scholarly journals System requirement analysis for e-learning materials to support academic writing skills for engineering students of vocational higher education

2018 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Dita Lupita Sari ◽  
Choirun Niswatin
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
Functional Requirement ◽  
Learning Design ◽  
Learning Materials ◽  
System Requirement ◽  
E Learning ◽  
Research Findings ◽  
Vocational Higher Education ◽  
Systems Analysts

This paper outlines a system requirement of proposed e-learning design for English course particularly in academic writing. However, the system requirement is focused on functional requirement. Therefore, it is necessary to carry out an intensive interaction involving systems analysts and end-users to obtain the appropriate learning materials needed by the engineering students. The instrument of this research is interview and questionnaire. The former was elaborated by the English teachers, while the latter was collected from engineering students at Politeknik Kota Malang. The data collection is analyzed using Kano’s method. The research findings indicates that the functional requirement consists of 3 parts: 1) academic writing, 2) quizzes, and 3) writing template. The academic writing is focused on how to write abstract. Meanwhile, the quizzes cover grammar, paraphrasing, and abstract organization. This application comes with an abstract template as well, which can be downloaded and printed as required affiliation.

scholarly journals Pengembangan Learning Materials untuk E-learning Mata Kuliah Metodologi Penelitian

2021 ◽  
Vol 4 (1) ◽  
pp. 82-90
Author(s):  
Dinar Nur Syifa ◽  
Khaerudin ◽  
Mulyadi
Keyword(s):  
Process Development ◽  
Learning Design ◽  
Integrative Learning ◽  
Learning Materials ◽  
Text Readability ◽  
Display Mode ◽  
Evaluation Phase ◽  
Framework Model ◽  
E Learning ◽  
Directed Learning

This development aims to produce a product in the form of learning materials for e-learning of Educational Research Methodology Course. The developed learning materials refer to the needs of the course and semester learning design that has been developed for the course, to facilitate learner in making more flexible and directed learning process. Development is carried out by Integrative Learning Design Framework Model with its three steps, they are, exploration information, enactment, and evaluation. The learning materials have gone through evaluation phase involving media experts, subject matter expert, instructional design expert, and users. Evaluation was carried out using open questionnaires to obtain descriptive data in the form of suggestions and input for product improvement. The follow up of the evaluation phase is some revisions of the product which include: color an text readability of the entire course site, changes in material display mode, formulation of learning objectives, concept map somponents, and learning object components.

scholarly journals Perception of e-Learning Among Hungarian Engineering Students

2021 ◽  
Vol 19 (5) ◽  
pp. pp376-387
Author(s):  
László Berényi ◽  
Nikolett Deutsch ◽  
Bernadett Szolnoki ◽  
Zoltán Birkner
Keyword(s):  
Engineering Students ◽  
Local Region ◽  
Traditional Learning ◽  
Continuous Training ◽  
Online Questionnaire ◽  
Learning Materials ◽  
Learning Functions ◽  
Technological Tools ◽  
E Learning ◽  
Online Format

The success of developing e-learning is determined by curriculum quality, the availability of technological requirements and, to an even greater extent, by user response to the technology introduced in the process. Digital enhancement of education through e-learning solutions should also take the unique attributes of the targeted local region, institution, target group and field of expertise into consideration prior to implementation. The paper reports on research conducted to understand the approach of engineering students (n=94) to e-learning supported by Moodle in Hungary, including computer use, evaluation of e-learning materials, systems and online exams. The research used an online questionnaire for exploring the motivation and restrictive factors of using e-learning. Survey findings confirm that e-learning functions primarily in a complementary way to traditional learning. 87.2% of the students in the sample just download the learning materials and use those offline often or regularly. 58% of them find the usefulness of e-learning materials good, but structure or aesthetics is evaluated weak or moderate by more than half of the respondents. Considering the exams, 38% of the students with previous experience in online exams prefer the traditional exams, while 25% prefer the online format. Since access to technological tools and services required for effective e-learning is available, continuous training of the teachers and tutors is necessary both for developing their everyday skills and recognizing the LCMS opportunities.

scholarly journals A Study of Online Learning Motivation in the COVID-19 Pandemic Situation for Undergraduate Students at Shiraz University According to Their Gender and Field of Study

2021 ◽  
Vol 3 (3) ◽  
pp. p1
Author(s):  
Mehdi Vojdani
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Civil Engineering ◽  
Learning Motivation ◽  
Field Of Study ◽  
Significant Difference ◽  
E Learning ◽  
Research Findings ◽  
Level Of Motivation

The present study aims to determine the extent to which online learning (or e-learning) motivation during COVID-19 Pandemic for undergraduate students at Shiraz University in Shiraz, Iran. It also plans to compare students’ level of motivation for online learning, based on their gender and field of study. For these purposes, the researcher adopted a quantitative comparative research design, using a questionnaire which was developed and checked for internal consistency. The questionnaire was administered on 200 undergraduate students of civil engineering and psychology at Shiraz University. After the collected data were split by gender and field of study two independent samples t-tests were conducted to assess the significance of the results and to determine if there was a significant difference in their online learning motivation among the resulting groups for each independent variable. The research findings showed that undergraduate students are rather highly motivated to online learning regardless of their gender or field of study. No significant difference in online learning motivation between male and female university students was derived from the data analysis. However, in relation to field of study, it was found that the overall online learning motivation for civil engineering students was significantly higher than psychology students.

Exploring the effects of visual aesthetics in e-learning for engineering students

2018 ◽  
pp. 250-264
Keyword(s):  
Academic Achievement ◽  
Engineering Students ◽  
Cognitive Outcome ◽  
Learning Design ◽  
Learning Achievement ◽  
Visual Aesthetics ◽  
Electronic Engineering ◽  
E Learning ◽  
Multidisciplinary Perspective ◽  
The Way

e-Learning is changing the way students learn in the classroom. However, one of the least emphasised aspect in e-learning design concerns with aesthetics. Recent research in multimedia aesthetics highlighted the need to understand interaction from a multidisciplinary perspective. Aesthetics research in e-learning usually focuses on exploring the effects of positive aesthetics design towards neutral designs and a gap in exploring the effects of negative aesthetics. In this study, two different designs were developed to reflect positive and negative aesthetics designs. The cognitive outcome of these designs was compared and evaluated based on a learning achievement to measure comprehension. Gender and academic achievement were also explored to investigate if these factors had an effect on aesthetics perception and learning achievement. Based on the outcome of 95 electronic engineering students from two different polytechnics in Malaysia, it was found that engineering students performed better in the negative design in comparison to the positive design. In addition, genders or academic achievement differences were found not to influence the outcome.

Analogy Seeded Mind-Maps: Testing of a New Design-by-Analogy Tool

2014 ◽  
Author(s):  
K. Scott Marshall ◽  
Richard Crawford ◽  
Matthew Green ◽  
Daniel Jensen
Keyword(s):  
Engineering Students ◽  
Word List ◽  
Design Team ◽  
Functional Requirement ◽  
Concept Generation ◽  
Team Members ◽  
Design Metrics ◽  
Engineering Design Problems ◽  
Design By Analogy ◽  
Mind Maps

Recent research has investigated methods based on design-by-analogy meant to enhance concept generation. This paper presents Analogy Seeded Mind-Maps, a new method to prompt generation of analogous solution principles drawn from multiple analogical domains. The method was evaluated in two separate design studies using senior engineering students. The method begins with identifying a primary functional design requirement such as “eject part.” We used this functional requirement “seed” to generate a WordTree of grammatically analogical words for each design team. We randomly selected a set of words from each WordTree list with varying lexical “distances” from the seed word, and used them to populate the first-level nodes of a mind-map, with the functional requirement seed as the central hub. Design team members first used the word list to individually generate solutions and then performed team concept generation using the analogically seeded mind-map. Quantity and uniqueness of the resulting verbal solution principles were evaluated. The solution principles were further analyzed to determine if the lexical “distance” from the seed word had an effect on the evaluated design metrics. The results of this study show Analogy Seeded Mind-Maps to be useful tool in generating analogous solutions for engineering design problems.

scholarly journals Evaluating Mathematics e-Learning Materials: Do Evaluators Agree with Distance Learners?

2012 ◽  
Vol 67 ◽  
pp. 189-195 ◽  
Author(s):  
Hasmawati Hassan ◽  
Fatimah Hassan ◽  
Norziani Dahalan @ Omar ◽  
Zuraini Zakaria ◽  
Wan Asna Wan Mohd Nor
Keyword(s):  
Distance Learners ◽  
Learning Materials ◽  
E Learning

scholarly journals The Usage of CAUSE in Three Branches of Science

2016 ◽  
Vol 6 (2) ◽  
pp. 109
Author(s):  
Bei Yang ◽  
Bin Chen
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Academic Writing ◽  
Applied Science ◽  
Human Beings ◽  
Pure Science ◽  
Research Findings ◽  
British National Corpus ◽  
Semantic Prosody ◽  
National Corpus

<p>Semantic prosody is a concept that has been subject to considerable criticism and debate. One big concern is to what extent semantic prosody is domain or register-related. Previous studies reach the agreement that CAUSE has an overwhelmingly negative meaning in general English. Its semantic prosody remains controversial in academic writing, however, because of the size and register of the corpus used in different studies. In order to minimize the role that corpus choice has to play in determining the research findings, this paper uses sub-corpora from the British National Corpus to investigate the usage of CAUSE in different types of scientific writing. The results show that the occurrence of CAUSE is the highest in social science, less frequent in applied science, and the lowest in natural and pure science. Its semantic prosody is overwhelmingly negative in social science and applied science, and mainly neutral in natural and pure science. It seems that the verb CAUSE lacks its normal negative semantic prosody in contexts that do not refer to human beings. The implications of the findings for language learning are also discussed.</p>

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