scholarly journals Electronic Module Development with Project Based Learning in Web Programming Courses

2021 ◽  
Vol 2 (3) ◽  
pp. 69-72
Author(s):  
Agus Prasetya
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning System ◽  
Student Responses ◽  
Web Programming ◽  
Addie Model ◽  
Module Development ◽  
Development Methods ◽  
Programming Courses

Abstract—In this era of the Covid-19 pandemic, students are getting used to online learning or daring. In supporting online teaching and learning activities, electronic modules have been developed so that the learning system can run in two directions and be more interesting. For this reason, this study aims to (1) Design and implement the development of electronic modules based on learning projects in Web programming courses at ITB AAS Indonesia. (2) To find out student responses to the development of project-based e-modules based on Web programming courses at ITB AAS Indonesia. This study uses research and development methods. with the development of the ADDIE model. To determine student responses to the electronic module, the researcher uses questionnaires. The results of the study show that: 1) The results of the design and implementation of e-modules that have been developed on web programming courses that use learning project-based learning models can be applied. 2) The results of the percentage of students who gave a very good response really good were 58,1%, good 22,5% %, sufficientt 19,4% and there were no students who gave less, or very less responses.

Instructional Technology Theory for Online Teaching/Learning System

2009 ◽  
pp. 28-59
Author(s):  
Chao Lee
Keyword(s):  
Instructional Technology ◽  
Open Source ◽  
Online Teaching ◽  
Development Process ◽  
Learning System ◽  
Online Course ◽  
Course Materials ◽  
Addie Model ◽  
Teaching Learning

In Chapter I, a brief introduction to open source tools is presented. The discussion indicates that open source tools are necessary for an online teaching/learning system. As mentioned in Chapter I, this book will use the ADDIE model as a guideline for the development of an online teaching/learning system and online course materials. Along with the development process, the open source tools will be introduced to accomplish the tasks in each phase of the development. Chapter I points out that it is possible to use open source tools to develop an entire online teaching/learning system. However, the development process is complicated and involves various technologies. Therefore, before an online teaching/ learning system can be implemented, it is necessary to carefully design such a system and the development process should be thoroughly planned. The theory of instructional technology provides a guideline for developing a successful online teaching/learning system. It will be beneficial for the development of an online teaching/learning system if the developers of the system know how to apply the instructional technology theory to the development process.

scholarly journals Motivating Online Learning through Project-Based Learning During the 2020 COVID-19 Pandemic

2021 ◽  
Vol 9 (2) ◽  
pp. 93-110
Author(s):  
Avneet Hira ◽  
Emma Anderson
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Project Based Learning ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Pedagogical Practice ◽  
Online Technologies ◽  
Teachers And Parents

The transition of traditional schooling to online learning during the COVID-19 pandemic disrupted formal school education. Though at home, teachers and students continued teaching and learning in socially distant ways using online technologies. From various teacher surveys, only about 60% of students in the United States regularly engaged with learning activities. Teachers and parents also expressed a significant need for help to keep students motivated and engaged in learning activities. During the pandemic, online learning left teachers and parents needing support for learning activities that motivate and engage students. Project-based learning is an increasingly popular pedagogical practice centered around students working collaboratively on projects while the teacher facilitates learning activities and progression. Project-based learning embodies several factors considered central to motivation in online learning. In this paper, we inquire how this approach presents itself as a candidate for learning during the pandemic when considering students’ motivation to learn through online learning experiences. We construct a conceptual framework informed by motivational theories that share core tenets with this form of learning and use the framework to analyze interviews of 11 teachers from 4 schools that taught with a project-based learning approach before the pandemic and transitioned to teaching, using it online, in the Spring of 2020. From our analyses of the teachers’ narratives, we discuss teaching aspects of the approach that lend themselves well to online teaching, elements that the teachers believe are missing, and how educators might cater to these missing aspects with a focus on student motivation to learn.

scholarly journals Online Module for Acid and Base Topic Based on 5E Model

2021 ◽  
Vol 15 (23) ◽  
pp. 18-29
Author(s):  
Nurul Nazatul Shahizah Mahamd Shobri ◽  
Johari Surif ◽  
Nor Hasniza Ibrahim ◽  
Wimbi Apriwanda Nursiwan ◽  
Muhammad Abd Hadi Bunyamin
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Weak Acid ◽  
Design Development ◽  
Online Teaching And Learning ◽  
Online Module ◽  
Interactive Tools ◽  
5E Instructional Model ◽  
Acid And Base ◽  
Addie Model

Alternative conception or misconception is one of the problems that often be experienced by the students in science subjects including chemistry due to its abstractness and wide scope to be learned. Previous studies found that students often have misconceptions on strength of acid and base topic such as misconception in determining factor that affect the strength of acid and base, differences between strong and weak acid and base as well as the effect of strength of acid and base on conductivity. To overcome these misconceptions, an online teaching and learning module using 5E instructional model was developed. Analysis, Design, Development, Implementation and Evaluation (ADDIE) model is used for research and development. The module used interactive tools and medias to make students being active and understand chemistry well. This module was validated by five experts in term of module objectives, module content, usability, flexibility, learning activities and language aspects with average is ninety percent. The results prove that the module is very good and has high validity. Therefore, the application of online module for acid and base topic based on 5E (Engage, Explore, Explain, Elaborate, Evaluate) model is suitable to be implemented in online teaching and learning process.

scholarly journals Interactive Pictorial Story as Learning Media for Third Grade Students

2021 ◽  
Vol 8 (1) ◽  
pp. 35-47
Author(s):  
Nurul Inayah ◽  
Andarini Permata Cahyaningtyas ◽  
Rida Fironika Kusumadewi
Keyword(s):  
Quality Indicators ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Design Development ◽  
Student Responses ◽  
Content Quality ◽  
Third Grade Students ◽  
The Media ◽  
Addie Model ◽  
School Books

This study aims to develop an interactive pictorial story as a learning media on theme 2 Loving Plants and Animals and to determine its feasibility, practicality, and effectiveness. This study uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). In this study, the results obtained include: (1) The feasibility of the media obtained from the validation results by 5 validators obtained an average of 0.83 for content quality indicators and objectives, instructional quality indicators obtained an average of 0.84 and technical quality indicators obtained an average of 0.83. The average number of all indicators is 0.83 with the category "very valid". (2) The practicality of the media obtained a percentage of 98% in the "very feasible" category of teacher responses and 96% in the "very feasible" category of student responses. (3) The effectiveness is calculated by using the gain test of 0.56 indicating an increase in student learning outcomes in the "medium" category. The result of this research can be a reference to understand that an interactive pictorial story will be a big help for teachers in conducting an interesting teaching and learning process, especially during this pandemic. The pictorial story was created in an interactive format, so students can learn the material in a fun and interesting way. Besides, in this outbreak, students need to have a technology-based learning resource other than their school books so they can study independently.

scholarly journals The role of automated evaluation techniques in online professional translator training

2021 ◽  
Vol 7 ◽  
pp. e706
Author(s):  
Dasa Munkova ◽  
Michal Munk ◽  
Ľubomír Benko ◽  
Petr Hajek
Keyword(s):  
Machine Translation ◽  
Error Rate ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning System ◽  
New Approaches ◽  
Automated Evaluation ◽  
Translator Training ◽  
Online Translators ◽  
Evaluation Techniques

The rapid technologisation of translation has influenced the translation industry’s direction towards machine translation, post-editing, subtitling services and video content translation. Besides, the pandemic situation associated with COVID-19 has rapidly increased the transfer of business and education to the virtual world. This situation has motivated us not only to look for new approaches to online translator training, which requires a different method than learning foreign languages but in particular to look for new approaches to assess translator performance within online educational environments. Translation quality assessment is a key task, as the concept of quality is closely linked to the concept of optimization. Automatic metrics are very good indicators of quality, but they do not provide sufficient and detailed linguistic information about translations or post-edited machine translations. However, using their residuals, we can identify the segments with the largest distances between the post-edited machine translations and machine translations, which allow us to focus on a more detailed textual analysis of suspicious segments. We introduce a unique online teaching and learning system, which is specifically “tailored” for online translators’ training and subsequently we focus on a new approach to assess translators’ competences using evaluation techniques—the metrics of automatic evaluation and their residuals. We show that the residuals of the metrics of accuracy (BLEU_n) and error rate (PER, WER, TER, CDER, and HTER) for machine translation post-editing are valid for translator assessment. Using the residuals of the metrics of accuracy and error rate, we can identify errors in post-editing (critical, major, and minor) and subsequently utilize them in more detailed linguistic analysis.

scholarly journals MODEL PEMBELAJARAN DARING PASCA PANDEMI COVID-19

2020 ◽  
pp. 192
Author(s):  
Syarifah Rohana
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

The sophisticated information and technology (IT) development can be the answer for various problems post the covid-19 pandemic, particularly the teaching and learning challenges. The role of IT that is booming nowadays is online learning. Online learning is obviously different from regular learning. In this mode of learning, the students are required to have the ability to receive and process information. It serves as media that connect teachers and students who are being remote from one another at any time and anyplace. There are various media utilized to perform online learning such as WhatsApp, Google Meet, Zoom, Google Classroom, and other e-learning platforms. Among all these media, though, WhatsApp apparently appointed as the simplest and easiest media to access in all levels of education. Online learning at current is the effective medium to carry on the teaching and learning process in all levels of education. For the effectiveness of online teaching and learning process during the covid-19 pandemic, there have been a number of learning models suggested by the expert such as remote learning, face to face learning, e-learning, project-based learning, and Blended Learning.

scholarly journals Module as an Alternative In Material Delivery in an Online Drawing Course

2022 ◽  
Vol 6 (2) ◽  
pp. 24-36
Author(s):  
Renata Kusuma
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technology Development ◽  
Education Institution ◽  
Learning System ◽  
Fine Motor ◽  
Learning Needs ◽  
New Strategy ◽  
Information Technology Development

Information Technology development has been a driving force to improve teaching materials more effectively and efficiently nowadays. Revolution in teaching must be done continuously without neglecting reading or listening habits as has been practiced. In addition, in the year 2020 the global Covid-19 pandemic happened which has forced the education institution to change the conventional way of learning. Having been implemented to avoid the crowd, online learning needs a new strategy in its implementation. In fact, the online teaching and learning system is not free from obstacles, especially in courses requiring fine motor skills like those in the Basic Drawing course. One of the solutions to tackle the problems is by designing modules to be used as course materials. Online medium developed nowadays utilizes module platform with instructions in pdf format and video materials. This paper describes how modules have been used to implement teaching and learning in one semester during online learning nowadays. Key words: online learning, module, drawing course

Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce

2013 ◽  
Vol 9 (4) ◽  
pp. 1-20
Author(s):  
E. W. T. Ngai ◽  
S. S. Lam ◽  
J. K. L. Poon
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Project Based Learning ◽  
Learning System ◽  
Future Research ◽  
Successful Implementation ◽  
Computer Supported Collaborative Learning ◽  
Business Context ◽  
Game Environment

This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with additional knowledge and skills in e-commerce. In this paper, the authors focus on the practical implications of the project-based learning approach on the teaching and learning of introductory e-commerce in the business context. Results indicate that students are interested in the proposed approach, particularly in learning by doing. In conclusion, the authors describe in this paper the successful development of a project-based teamwork game environment for the teaching and learning of e-commerce in schools. This environment can enrich learning and the pedagogical use of development tools in the academe. Finally, the paper puts forward two propositions that can guide hypothesis generation in future research.

Implementation and Evaluation of Online Courses

2009 ◽  
pp. 305-329
Author(s):  
Chao Lee
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Technical Support ◽  
Learning System ◽  
Online Course ◽  
Course Content ◽  
Course Materials ◽  
Support Team ◽  
Addie Model ◽  
Teaching Learning

As stated in the discussion of the ADDIE model in the last chapter, implementation and evaluation are part of the development process. Once online course materials are developed, the next task is to deploy the course materials to students. The first topic of this chapter will deal with the issues related to the deployment of online course materials. In this chapter, we will discuss the tasks such as planning and training involved in the deployment process. Once the online course materials have been deployed, there will be a large number of requests from the students for help on technology and course content related issues. To keep the online teaching/learning system running successfully, we need a strong technical support team including experienced computer service personnel, instructors, and fellow students. This chapter will deal with the issues related to technical support. We will discuss various ways to provide technical support services.

Effectiveness of ‘Pocket Mandarin’ for Online Learning among Mandarin as a Foreign Language Basic Learners

2021 ◽  
Vol 5 (3) ◽  
pp. 122-137
Author(s):  
Hie Ling Ting ◽  
◽  
Kum Yoke Soo ◽  
Lay Choo Siang ◽  
Sing Ee Ooi ◽  
...  
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning System ◽  
Survey Method ◽  
Teaching Online ◽  
Mandarin Language ◽  
The Face ◽  
The Impact

In the face of difficulties of teaching and learning due to the impact of Covid-19, online lessons have become vital. This has also affected the teaching of Mandarin as a foreign language at universities. Since Mandarin is considered as a difficult language to learn especially to non-native learners, teaching online has posted an even greater challenge to Mandarin language instructors. This study thus examines the use of a combination of platforms and applications online, customised to create an online learning system called ‘Pocket Mandarin’ to facilitate online Mandarin learning at the beginner level. The purpose is primarily to enable learning to take place in a fun and interactive manner by means of online flashcards, pronunciation, games and quizzes placed in an LMS platform called Padlet. To better understand how ‘Pocket Mandarin’ can effectively facilitate online teaching and learning among EFL basic learners at the tertiary level, a survey method was applied and it consisted of 5 parts which are students’ motivation, students’ attitude, cognitive development, design and interface as well as expectations. The results show that ‘Pocket Mandarin’ was positively accepted by the students who found the lessons motivating, upbuilding, cognitively applicable, with exceptional design and interface and was better than their initial expectations. Thus, there is great potential for the ‘Pocket Mandarin’ to be widely used at a greater scale.

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