Designing Web-Based RIA Platform for English Advising and Interactive Learning

‘Web-based and Interactive Italian’ is a detailed and progressive programme developed by the author for the Maastricht University Language Centre. The course started in 2013, with the intention of catering for the variability in the number of students following the regular courses, as well as broadening the language offer using blended learning. The eight interactive tutor-led Skype sessions are preceded by 80 hours of self-study per level. Starting from a flipped classroom approach, it is structured in three consecutive learning steps. It makes use of existing language apps and tools, like Babbel2 and Quizlet3, and of a manual book used at the intermediate levels, as well as bespoke web-based and interactive learning materials as preparation for the oral sessions. The course is still running successfully and represents an effective alternative to traditional courses, offering distance learners the possibility of completing the whole study programme from A1 to B2.

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PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS WEB ARTICULATE STORYLINE PADA PEMBELAJARAN IPA DI KELAS V SEKOLAH DASAR

Prima Magistra: Jurnal Ilmiah Kependidikan ◽

10.37478/jpm.v2i2.1109 ◽

2021 ◽

Vol 2 (2) ◽

pp. 237-253

Author(s):

Arum Donna Safira ◽

Iva Sarifah ◽

Tunjungsari Sekaringtyas

Keyword(s):

Elementary School ◽

Data Analysis ◽

Science Learning ◽

Interactive Learning ◽

Development Model ◽

Average Score ◽

Design Development ◽

School Students ◽

Web Based ◽

Average Value

Based on the needs analysis, it is necessary to develop interactive learning media. This research and development aims to produce products in the form of articulate storyline web-based interactive learning media for natural science learning and to find out the validation of web articulated storyline-based interactive learning media for science learning in grade V Elementary School. The samples in this study were 9 grade 5 elementary school students in the neighborhood around the researcher's house. The development model used in this study is the ADDIE development model (analyze, design, development, implementation and evaluation). Data collection techniques were carried out by interviews and questionnaires. Data analysis using Miles and Huberman model analysis. The trial results of developing interactive learning media based on web articulate storylines with media experts, materials experts, and learning design experts obtained an average value of 95% with the criteria "very feasible". The results of the one to one trial get an average score of 98.8% and the results of the small group trial get an average value of 99.4%. Referring to the results of data analysis of the Miles and Huberman’s model, the articulate storyline web-based interactive learning media is very suitable for use by fifth grade students in science learning in elementary schools.

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What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

Handbook of Distance Learning for Real-Time and Asynchronous Information Technology Education ◽

10.4018/978-1-59904-964-9.ch010 ◽

2011 ◽

pp. 192-211

Author(s):

Xinchun Wang

Keyword(s):

Collaborative Learning ◽

Interactive Learning ◽

Computer Mediated Communication ◽

Online Discussions ◽

Learning Activities ◽

Mediated Communication ◽

Web Based ◽

Learning Tasks ◽

Computer Mediated ◽

Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

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What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch251 ◽

2011 ◽

pp. 3084-3103

Author(s):

Xinchun Wang

Keyword(s):

Collaborative Learning ◽

Interactive Learning ◽

Computer Mediated Communication ◽

Online Discussions ◽

Learning Activities ◽

Mediated Communication ◽

Web Based ◽

Learning Tasks ◽

Computer Mediated ◽

Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

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The Application of Blog-Based JiTT in English Reading Teaching

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.631-632.1413 ◽

2014 ◽

Vol 631-632 ◽

pp. 1413-1416

Author(s):

Hong Qin Yu

Keyword(s):

Theoretical Basis ◽

Teaching Method ◽

Interactive Learning ◽

Just In Time ◽

Web Based ◽

English Reading ◽

Reading Teaching

JiTT (Just-in-Time Teaching) is a teaching method which emerged at the end of 20thcentury in America, whose core is “web-based active and interactive learning”. By introducing the essential features and the theoretical basis, this article emphasizes on the application of JiTT in English reading class. Three steps of JiTT are presented in this article.

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