital Environments ◽  
Information And Communication ◽  
Digital Agency

This study examines how videos may support participants’ learning in the Information and Communication Technology Massive Open Online Course (ICTMOOC) aimed to develop digital skills with pre- and in-service teachers in Norway and provides an insight into how teachers’ interactions with videos may contribute to enhancing their agentic capacity to learn and transformative digital agency. Analyses of participants’ interactions with the videos are located in the cultural-historical theory and draw on Galperin’s conceptualisation of learning processes. The data consisted of 501 participants’ responses to the questionnaire administered to all pre- and in-service teachers engaged in the ICTMOOC in 2014–2018. Mixed methods were applied to analyse the data by providing quantitative and qualitative evidence about the processes of video use. Findings reveal the patterns of participants’ interactions with videos: (a) seeking explicit information about how to engage in learning; (b) seeking assistance while engaged with the assigned tasks; (c) support to compare learning outcomes with the requirements outlined in the videos. In doing so, the videos provided orienting, executive and controlling support and might have contributed to enhancing participants’ capacity to learn in digital environments and their transformative digital agency. The majority of participants used videos for executive support and the learners preferred videos in the range of 5–10 min. By providing these types of support by the videos, a learning activity carries a new function as a tool for studying the essence of learning in digital environments. These findings have implications for the design of videos in online courses. They also emphasise the crucial importance of awareness about the type of support videos provide to enhance participants’ learning in digital environments.

scholarly journals Design of Self-practice Listening and Supplementary Vocabulary Exercises for a TOEFL-ITP Preparation Course in Vietnam

2017 ◽  
Vol 5 (2) ◽  
pp. 102
Author(s):  
Duy Ngoc Pham ◽  
Thu Thi Xuan Nguyen
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Educational Software ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Information And Communication ◽  
E Learning

The amount of information to be accumulated at university has been increasing in recent years, so students nowadays are moving towards using computers in the learning process. Application of Information and Communication Technology (ICT), particularly educational software, to facilitate the learning and teaching process has become a more and more popular trend among teachers. In Thai Nguyen University of Technology (TNUT), Vietnam, a multi-disciplinary virtual learning environment (http://e-learning.tnut.edu.vn) has been established on the MOODLE platform. The aim of this paper is to introduce the design of self-practice listening and vocabulary exercises for the TOEFL-ITP preparation course by integrating the exercises designed with the Hot Potatoes and Quizlet into TNUT’s institutional e-learning system. First, the advantages of the e-learning system are discussed. Second, the tools and materials necessary for the design are described. Finally, a suggestion on integrating the listening and vocabulary exercises designed by the Hot Potatoes software and Quizlet into the available e-learning system is introduced.

scholarly journals Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway

2020 ◽  
Vol 16 (3) ◽  
pp. 71-82
Author(s):  
I. Engeness ◽  
M. Nohr
Keyword(s):  
Course Design ◽  
Online Course ◽  
Digital Competence ◽  
Massive Open Online ◽  
Epistemic Practices ◽  
Massive Open Online Course ◽  
Information And Communication ◽  
Learning By Reading ◽  
Audio Files ◽  
Digital Agency

This study examines how participants engage in learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aimed to enhance Norwegian pre- and in-service teachers’ professional digital competence. The study also provides an insight into how participants’ engagement in learning in the ICTPED MOOC may have enhanced their transformative digital agency. Analyses of participants’ engagement in learning draw on P.Y. Galperin’s pedagogical theory. The data comprised 310 participants’ responses to the questionnaire administered to all pre- and in-service teachers engaged in the ICTPED MOOC in 2016—2019. Mixed methods were applied for data analyses by providing quantitative and qualitative evidence about the participants’ engagement in the course. Findings reveal that the majority of participants engaged in learning by reading the textual information embedded in the course. In doing so, they followed the sequential progression informed by the course design. Other participants engaged in learning by watching the videos and listening to the audio files embedded in the course as well as by attempting the assignments and other activities. By following these approaches, the participants created their individual learning trajectories and therefore may have enhanced their digital agency and affected the epistemic practices in the course.

scholarly journals E-LEARNING EQUIPMENT IN LEARNING PROCESSAT VOCATIONAL HIGH SCHOOL

2019 ◽  
Vol 1 (2) ◽  
pp. 61
Author(s):  
Arif Wahyu Wirawan ◽  
Wahyudi Wahyudi
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Quality Of Education ◽  
Access To Education ◽  
Vocational High School ◽  
Information And Communication ◽  
E Learning ◽  
Quantity Of Education

<p><em>The problem in the world of education at this time is the quality and quantity of education in the field of information and communication technology. The quality of education can be seen from the quality of education desired by the community and for the quality of education related to the equitable access to education without any gap. One way to overcome these problems is by optimizing the role of information and communication technology in the learning process by using e-learning. E-learning used is using online learning based on Schoology. In this application there are several features that can be used by the teacher in the learning process including uploading material, assignments, discussions and giving test questions using the online quiz system. In the use of E-Learning in the learning process can increase students' learning motivation and can create enjoyable learning so that students in participating in learning activities can be active and achieve maximum learning outcomes.</em></p>

scholarly journals Implementasi Sistem Informasi Pendidikan Muhammadiyah (Sidikmu) Dalam Layanan Administrasi Sistem Pe Nilaian Al Islam, Kemuhammadiyahan Dan Bahasa Arab (Ismuba) Pada Era Industri 4.0 Di Sekolah Dasar Muhammadiyah 1 Krian, Sidoarjo

2020 ◽  
Vol 3 (9) ◽  
pp. 70-76
Author(s):  
Muhammad Triandoyo ◽  
Isa Anshori
Keyword(s):  
Information System ◽  
Data Collection ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Assessment System ◽  
Educational Institutions ◽  
Education Assessment ◽  
Information And Communication ◽  
Educational Information

The development of the world of technology cannot be avoided, educational institutions as centers of education and learning must follow these technological developments so that they can exist more. In the industrial era 4.0 which was marked by advances in information and communication technology, accelerating and providing various kinds of convenience in accessing information and data on various aspects of life. This acceleration and convenience has become a necessity and a lifestyle. Therefore, schools as educational institutions that have various kinds of data must be willing to make changes, adjust to these demands, so that the education and learning process can take place properly, quickly, and accurately. Schools must take advantage of information and communication technology. Carry out the education and learning process online. Consequently, it must have facilities and infrastructure, in the form of information and communication technology. However, the reality in the field is that not all schools have and apply this technology, due to various limitations, financial and workforce quality. The problem then is, is this true, information and communication technology is a major need, without this technology learning cannot take place optimally, the continuity of the institution and its existence is threatened. From here the researcher was moved to research on the implementation of information systems online. Aims to find out and understand the effectiveness of online information system implementation in Era 4.0 as a database and educational information service center at the Krian 1 Muhammadiyah Primary School. This type of qualitative research uses a phenomenological approach (field research). This study used data collection techniques in the form of observation, interviews, and documents. The collected data were analyzed through 3 stages, namely data collection, data reduction, data presentation, and conclusion drawing. To check the validity of the data, triangulation was used. The results obtained from this study are the implementation of the Muhammadiyah Education Information System (Sidikmu) in the administrative services of the Al Islam, Kemuhammadiyahan, and Arabic education assessment system in the Industrial era 4.0 at SD Muhammadiyah 1 Krian Sioarjo implemented in integral automation. An information system that not only functions as a database but also as a center for educational information services for student guardians. So that educational institutions can move according to the era which is completely online and instant. Sidikmu is effective and efficient in improving the quality and productivity of the ISMUBA education assessment system administration services at SD Muhamadiyah 1 Krian, Sidoarjo. The effectiveness and efficiency of Sidikmu's work automatically integrate all existing data in schools, making it easier for the administrative process for assessments, especially on ISMUBA subjects. The main obstacle is that not all Ismuba teachers master the technology, so training is needed, the provision of facilities, and guaranteed awards for Creative and Innovative Ismuba teachers

scholarly journals Use of ICT to Enhance the Learning Process in Higher Education

2020 ◽  
Vol 8 (4) ◽  
pp. 97-102
Author(s):  
Chetlal Prasad ◽  
Pushpa Gupta
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Information And Communication ◽  
Teaching Learning

ICTs in Education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. The National Mission on Education through Information and Communication Technology (NME-ICT), launched in 2009 by the Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT in higher education, where students learn. Online courses, development of e-content, e-learning, digital libraries, online encyclopaedias, journals, and books would promote learning and make knowledge available to all irrespective of the distance or location or financial resources. Government intervention is necessary so that ICT can be made successful in higher education. Information and Communications Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.

The Dance of Clark and Kozma

2020 ◽  
pp. 218-229
Author(s):  
Selcan Kilis ◽  
Seher Balbay
Keyword(s):  
Instructional Technology ◽  
New Media ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Instructional Designers ◽  
State University ◽  
Research And Practice ◽  
Learning And Teaching ◽  
Information And Communication ◽  
Convenience Sampling

The influence of media and method and their recent dramatic impact on learning have been discussed by many researchers in the instructional technology field and spurred the Clark-Kozma debate. This chapter explores the standpoints of preservice information and communication technology teachers attending a state university in Turkey. The findings are presented as a guide to educators and instructional designers, especially in their preservice research and practice. Participants were selected by convenience sampling, and their opinions were obtained following a debate on the topic. A questionnaire was administered for this purpose that had been prepared by the researchers. The results of the survey were augmented by detailed observations of the debate. Most of the participants agree that new media provides and facilitates the emergence of new methods or changes in existing methods, and learning and teaching benefit from approaches that combine the two.

DIKLAT PENYUSUNAN BAHAN AJAR BERBASIS TEKNOLOGI INFORMASI DAN KOMUNIKASI BAGI GURU RAUDHATUL ATHFAL

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Yayah Kusbudiyah
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Research Method ◽  
Technical Training ◽  
Teaching Material ◽  
Teaching Materials ◽  
Information And Communication ◽  
Material Preparation ◽  
And Training

This article intends to examine the concept of education and training in the form of information and communication technology-based teaching materials for the athlete's teacher. This training is very important for them considering the teacher's low ability to use technology in the learning process. The research method used is the study of literature. The results of the analysis show that Substantive Technical Training in Teaching Material Preparation can be implemented to improve the competence of RA teachers in utilizing ICT-based learning media.

Action Confidence as an Indicator of Transformative Change

2020 ◽  
Vol 19 (1) ◽  
pp. 68-86
Author(s):  
Eva Pomeroy ◽  
Keira Oliver
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Learning Process ◽  
Online Course ◽  
Transformative Change ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Systemic Learning ◽  
Taking Action ◽  
The Impact

This article reports on the findings from an interview-based, qualitative study of adult learners in Scotland participating in the MITx u.lab massive open online course in 2015 and 2016. It focuses on interviewees’ accounts of the impact of participating in u.lab on their work and lives. Using grounded theory as an analytical guide, we explore participants’ perceptions of the impact of their engagement in the learning process, which reflects intrapersonal, relational, and systemic learning. Through these accounts, we became particularly interested in participants’ relationship to taking action and the way this changed over the course of their participation in the learning process. We conclude that an embodied change in one’s perception of the nature and purpose of action—something we call “action confidence”—is reflective of transformative learning as it indicates a significant epistemological change for participants.

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