scholarly journals Study on Constructing Inquiry-Based Learning Environment through Web 2.0

2021 ◽  
Author(s):  
Huang-Chao Lai ◽  
Yi-Tan Tsai
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Inquiry Learning ◽  
Inquiry Based Learning ◽  
Learning Platform ◽  
Learning Tasks ◽  
Significant Difference ◽  
Depth Learning

The purpose of the study is to construct an Inquiry Learning Platform by combining relevant concepts of Blog, Wiki,Tag and so on within Web 2.0. It intends to assess how the Platform works on teaching and learning by facilitating the Theme-Inquiry learning for students and using mutual-assess sheet, questionnaires, Self- efficiency and learning tasks scales. The study reveals that students get some progress after a trial for it on self- efficiency and learning tasks scales; but shows no significant difference. From the questionnaires, it reveals students recognize the value of Platform that brings them an in-depth learning.

scholarly journals Function Design for Inquiry-Based Learning Platform Based on a Computer Network

2017 ◽  
Vol 12 (02) ◽  
pp. 40
Author(s):  
Fang Ji ◽  
Hang Bo
Keyword(s):  
Computer Network ◽  
Learning Activities ◽  
Independent Research ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Cooperative Inquiry ◽  
Learning Platform ◽  
Function Design ◽  
Learning Modes ◽  
Depth Learning

This platform emphasizes the design of inquiry-based learning’s function and interaction and organization of information. In this platform, students can adopt independent research and cooperative learning modes and teachers can carry out remote guidance in the students’ learning activities, which improves the students’ innovation capabilities and the practical capabilities. This platform embodies the concept of inquiry-based learning and emphasizes the establishment of an ideal environment for in-depth learning, cooperative inquiry and announcing achievements. However, it cannot replace the teachers’ functions nor can it replace the students’ dominant positions, but it embodies student-centered and teacher-directed inquiry-based learning.

scholarly journals My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students

2017 ◽  
Vol 6 (3) ◽  
pp. 107 ◽  
Author(s):  
Sreelekha Leelamma ◽  
Uma Devi Indira
Keyword(s):  
Learning Environment ◽  
Secondary Students ◽  
Instructional Strategy ◽  
Environmental Science ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Control Group ◽  
School Students ◽  
Inquiry Based Learning ◽  
Multiple Dimensions

 This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the virtual world to extend their learning experiences. The effectiveness of this innovative approach is determined by comparing the learning effectiveness of an Experimental Group (EG) exposed to the experimental strategy and a Control Group (CG) taught the same content using the pedagogy prescribed by the state curriculum. The results show significant positive results in favor of the EG in multiple dimensions of cognitive learning prescribed by Bloom’s Taxonomy: Knowledge, Comprehension and Application.

scholarly journals Factors Influencing Intention to Use Web 2.0 in Indonesian Vocational High Schools

2020 ◽  
Vol 15 (05) ◽  
pp. 100
Author(s):  
Lantip Diat Prasojo ◽  
Akhmad Habibi ◽  
Amirul Mukminin ◽  
Sofyan Sofyan ◽  
Boy Indrayana ◽  
...  
Keyword(s):  
High Schools ◽  
Web 2.0 ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Equation Modeling ◽  
Intention To Use ◽  
Factors Influencing ◽  
Significant Difference ◽  
Vocational High Schools

e-learning based on Web 2.0 applications is widely available for education to support teaching and learning efficiency and effectiveness. The objective of this research is to examine factors influencing teachers’ intention to use of Web 2.0 into teaching in Indonesian Vocational High Schools (VHSs) using Technology Acceptance Model (TAM) and Technological Pedagogical Content Knowledge (TPACK) frameworks. Based on these two frameworks, we developed a survey instrument and validated it through face and content validity. For the data analysis, we applied exploratory factorial analyses (EFA). To assess the model, a covariance-based structural equation modeling (CB-SEM) was used. The study involved 640 respondents who completed 35 online instrument items of seven validated variables. Results informed that there was a significant difference based on gender regarding intention to use Web 2.0; however, no significant differences were informed based on age and teaching subject. Besides, the findings also informed that TPACK, subjective norm, and facilitating condition significantly influenced intention to use Web 2.0.

scholarly journals STUDENTS EXPERIENCES ON THE USE OF GOOGLE CLASSROOM: CASE STUDY OF A UNIVERSITY IN RWANDA

2021 ◽  
Author(s):  
Ayodele Ogegbo ◽  
◽  
Oyebimpe Adegoke ◽  
Keyword(s):  
Web 2.0 ◽  
Stem Education ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
User Friendliness ◽  
Immediate Feedback ◽  
Web 2.0 Tools ◽  
Course Content ◽  
Learning Platform ◽  
Quantitative Descriptive

Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students’ questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers’ use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.

scholarly journals Mudança de Cultura no Uso de Tecnologias Educacionais: Estudo de Caso no Modelo Semipresencial do Cederj

EAD em FOCO ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Daniel Fábio Salvador ◽  
Luiz Gustavo Ribeiro Rolando ◽  
Clarisse de Mendonça E Almeida ◽  
Judith Almeida De Mello
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Large Scale ◽  
Online Courses ◽  
Implementation Process ◽  
Virtual Learning Environment ◽  
Distance Teaching ◽  
Virtual Classrooms ◽  
Learning Platform ◽  
On Line

O presente trabalho se propõe a descrever o processo de implementação de uma nova cultura de uso do ambiente virtual de aprendizagem, iniciado em 2012, junto aos cursos de graduação do Consórcio Cederj, ofertados no modelo semipresencial, e, posteriormente, sua difusão pelas diversas disciplinas. Com o objetivo principal de se aprimorar os processos de ensino-aprendizagem a distância, foram instituídas, além da implementação de uma nova plataforma, ações de capacitação destinadas aos diversos atores envolvidos no processo e iniciativas de apoio ao atendimento ao aluno e ao professor no que se refere à edição e ao uso de salas de aula virtuais. Dados coletados e apresentados ao longo do presente trabalho trazem reflexões relevantes acerca da utilização da plataforma de cursos on-line, em larga escala, baseada em uma abordagem construtivista e de acordo com os princípios atuais do design instrucional contextualizado e de estímulo à autoria do professor.Palavras-chave: Educação a distância; Web 2.0; Sistema de gestão da aprendizagem.Culture Change in the Use of Educational Technology: a Case Study in Cederj Blended ModelAbstractThis paper aims to describe the implementation process of a new culture on using a virtual learning environment, which started in 2012, in undergraduate courses offered by Consórcio Cederj in a blended learning model, and, later, to discuss the propagation of this culture for all courses. With the objective of improving the distance teaching and learning process, a new learning platform was implemented. In addition training programs were instituted for the actors involved in the process and support initiatives to student and teacher in order to help them editing and using the virtual classrooms. Collected and presented data present in this work brings relevant ideas about the use of learning platform to offer online courses, in a large-scale, based on a constructivist approach and according to current principles of contextualized instructional design and of stimulus to the professors authorship.Key words: Distance education; Web 2.0; Learning management system.

scholarly journals Class Experiences with Inquiry Learning Spaces in Go-Lab in African Secondary Schools

2020 ◽  
Vol 9 (2) ◽  
pp. 1-22
Author(s):  
Fer Coenders ◽  
Nuno Gomes ◽  
Rola Sayegh ◽  
Isaac Kinyanjui ◽  
Aurelle Noutahi ◽  
...  
Keyword(s):  
Stem Education ◽  
Inquiry Learning ◽  
Scientific Investigation ◽  
Learning Spaces ◽  
Virtual Labs ◽  
Inquiry Based Learning ◽  
Learning Platform ◽  
Digital Infrastructure ◽  
Republic Of Benin ◽  
The Republic

Inquiry Based Learning (IBL) is a form of active learning, often used in STEM education to promote conceptual learning and to acquire scientific investigation skills. This paper reports on a study in which teachers in Kenya, Nigeria and the Republic of Benin implemented IBL embedded in online and offline Inquiry Learning Spaces (ILS) in their classes using the Go-Lab platform (https://www.golabs.eu). After a brief description of the IBL methodology, of lab work and in particular virtual labs for STEM education, of the process of preparing teachers to use IBL in class, and of the context of this study, we highlight the methodology used, and finally report our results. These show that the introduction and class enactment of a digital inquiry based learning platform such as Go-Lab in Africa (i) is possible, although challenging, (ii) does lead to student learning, (iii) for this to take place teacher training is necessary, (iv) the digital infrastructure is present in the schools though minimal and fragile, and (v) a local partner needs to provide assistance when required.

scholarly journals Effects of Ilias Online Learning Platform on Academic Achievement in Educational Technology among University Students’ in Nigeria

2020 ◽  
pp. 239-243
Author(s):  
Alabi Thomas Omotayo ◽  
Thaddeus Hellen ◽  
Falode Oluwole Caleb ◽  
Chukwuemeka Emeka Joshua
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Teaching And Learning ◽  
Control Group ◽  
Achievement Scores ◽  
Tertiary Institutions ◽  
Learning Platform ◽  
Significant Difference ◽  
Collection Data ◽  
Quasi Experimental

This study investigated the effects of ILIAS online learning platform on students’ achievement in educational technology among universities in Nigeria. Quasi-experimental research design was adopted and 338 participants (157 males and 181 females) year two students constituted the sample for the study. The research was guided by two research questions and two null hypotheses. A researchers designed instrument named Educational Technology Achievement Test (ETAT) was used for data collection. Data collected was analysed using mean and standard deviation while ANOVA was used to test the two null hypotheses that were formulated. The findings of the study indicated that those taught with ILIAS learning platform had higher mean achievement scores in ETAT than those students in the control group and also there was no significant difference in the mean achievement scores of male and female students taught Educational Technology using ILIAS learning platform. Based on the findings of the study, it was recommended that Universities and other tertiary institutions should implement the use of ILIAS learning platform in teaching and learning process for the purpose of enhancing learning outcome.

scholarly journals Enhancing Student Engagement in VLE Platform: Student Perceptions Towards Programming Course Learning Resources

2021 ◽  
Vol 58 (1) ◽  
pp. 5607-5612
Author(s):  
Abu Hassan Darusman, Yuhanis Omar
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Preliminary Investigation ◽  
Virtual Learning Environment ◽  
Learning Resources ◽  
Learning Platform ◽  
E Learning ◽  
Level Of Motivation

For many years, e-learning is one of the topics of interest among academia. The increase of wireless devices and smartphone usage as the current technology and platform to access internet services plays an important role in e-learning to be used in teaching and learning activities. Virtual Learning Environment (VLE) is a web-based system designed to facilitate e-learning with various elements in it. However, one of the biggest challenges in implementing e-learning with an efficient and effective learning resources component is the lack of motivation and student engagement in using it continuously. Therefore, the objective of this study is to obtain the students' perceptions as well as suggestions about learning resources in VLE that can be used to raise their level of motivation and engagement in the e-learning environment. This paper aims to discuss the findings of preliminary investigation related to the elements or characteristics of learning resources that can fulfill the need of the students in their studies at university. This study used a qualitative approach by interviewing a group of 60 students to; (1) obtain students’ perceptions on the existing learning resources, (2) identify the issues or challenges in using the existing learning resources, and (3) record the suggestions that can be considered to improve the learning resources in VLE to make them motivated and engaged to the e-learning platform continuously.  The results in a form of suggestions can be used as a guideline for academia to improve their learning resources.

scholarly journals The awareness of faculty members at Prince Sattam bin Abdulaziz University of the use of the e-learning platform in light of the outbreak of the COVID 19 virus and their attitudes towards inquiry-based learning: وعي أعضاء هيئة التدريس في جامعة الأمير سطام بن عبد العزيز باستخدام منصة التعلم الإلكتروني في ظل تفشي فيروس COVID 19 واتجاهاتهم نحو التعلم بالاستقصاء

2020 ◽  
Vol 4 (46) ◽  
Author(s):  
Hala Khairy Abdel-Ghany El-Gohary
Keyword(s):  
Learning Environment ◽  
Internal Consistency ◽  
Demographic Variables ◽  
Educational Process ◽  
Faculty Members ◽  
The Internet ◽  
Teaching Staff ◽  
Inquiry Based Learning ◽  
Learning Platform ◽  
E Learning

This study aimed to measure the awareness of faculty members at Prince Sattam bin Abdulaziz University of the use of the e-learning platform in light of the outbreak of the COVID 19 virus and their attitudes towards inquiry-based learning. The researcher used the descriptive approach, semi-experimental, and statistical demographic variables to suit her for the purposes of the study. The study sample consisted of (100) members of the teaching staff of Prince Sattam bin Abdulaziz University, who were chosen in a stratified random manner. The researcher calculated the stability coefficient of the internal consistency of the questionnaire with its four dimensions and calculated the coefficient of internal consistency of the other questionnaire in its three dimensions. The researcher also used the statistical demographic variables prepared by the Deanship of Information Technology at Prince Sattam bin Abdulaziz University during the period of suspension of the study. The most important results of the study were as follows: The degree of awareness of faculty members at Prince Sattam bin Abdulaziz University on the e-learning platform "BlackBoard" on the overall questionnaire was high, with an average score of (3,41) and the attitudes of the faculty members at Prince Sattam University in the Kingdom of Saudi Arabia towards inquiry-based learning environment were high, with a mean (3.65), because the survey strategy is an educational process that allows students to use survey skills and support self-learning skills that are To satisfy curiosity, organize knowledge and generate ideas. Recommendations: Searching for obstacles and setting appropriate solutions for them to achieve goals and quality in the educational process via the Internet (Blackboard(, and Developing the skills of faculty members and students alike via the Internet (Blackboard). &Emphasizing the professional development of a faculty member via the Internet (BlackBoard). Finally Encouraging online inquiry-based learning environment (Blackboard).

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