The Effectiveness of STEM for Sea Project to Improve Cadets’ Performance as Preparation for Onboard Training

The digital transformation has produced changes in all existing areas of activity worldwide. There are many factors that can influence the intention to use Industry 4.0 processes and solutions and change the behavior of organizations and their business models. The aim of this study is to validate the econometric model on assessing the significant impact of distinct factors on the intention to use Industry 4.0 processes and solutions, the benefits of digital transformation perceived by organizational management and the differences between distinct groups analyzed. The research method used within the quantitative study was the sample survey, using the online questionnaire as a data collection tool. Three hundred forty-seven valid questionnaires were collected and the response rate of the respondents was 64.25%. A new structural model was generated based on the elements of the Unified Theory of Acceptance and Use of Technology (UTAUT). The results of the study indicated that Perceived competitiveness and Perceived risk have a significant impact on Intention to Use Industry 4.0 processes while Perceived vertical networking solutions and Perceived integrated engineering solutions have a significant influence on the Intention to Use Industry 4.0 solutions. In conclusion, there is a positive and significant association between Intention to Use Industry 4.0 solutions and Benefits of Digital Transformation.

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Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic

Sustainability ◽

10.3390/su13063524 ◽

2021 ◽

Vol 13 (6) ◽

pp. 3524

Author(s):

Melor Md Yunus ◽

Wee Shin Ang ◽

Harwati Hashim

Keyword(s):

Online Learning ◽

Survey Design ◽

Behavioural Intention ◽

Intention To Use ◽

Postgraduate Students ◽

Factors Affecting ◽

Positive Effects ◽

Performance Expectancy ◽

Use Of Technology ◽

Facilitating Conditions

Online learning has become essential in education as the spread of coronavirus 19 (COVID-19) pandemic has brought significant changes to the field. However, education should remain welcoming and supportive to all the learners as it is important to keep the students’ behavioural intention in any form of learning environment. Thus, this study is significant as online learning is leading the trend of education now. Past studies revealed that the factors of performance expectancy, effort expectancy, social influence, and facilitating conditions under the unified theory of acceptance and use of technology (UTAUT) model affect learners’ behavioural intention to use online learning. This study intended to identify the most significant factors that influence TESL postgraduate students’ behavioural intention towards the use of online learning during the COVID-19 pandemic. It also examined the relationship amongst the four factors and postgraduate students’ behavioural intention to use online learning. The participants consisted of 169 postgraduate students at a public university in Malaysia. To achieve the aim, the study utilized a survey design using a questionnaire. The results from regression analysis revealed that all of the factors have positive effects on postgraduate students’ behavioural intention to use online learning. Meanwhile, performance expectancy has the greatest influence on postgraduate students’ behavioural intention. Hence, this study concludes that the practicality and the usefulness of online learning should be highlighted by the authorities.

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FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW ◽

10.21009/ijlecr.072.13 ◽

2021 ◽

Vol 7 (2) ◽

pp. 136-150

Author(s):

Yati Suwartini ◽

Uwes Anis Chaeruman ◽

Ninuk Lustiyantie

Keyword(s):

Online Learning ◽

High School Students ◽

Flipped Classroom ◽

Teaching Method ◽

Descriptive Study ◽

Learning Technology ◽

Self Directed Learning ◽

School Students ◽

Use Of Technology ◽

Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding. Keywords: Flipped Classroom, online learning, technology

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IMPLEMENTATION OF TEACHER SKILLS IN VARYING SOCIAL STUDIES LEARNING THROUGH ONLINE LEARNING AT INPRES LAYANG CITY OF MAKASSAR

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v6i1.8546 ◽

2022 ◽

Vol 6 (1) ◽

Author(s):

Nur Aida ◽

Nursalam Nursalam ◽

Rosleny Babo

Keyword(s):

Elementary School ◽

Online Learning ◽

Social Studies ◽

Management Skills ◽

Assignment Method ◽

Teacher Skills ◽

Use Of Technology ◽

Lecture Method ◽

Qualitative Descriptive ◽

Learning By Reading

Nur Aida, 2021. Implementation of teacher skills in varying social studies learning through online learning at Inpres Layang Elementary School, Makassar City. Supervised by Nursalam and Rosleny Babo. This research includes qualitative descriptive research. This study aims to determine the skills of teachers in varying IPS through online learning. The results of the study showed that the implementation of teacher skills in varying social studies learning at Inpres Layang Elementary School Makassar, namely a) Variation skills in teaching styles, b) Skills to open and close lessons, c) Skills to explain, d) Skills to ask, e) Skills to provide reinforcement, and f) Class management skills. 2. The results of the interview on the implementation of Teacher Skills in Social Studies Learning through online learning at Inpres Layang Elementary School, Makassar City a) The reaction of students who do not understand online learning, students are very bored because sometimes they do not listen b) Students do not like social studies in online learning by reason of the network less clear and intermittent voice, c) The method used is the lecture method, and the assignment method, and uses the powerpoint media. d) Students like the lecture and assignment method. e) The efforts taken by the teacher in overcoming the difficulties of learning social studies in online learning by reading a lot, students must be trained to be able to listen to learning and arrange the best possible schedule. f) Factors that cause difficulties in online learning, namely students' internal factors, and technical and external factors. g) make use of technology in learning using more via zoom. 3. Implementation of Teacher Skills in Varying Social Studies Learning through Online Learning, the teacher activates students during social studies learning activities through online learning, where students are given assignments, and use power points.Keywords: Teacher Skilss, Learning Variation, Online Learning

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Bringing Online Learning to Campus: The hybridization of teaching and learning at Brigham Young University

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v2i2.52 ◽

2002 ◽

Vol 2 (2) ◽

Cited By ~ 14

Author(s):

Gregory L. Waddoups ◽

Scott L. Howell

Keyword(s):

Distance Education ◽

Online Learning ◽

Rapid Growth ◽

Teaching And Learning ◽

Church Membership ◽

Educational Practices ◽

Brigham Young University ◽

Secular Education ◽

Use Of Technology

The primary purpose of Brigham Young University (BYU) is to provide students with a combination of sacred and secular education often described as the “BYU experience.” Achieving this purpose is challenged by the rapid growth in Church membership and an enrollment cap of 30,000 students. To address these challenges, BYU sponsors the use of technology to bridge the gap between the increased Church membership and the number of students allowed under the enrollment caps. This institutional case study shows how these challenges have influenced the hybridization of teaching and learning for on campus (resident) and off campus (distance) students. It also describes how BYU has brought distance education to campus, and is beginning to bring campus-based educational practices to distance education.

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A Reflective View of the Introduction of Technologies in Social Work Fieldwork Modules within the South African Context

Education & Self Development ◽

10.26907/esd16.1.06 ◽

2021 ◽

Vol 16 (1) ◽

pp. 54-73

Author(s):

Marichen van der Westhuizen ◽

◽

Sibulelo Gawulayo ◽

Nomvuyo Lukelelo ◽

◽

...

Keyword(s):

Online Learning ◽

Social Work ◽

Activity Theory ◽

Direct Interaction ◽

First Year ◽

Learning And Teaching ◽

Use Of Technology ◽

Role Players ◽

African Context ◽

Teaching In Higher Education

The COVID-19 pandemic highlighted the need to prepare students for emergency online learning and teaching. The blended-learning approach that includes online learning and teaching options in social work theoretical modules has been described as valuable in providing students with a variety of modes of learning and teaching. However, its use in fieldwork modules requires further research. This article aims to explore the experiences and perceptions of undergraduate student social workers and their supervisors regarding the inclusion of technologies in the first-year fieldwork module, and how this affected their online experiences during the pandemic. The activity theory served as a theoretical framework. A qualitative approach was followed with an explorative-descriptive research design. Participants were selected through purposive non-probability sampling. Data was collected through written reflection sheets that were analysed through thematic content analysis. Ethics included voluntary participation, informed consent, privacy, confidentiality and anonymity. The findings indicate that all the components of the activity theory were present, while challenges experienced prior and during the pandemic were identified as a lack of previous exposure to the use of technology and of access to technological resources, socioeconomic challenges, the need to become skilled in becoming independent scholars, a need for direct interaction among students and between students and supervisors/lectures, and the importance of a variety of role-players to support learning. The findings provided a foundation to draw conclusions and make recommendations regarding what is needed to effectively use the activity theory’s components in fieldwork modules and to prepare students for technology-based learning and teaching in higher education settings.

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Researching online communities of inquiry through digital ethnography

SHS Web of Conferences ◽

10.1051/shsconf/202110201006 ◽

2021 ◽

Vol 102 ◽

pp. 01006

Author(s):

Neil Johnson

Keyword(s):

Online Learning ◽

Online Education ◽

Online Communities ◽

Online Community ◽

Study Data ◽

Digital Ethnography ◽

Use Of Technology ◽

Ethnographic Data ◽

Communities Of Inquiry

Research into providing effective online education has suggested an important goal for instructors is the creation of an online community of inquiry (CoI) where social, cognitive, and teacher presence are all important aspects of successful online learning. With reference to a recent reflective practice case study, this paper describes ways that the research on online communities of inquiry may be enriched through the use of digital ethnography. In the target reflective case study, data analysis tasks were designed and presented in an online VoiceThread site, promoting dialogic and multimodal engagement with data from actual research studies that are central to the module theme in teacher education. Interaction around these tasks is coded using the CoI framework. Ethnographic data from the participants was collected and coded using qualitative research protocols to contextualise the interaction data and provide a clearer understanding of how participants had come together throughout the module. The ethnographic data revealed some interesting concerns with online learning, including the use of technology as a barrier to participation.

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Pencapaian Hasil Belajar Teori Kejuruan Ditinjau dari Persepsi Mahasiswa pada Pembelajaran Online

JURNAL DINAMIKA VOKASIONAL TEKNIK MESIN ◽

10.21831/dinamika.v4i2.27394 ◽

2019 ◽

Vol 4 (2) ◽

pp. 111-116

Author(s):

Sukardi Sukardi ◽

Muhammad Hudan Rahmat

Keyword(s):

Online Learning ◽

Learning Outcomes ◽

Student Perceptions ◽

Kendall’S Tau ◽

Kendall's Tau ◽

Face To Face ◽

Use Of Technology ◽

Vocational Theory ◽

Face To Face Learning ◽

Plat Form

One of the effort to overcome the ineffectiveness of face-to-face learning is to extend the interaction outside the classroom framework. In this case, advances in information technology can be utilized. The use of technology that functions like classroom face-to-face is through online learning. This study aims to find out: (1) student perceptions of online learning (a Moodle platform); and (2) the effect of student perceptions of online learning on the learning outcomes of Vocational Theory course. The research object was 117 students. The data analysis being used were descriptive statistics and Kendall's tau. The results of the study indicate that online learning is an excellent medium to complement face-to-face learning. The contribution of the perception of learning outcomes found in this study is only 1.70%. It can be said that 98.0% of learning outcomes are determined by other factorsUpaya yang dapat dilakukan untuk mengatasi masalah ketidak efektifan pembelajaran tatap muka adalah dengan membuat ekstensi berinteraksi di luar kelas. Dalam hal ini, kemajuan teknologi informasi dapat dimanfaatkan. Penggunaan teknologi informasi yang memiliki fungsi seperti layaknya tatap muka dalam kelas tersedia melalui pembelajaran online. Penelitian ini bertujuan untuk mengetahui: (1) persepsi mahasiswa terhadap pembelajaran online (plat form Moodle); dan (2) pengaruh persepsi mahasiswa pada pembelajaran online terhadap hasil belajar Teori Kejuruan. Objek penelitian berjumlah 117 orang mahasiswa. Teknik analisis data menggunakan statistik deskriptif dan Kendall's tau. Hasil penelitian menunjukkan bahwa pembelajaran online merupakan media yang sangat baik untuk melengkapi pembelajaran tatap muka. Besarnya nilai kontribusi persepsi terhadap hasil belajar yang ditemukan dalam penelitian ini hanya 1,70%, atau 98,30% hasil belajar ditentukan oleh faktor lain.

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Future of Education in Industry 4.0

Business Management and Communication Perspectives in Industry 4.0 - Advances in Logistics, Operations, and Management Science ◽

10.4018/978-1-5225-9416-1.ch015 ◽

2020 ◽

pp. 267-287

Author(s):

Rania Mohy El Din Nafea ◽

Esra Kilicarslan Toplu

Keyword(s):

Industry 4.0 ◽

Industrial Revolution ◽

Gap Analysis ◽

Learning Experience ◽

Educational Institution ◽

Workforce Training ◽

Educational Systems ◽

Fourth Industrial Revolution ◽

Use Of Technology ◽

Future Of Education

With the developments in technology and innovation, the manufacturing, workforce, training, and educational systems were affected. Facing the fourth industrial revolution, academics are researching the possible changes that might arise in education and skills of the future workforce. As the workplace develops, new competencies will surface. With this context in mind, the authors initiated this research. A detailed questionnaire was prepared as a pilot study to comprehend students' views on the use of technology in classrooms and its impact on their learning experience and engagement. Knowledge of their views allowed the authors to draw inferences as to the skills and competencies of future students and whether they would match Industry 4.0. Furthermore, a gap analysis was conducted, whereby the existing situation at a Canadian higher educational institution was compared to the desired situation, and recommendations were put forward.

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Future of Education in Industry 4.0

Research Anthology on Digital Transformation, Organizational Change, and the Impact of Remote Work ◽

10.4018/978-1-7998-7297-9.ch098 ◽

2021 ◽

pp. 1977-1997

Author(s):

Rania Mohy El Din Nafea ◽

Esra Kilicarslan Toplu

Keyword(s):

Industry 4.0 ◽

Industrial Revolution ◽

Gap Analysis ◽

Learning Experience ◽

Educational Institution ◽

Workforce Training ◽

Educational Systems ◽

Fourth Industrial Revolution ◽

Use Of Technology ◽

Future Of Education

With the developments in technology and innovation, the manufacturing, workforce, training, and educational systems were affected. Facing the fourth industrial revolution, academics are researching the possible changes that might arise in education and skills of the future workforce. As the workplace develops, new competencies will surface. With this context in mind, the authors initiated this research. A detailed questionnaire was prepared as a pilot study to comprehend students' views on the use of technology in classrooms and its impact on their learning experience and engagement. Knowledge of their views allowed the authors to draw inferences as to the skills and competencies of future students and whether they would match Industry 4.0. Furthermore, a gap analysis was conducted, whereby the existing situation at a Canadian higher educational institution was compared to the desired situation, and recommendations were put forward.

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