scholarly journals Explanations and Interactives Improve Subjective Experiences in Online Courseware

2017 ◽  
Vol 18 (7) ◽  
Author(s):  
Marshall P. Thomas ◽  
Selen Türkay ◽  
Michael Parker
Keyword(s):  
Learning Outcomes ◽  
Student Behavior ◽  
Online Courses ◽  
Drop Out ◽  
Amazon Mechanical Turk ◽  
Subjective Experiences ◽  
Negative Effects ◽  
Experimental Conditions ◽  
Post Test ◽  
Based Instruction

As online courses become more common, practitioners are in need of clear guidance on how to translate best educational practices into web-based instruction. Moreover, student engagement is a pressing concern in online courses, which often have high levels of dropout. Our goals in this work were to experimentally study routine instructional design choices and to measure the effects of these choices on students’ subjective experiences (engagement, mind wandering, and interest) in addition to objective learning outcomes. Using randomized controlled trials, we studied the effect of varying instructional activities (namely, assessment and a step-through interactive) on participants’ learning and subjective experiences in a lesson drawn from an online immunology course. Participants were recruited from Amazon Mechanical Turk. Results showed that participants were more likely to drop out when they were in conditions that included assessment. Moreover, assessment with minimal feedback (correct answers only) led to the lowest subjective ratings of any experimental condition. Some of the negative effects of assessment were mitigated by the addition of assessment explanations or a summary interactive. We found no differences between the experimental conditions in learning outcomes, but we did find differences between groups in the accuracy of score predictions. Finally, prior knowledge and self-rated confusion were predictors of post-test scores. Using student behavior data from the same online immunology course, we corroborated the importance of assessment explanations. Our results have a clear implication for course developers: the addition of explanations to assessment questions is a simple way to improve online courses.

Are Students Ready for Online Learning?

2018 ◽  
Vol 7 (1) ◽  
pp. 1-13
Author(s):  
Yu Peng Lin
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Student Behavior ◽  
Online Courses ◽  
Descriptive Analysis ◽  
Online Learning Environment ◽  
Face To Face ◽  
Simple Regression Model ◽  
Face To Face Instruction ◽  
One Way Anova

This article advances knowledge by trying to understand online courses from student behavior. This article analyzed student participation in 15 online courses during the years 2012–2015. The sample includes 106 students and their detailed log-on minutes and grades. The author applied a descriptive analysis, a one-way ANOVA, and a simple regression model. The empirical evidence suggests that student attention is substantially discounted in an online learning environment as evidenced by the much lower-than-expected log-on minutes. Students do not seem to treat online courses as equivalent to their traditional on-site counterparts. They tend to “review for assignments.” It is doubtful that students would achieve the same level of learning outcomes as in a conventional face-to-face instruction. The results help to understand how college instruction can best use the Internet.

scholarly journals PENGARUH PENERAPAN STRATEGI PEMBELAJARAN PROBLEM BASED INSTRUCTION DENGAN MEDIA VIRTUAL LABORATORY TERHADAP HASIL BELAJAR SISWA

2019 ◽  
Vol 3 (1) ◽  
pp. 32
Author(s):  
Eka Juli Tri Saman Tari Br Saragih ◽  
Lisa Utami
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Learning Model ◽  
Senior High School ◽  
Virtual Laboratory ◽  
Buffer Solution ◽  
Final Data ◽  
Post Test ◽  
The Subject ◽  
Based Instruction

Abstract This research is motivated by the low level of learning outcomes of the students of science class XI at Bernas Binsus State Senior High School Pelalawan Regency. Therefore the experiment research is conducted by pre-test and post-test scheme to discover the effect of problem based instruction learning model by virtual laboratory media toward learning outcomes of class XI students at Bernas Binsus State Senior High School Pelalawan Regency at the subject of buffer solution. The subjects of the research are the students of class XI science in the year of 2015-2016 with two classes as samples: class XI science 3 (experiment) that consists of 28 students and  class XI science 2 (control) that consists of 29 students. The research data is collected by using observation, initial data test which is homogeneitytest and final data test which are pre-test dan post-test, and documentation. To discover the effect of the implementation the learning model toward the learning outcomes, the formula of partial equilibrium (Kp) is employed. The effect differences are analyzed by t test polled varians. Analysis result of initial and final data indicates that t-counting = 2.79 and t-table = 1.67 in the significance rate of 5%. The value of t-counting > t-table that makes Ho is rejected and Ha is accepted. It indicates that there is a correlation of the implementation of Problem Based Instructionlearning model with virtual laboratory media toward learning outcomes of the students of class XI Bernas Binsus State Senior High School Pelalawan Regency at the subject of buffer solution, with the effect of 12.43 %.  Keywords:  Problem Based Instruction, Virtual Laboratory Media, Learning Outcome. 

scholarly journals Analisis kemampuan kognitif siswa dalam menyelesaikan permasalahan berdasarkan indikator taksonomi SOLO yang diajar dengan model problem based instruction

2019 ◽  
Vol 2 (2) ◽  
pp. 24-29
Author(s):  
Pitriani ◽  
Iis Intan Widiyowati ◽  
Usman
Keyword(s):  
Learning Outcomes ◽  
Model Problem ◽  
Purposive Sampling ◽  
Post Test ◽  
Based Instruction

Penelitian ini bertujuan untuk menganalisis kemampuan kognitif siswa dalam menyelesaikan permasalahan berdasarkan indikator taksonomi structure of observed learning outcomes (SOLO) yang diajar menggunakan model pembelajaran problem based instruction (PBI) pada pokok bahasan larutan penyangga. Penelitian ini dilaksanakan di SMA Negeri 3 Samarinda.  Sampel penelitian adalah 34 siswa kelas XI IPA 3 yang dipilih menggunakan teknik purposive sampling. Teknik pengumpulan data dilakukan dengan menggunakan teknik tes berupa soal post-test dan ulangan harian berbentuk essai sebanyak 5 soal yang memuat indikator taksonomi SOLO. Hasil penelitian menunjukkan bahwa siswa memiliki kemampuan kognitif yang baik pada indikator prastruktural dengan nilai rata-rata 84,36; pada indikator unistruktural memiliki nilai rata-rata 85,15 dengan kategori sangat baik; pada indikator multistruktural memiliki nilai rata-rata 91,28 dengan kategori sangat baik; pada indikator relasional memiliki nilai rata-rata 84,11 dengan kategori baik dan indikator abstrak diperluas memiliki nilai rata-rata 75,75 dengan kategori baik. Dapat disimpulkan bahwa, secara keseluruhan kemampuan kognitif siswa dalam menyelesaikan permasalahan berdasarkan indikator taksonomi SOLO dengan menggunakan model pembelajaran PBI pada pokok bahasan larutan penyangga termasuk dalam kategori baik

scholarly journals PENGARUH INTEGRASI NILAI-NILAI ISLAM MELALUI PENDEKATAN IMAN DAN TAQWA (IMTAQ) PADA HASIL BELAJAR SISTEM REPRODUKSI MANUSIA DI MAN 2 KOTA BANDUNG

1970 ◽  
Vol 4 (2) ◽  
pp. 45-52
Author(s):  
Iwan Ridwan Yusuf ◽  
Ukit Ukit ◽  
Epa Paujiah
Keyword(s):  
Learning Outcomes ◽  
Student Behavior ◽  
Research Focus ◽  
Religious Knowledge ◽  
Systematic Pattern ◽  
Post Test ◽  
Quasi Experimental ◽  
Biology Learning ◽  
The Impact ◽  
Islamic Values

Basically, education is a structured and systematic pattern that aims to improve human civilization, including biology teaching which is expected to contribute to the improvement of student behavior. Therefore, it is necessary to integrate religious values ​​as an important part in biology lessons. This research aims to know the effect of applying faith and taqwa (IMTAQ) approach to Biology learning in improving meaningful learning, with learning outcomes in the form of conceptual mastery and affective improvement. The research was conducted by using quasi experimental method, which is expected to describe phenomenon, occurrence, and causal relationship as the impact of integritation value of religious on biology subjects in the school of MAN 2, Bandung. In the research focus, it is assumed that teachers have the ability to integrate general science materials with Islamic values. The results showed that the integration of Islamic values ​​through IMTAQ approach can improve the process and the students learning outcomes, significantly. Used of this approach can also improve teacher performance with three reasons; 1) learning time more effective and efficient, 2) learning more focused on analysis of study of general and religious knowledge, and 3) learning activities more controlled. Through this model, the acquisition of learning outcomes has increased the mastery of significant student concepts, as evidenced by the increasing grade of students of class XI IPA from pre-test (36) and post-tests (74) results, with N-Gain 0.58 (medium category). The average post-test score indicates that 80% have reached of KKM (70), whereas affective indicator is 4.24% (high qualification). This study demonstrates that the integration of Islamic values ​​through an approach of faith and taqwa in biology learning can improve the meaningfulness of learning, and similar concepts can be implemented in other subjects and other schools.

Penggunaan Media Pembelajaran Berbasis Android untuk Meningkatkan Hasil Belajar Kognitif Siswa

2019 ◽  
Vol 5 (2) ◽  
pp. 104-111
Author(s):  
Dian Puspita Eka Putri
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Multimedia Learning ◽  
Cognitive Learning ◽  
Field Studies ◽  
Research Subjects ◽  
School Students ◽  
Increase Student Achievement ◽  
Post Test ◽  
Test Result

This study aims to review  the effectiveness of using android-based multimedia learning  to improve achievement cognitive learning outcome of students. The research method is the analysis of field studies. The focus in this research is Multimedia which can influence cognitive learning outcomes of students. data obtained in this study from the literature and direct field observations. The research subjects were high school students in Yogyakarta. The result of analysis and discussion of research indicate that there is the influence of multimedia learning to increase student achievement, which is indicated by increasing post-test result  than before  not using multimedia learning. Posttest value is greater than pretest.

THE EFFECTIVENESS OF PRACTICUM KIT AS A LEARNING MEDIA TO TRAIN SPS ON REACTION LAW

2020 ◽  
Vol 3 (2) ◽  
pp. 35
Author(s):  
Sigit Trimayanto ◽  
Dian Novita
Keyword(s):  
Data Analysis ◽  
Research And Development ◽  
Learning Outcomes ◽  
Test Data ◽  
Reaction Rate ◽  
Cognitive Learning ◽  
Science Process Skills ◽  
Is Research ◽  
Post Test ◽  
The Media

This study aims to produce the Practical KIT along with its devices that are effectively used as learning media to train students SPS on the sub material of the Reaction Rate Law. The method used in this study is Research and Development design. The research instrument used consisted of a sheet of pre-test and post-test. Data analysis was carried out in descriptive quantitative to determine the effectiveness of Practical KIT along with the devices developed. The media is said to be effective if it meets 2 requirements, namely the percentage of classical completeness <85% and N-gain value <0.3. The developed media has been declared effective as indicated by the increase in the value of cognitive learning outcomes in the "Medium" and "High" categories with 100% classical completeness, an increase in the value of science process skills of students after using the Practical KIT media. "With classical completeness reaching 91.67%.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

scholarly journals Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1409
Author(s):  
María del Mar Requena-Mullor ◽  
Raquel Alarcón-Rodríguez ◽  
María Isabel Ventura-Miranda ◽  
Jessica García-González
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Basic Life Support ◽  
Life Support ◽  
Undergraduate Nursing Students ◽  
Assessment Protocol ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Post Test

Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

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