Multi-Media Learning and Experimental Economics Instructions

2019 ◽  
Author(s):  
Christopher Candreva
Keyword(s):  
Experimental Economics ◽  
Multi Media ◽  
Media Learning

scholarly journals DEVELOPMENT OF MULTI MEDIA-BASED LEARNING CAMTASIA IN SMP MUHAMMADIYAH 1 AND 57 MEDAN

2017 ◽  
Vol 1 (1) ◽  
pp. 21 ◽  
Author(s):  
Mukti Hamjah Harahap ◽  
Dedi Husrizalsyah ◽  
Fitrawaty Fitrawaty
Keyword(s):  
Learning Process ◽  
Community Services ◽  
State University ◽  
Technology Program ◽  
Knowledge Based ◽  
Teacher Trainee ◽  
Multi Media ◽  
Media Learning ◽  
Teacher's Knowledge ◽  
The Impact

Abstract Increased ability of teachers to develop multi-media learning media in particular is a demand professionalism of teachers today. The success in the learning process in the classroom can not be separated from the ability of teachers in designing learning. But in the first SMP Muhammadiyah only one teacher who can design using multi-media learning. Therefore, the learning process is perceived by the students become monotonous. Through science and technology program for the Community (IbM), Institute of Community Services team at Medan State University conduct training activities for teachers in designing multi-media-based learning using Camtasia. Coaching is done using the method of training and mentoring oriented instructional design project each teacher trainee. The success of the activities is based on an indicator of increased teacher's knowledge-based multi-media Camtasia, project success rate, and the impact felt by the students. Once the activity is completed, the resulting increase in teachers' knowledge gained an average of 40%, while the completeness projeknya is 13 out of 14 participants. While the results projeknya still vary from the simplest to the project that is almost perfect. The impact is felt by students when projeknya used in the learning process 93% of students said he was happy to learn by using multimedia. Keywords: Multi Media, Devotion, Indicators.

The Impact of the E-Collaborative and Traditional Learning Styles on Learning Outcomes and Anxiety

2020 ◽  
pp. 528-544
Author(s):  
Yu Zhonggen
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Outcomes ◽  
Information Technologies ◽  
English Language ◽  
Future Research ◽  
College English ◽  
Multi Media ◽  
Media Learning

Nowadays, information technologies are catching growing attention and their application to English language learning is also prospering. Using a Foreign Language Classroom Anxiety Scale and College English Test Band 4, this study explored the different impacts of the e-collaborative learning via QQ group and the traditional multi-media learning on learning outcomes and anxiety among tertiary students. Around 70 participants were involved in different styles of learning and instruction and received both surveys and tests. The results showed that the QQ group-based e-collaborative learning could significantly decrease anxiety but no significant gain was found in learning outcomes compared with the traditional multi-media learning. Correlation between learning outcomes and variables of anxiety was also studied, which resulted in no significant findings. Both disadvantages and advantages of this study were discussed and future research and advice to practitioners were recommended as well.

Effects of Teaching Strategies on Group Dynamics and Individual Learning

1995 ◽  
Vol 39 (20) ◽  
pp. 1326-1329
Author(s):  
Rebecca Denning ◽  
Philip J. Smith
Keyword(s):  
Treatment Group ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Group Dynamics ◽  
Teaching Strategies ◽  
Learning Experience ◽  
Individual Learning ◽  
Multi Media ◽  
Media Learning ◽  
Critical Resources

The purpose of this study is to investigate the use of adaptive teaching strategies to enhance training in cooperative learning settings. The Biology Sleuth is a multi-media learning environment developed as a testbed to vary the distribution of critical resources and the use of teaching strategies, and to study their effects on group dynamics and individual learning. Students work in a cooperative environment, aided by various resources including a knowledge-base, each other, the software, and the teacher. This study examines the effects of two teaching strategies in this environment and suggests these strategies can have a large impact on both group dynamics and individual learning. A 35% improvement (p < .05) was measured in the treatment group. This suggests that while many design features are chosen while developing training tools, designers also need to explicitly consider how these environments can be adapted during use to maximize the learning experience.

Benchmarking Information and Learning Resources

1995 ◽  
Vol 12 (2) ◽  
pp. 33-41
Author(s):  
Andrew Ettinger
Keyword(s):  
Business School ◽  
Quality Information ◽  
Learning Resources ◽  
Learning Resource ◽  
North East ◽  
The North ◽  
Information Studies ◽  
Multi Media ◽  
Media Learning ◽  
The Uk

Andrew Ettinger joined Ashridge in 1985 and is the Manager of Learning Resources. He is responsible for Ashridge's unique multi-media Learning Resource Centre. He also organises and lectures on courses for several professional bodies in the UK and abroad and is an external lecturer at library schools. He has also completed consultancy projects in India and Poland. After graduating from London University, he completed a post-graduate diploma in Information Studies and then worked at the North East London Polytechnic before moving to the London Business School. He is particularly interested in managers' use of information and how they learn and is currently researching quality information services.

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