Effect of Learning Ability, Time Efficiency, Learning Motivation and Discipline of Students' Time on Interests of Use of E-Learning

The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of Problem Based Learning (PBL) and Contextual Teaching Learning (CTL), by supporting of Information Communication Technology (ICT) to establish the competence of the students, from beginners to become proficient, as the teachers of electrical engineering, and the electrical technicians. Based on the analysis, it obtained the students’ learning motivation, the lecturers’ attitude in teaching, and the students’ learning outcome are tend to be high, and the competence of the students who used the model are better than not use.

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The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.n311018 ◽

2019 ◽

Vol 3 (6) ◽

Author(s):

Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain

Keyword(s):

Critical Thinking ◽

Learning Environment ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Ability ◽

School Students ◽

Significant Difference ◽

E Learning ◽

The Mean ◽

Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

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Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

European Journal of Open Distance and E-Learning ◽

10.2478/eurodl-2019-0011 ◽

2020 ◽

Vol 22 (2) ◽

pp. 72-86 ◽

Cited By ~ 4

Author(s):

Sinan Keskin ◽

Halil Yurdugül

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Learning Environments ◽

Self Efficacy ◽

Teaching And Learning ◽

Learning Motivation ◽

Task Value ◽

Individual Factors ◽

E Learning ◽

The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

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PENGARUH PEMANFAATAN E-LEARNING, LINGKUNGAN TEMAN SEBAYA, DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR

J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) ◽

10.18860/jpips.v6i1.7811 ◽

2019 ◽

Vol 6 (1) ◽

pp. 1

Author(s):

Haikal Firmansah Anas Pratama ◽

Sandy Arief

Keyword(s):

Regression Analysis ◽

Multiple Regression Analysis ◽

Learning Outcomes ◽

Multiple Regression ◽

Learning Strategies ◽

Peer Group ◽

Research Question ◽

Learning Motivation ◽

Academic Context ◽

E Learning

This study aims to examine the influence of the use of e-learning, peer group and learning motivation towards learning outcomes of Accounting in class X Accounting of SMK Hidayah Semarang. The sample of this study was students of class X Accounting SMK Hidayah Semarang with total of 41 students. A self-administered questionnaires and multiple regression analysis were used to test the research question. In addition, the results showed that there is a positive and significant effect both simultaneously and partially from the use of e-learning, peer group and learning motivation towards learning outcomes in class X Accounting at SMK Hidayah Semarang. The improvement and intensity in using e-learning strategies, teacher's attention to the students’ peer environment specifically on cooperation and competition among students, and students' intelligence in interacting and establishing fair cooperation in the academic context with their peers are very important factors towards learning outcomes Keywords: learning outcomes; e-learning; peer group; motivation

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Structural Analyses on the Effects of Self-regulated Learning and Learning Motivation on Learner-instructor Interactions and Academic Performance in College Learning Environments with e-Learning Contents

The Journal of the Korea Contents Association ◽

10.5392/jkca.2013.13.11.1014 ◽

2013 ◽

Vol 13 (11) ◽

pp. 1014-1023 ◽

Cited By ~ 1

Author(s):

Min-Seok Kang ◽

Keol Lim

Keyword(s):

Academic Performance ◽

Learning Environments ◽

Learning Motivation ◽

Self Regulated Learning ◽

Regulated Learning ◽

E Learning ◽

College Learning

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Analysis of Language Skills Competencies through the Intrinsic Elements of the Short Story with the Learning Motivation and Discovery Learning

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.9.21092 ◽

2018 ◽

Vol 7 (4.9) ◽

pp. 258

Author(s):

Yetty Morelent ◽

Hendra Hidayat ◽

Susi Herawati ◽

Marsis . ◽

Riche Karnilla

Keyword(s):

High School ◽

Short Stories ◽

Short Story ◽

Language Skills ◽

Discovery Learning ◽

Learning Motivation ◽

Learning Ability ◽

Learning Method ◽

Design Data ◽

Better Than

The purpose of this study is to analyze language skills competencies using the intrinsic element of the short stories and its impact on students’ learning motivation using discovery learning method in senior high school. The research was Quasi-Experiment with a 2x2 factorial design. Data collection was conducted through two instruments items; non-test (questionnaire) for the learning motivation and test (essay) for the ability to identify intrinsic elements of short stories. The results of the research indicated that firstly, the ability to identify intrinsic elements of short stories of the students who were taught by using discovery learning method is better than students ability who were taughtconventionally. Secondly, it means that the ability to identify the intrinsic elements of short stories of the highly motivated students who were taught by using discovery learning method was higher than highly motivated students who are taught by using conventional method.. Thirdly, the ability to identify intrinsic elements of theshort story of students who have low learning motivation taught by using discovery learning method is higher than the students have low learning motivation taught by using conventional methods. Finally, there is no interaction between discovery learning method and learning motivation on the ability to identify the intrinsic elements of the short stories.From the result, it can be concluded that discovery learning methods can be used in learning ability to identify the intrinsic element of short stories.

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