scholarly journals Best Practices in the M-Learning Design

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Marlina Mohamad ◽  
Keyword(s):  
Online Learning ◽  
Best Practices ◽  
Interaction Design ◽  
Interface Design ◽  
Learning Experience ◽  
Learning Materials ◽  
Learning And Teaching ◽  
E Learning ◽  
Printed Materials ◽  
Content Design

E-learning applications or online learning is a very broad topic. This article discusses best practices in designing online learning to provide the best learning experience to students. Recently too many e-learning applications have been produced to help the learning process to be easily accessible anytime and anywhere. Students are so excited because access to learning materials is no longer limited to printed materials. The results of studies on the effectiveness of online learning show inconsistent findings. This is because most of the applications developed do not emphasize effective design. If applications are developed without considering the design principles of an effective e-learning application, it is impossible to provide a meaningful learning experience to students. So, these best practices have been gathered through analytical documents from books, journal articles and successful e-learning developers to help designers and developers of e-learning applications to produce effective applications. There are three main things that need to be emphasized in the design of e-learning applications, namely interface design, content design and interaction design. In interface design, among the things that are evaluated is how to produce an interface that can use the cognitive load effectively. Meanwhile, for content design, what is the appropriate learning and teaching theory to be applied so that the learning experience becomes something meaningful. For interaction design, it is important for the behavior of an application to be predictable and usable. Good interaction design shows features such as easy to use, efficient, safe, easy to learn and easy to remember how to use it. In this article, best practices for designing according to these three aspects will be discussed. Although these best practices are still not comprehensive, they can help learning application developers, teachers, instructors, lecturers, or trainers to be able to provide online learning materials and design e-learning interesting applications effectively.

Dental students’ education in the era of COVID-19 pandemic: from reality to virtuality: lessons to be learnt. (Preprint)

2020 ◽  
Author(s):  
Rola Alhabshneh ◽  
Anas Alibrahim ◽  
Tahani Abu-Alteen ◽  
Wiam Hamadah ◽  
Yousef Khader
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Dental Students ◽  
New Era ◽  
Learning And Teaching ◽  
Educational Plan ◽  
Dental Procedures ◽  
E Learning ◽  
Comprehensive Search

BACKGROUND The pandemic of coronavirus disease 2019 (COVID-19) has become a major public health challenge for many countries around the world. The global lockdown of educational institutions is going to cause major disruption to students’ learning and cancellation of their yearly assessments. Dental students are particularly at risk, due to the possibility of aerosols produced in many dental procedures that were suggested as a way of transmission of the COVID-19 virus. Shifting to online learning is needed in this era. OBJECTIVE This article aims to review the online learning experience, the effectiveness of tele-dentistry and the importance of implementing dental virtual simulation in preclinical and clinical courses during pandemics. Some suggestions are also provided to widen communication and creativity in the education system. The limitations of online learning and suggested solutions are also discussed. METHODS Two independent investigators conducted an electronic comprehensive search of PubMed/MEDLINE for articles published between 2000 and 2020, using the following search terms: “online education”; “Tele-dentistry”; “Education during pandemics”; “Virtual dentistry”; “COVID-19 reshaping education”; and “Dental E-learning.” Studies were selected and classified as included or excluded based on the title and abstract of the articles by the 2 researchers, working independently. Articles included were published in English, related to dentistry and online education. Articles excluded were not published in English or related to conventional education. It was not possible to analyze included articles, therefore we decided to do narrative review only. Authors’ points of view and suggestions were also added to shed light on the online learning experience and understand its quality and effectiveness during pandemics. RESULTS : from 150 articles reviewed, only 30 articles were found to qualify for inclusion. All included articles discussed online education based on experience of authors and provided some suggestions so that online learning experience becomes more effective. All included articles found that online education is a useful tool to be invested at times of pandemics and that it needs to be empowered and improved by schools and universities. CONCLUSIONS Being successful in riding the wave will take dental learning and teaching into a new era. In the future, every dean and faculty member will understand that online education is not only a potential source for new revenue. Instead, online education will be recognized as an essential core to every educational plan for institutional resilience and academic continuity. CLINICALTRIAL None

scholarly journals EFL Learners’ Perceptions on ZOOM Application in the Online Classes

2021 ◽  
Vol 2 (1) ◽  
pp. 41-51
Author(s):  
Nadila Nuraziza ◽  
Lulud Oktaviani ◽  
Fatimah Mulya Sari
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Online Classes ◽  
Learning Materials ◽  
Teaching Process ◽  
Efl Learners ◽  
Learning And Teaching ◽  
E Learning

Pandemic Covid-19 brings impactful aspects for several sectors, especially in the education sector. The teaching and learning process has shifted to online learning. It quite challenges the teachers as well as the students to fully support the success of the online classes.Teachers are required to be more creative in delivering the learning materials that will be given to their students. Meanwhile, students are encouraged to be autonomous learners. This paper aims to investigate the students’ perceptions toward the implementation of the ZOOM application to support the online learning process and explore how this application gives a new shape in the educational industry. The qualitative approach was chosen for this study. The data were obtained from questionnaires and interviews. Based on the findings, there are some perceptions about the implementation of ZOOM to support online learning. The result showed that most students thought implementation of e-learning should be improved continuously. Surprisingly, it gave significant changes toward the learning and teaching process, especially during covid-19 itself.

Higher Education and Web 2.0

2019 ◽  
pp. 103-127
Author(s):  
Pedro Isaias ◽  
Paula Miranda ◽  
Sara Pífano
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Best Practices ◽  
Web 2.0 ◽  
Learning Environments ◽  
Learning Experience ◽  
Education Sector ◽  
Online Questionnaire ◽  
Online Learning Environments ◽  
E Learning

The abundance of evidence of Web 2.0's value in educational settings has provided both educators and researchers with prized information about the application of a panoply of technologies. The experience that this evidence portrays can be used to meaningfully direct teachers in their own ventures of Web 2.0 implementation. In online learning environments, any collaboration between the students must occur with the support of technology, so it is fundamental that technology functions as an enabler, maximizing the opportunities that online settings offer, and that students can tap into those technologies to enhance their learning experience. This chapter focuses on the implementation of Web 2.0 within higher education from the viewpoint of e-learning experts. It reports on the findings of on online questionnaire that examined both the barriers and the best practices of implementation and that was applied internationally among researchers and teachers in the higher education sector.

Dental students’ education in the era of COVID-19 pandemic: from reality to virtuality: lessons to be learnt. (Preprint)

2020 ◽  
Author(s):  
Rola Alhabshneh Sr ◽  
Anas Alibrahim ◽  
Anas Alibrahim ◽  
Tahani Alteen ◽  
Wiam Hamadah ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Dental Students ◽  
New Era ◽  
Learning And Teaching ◽  
Educational Plan ◽  
Dental Procedures ◽  
E Learning ◽  
Comprehensive Search

BACKGROUND Background: The pandemic of coronavirus disease 2019 (COVID-19) has become a major public health challenge for many countries around the world. The global lockdown of educational institutions is going to cause major disruption to students’ learning and cancellation of their yearly assessments. Dental students are particularly at risk, due to the possibility of aerosols produced in many dental procedures that were suggested as a way of transmission of the COVID-19 virus. Shifting to online learning is needed in this era. OBJECTIVE This article aims to review the online learning experience, the effectiveness of tele-dentistry and the importance of implementing dental virtual simulation in preclinical and clinical courses during pandemics. Some suggestions are also provided to widen communication and creativity in the education system. The limitations of online learning and suggested solutions are also discussed. METHODS Two independent investigators conducted an electronic comprehensive search of PubMed/MEDLINE for articles published between 2000 and 2020, using the following search terms: “online education”; “Tele-dentistry”; “Education during pandemics”; “Virtual dentistry”; “COVID-19 reshaping education”; and “Dental E-learning.” Studies were selected and classified as included or excluded based on the title and abstract of the articles by the 2 researchers, working independently. Articles included were published in English, related to dentistry and online education. Articles excluded were not published in English or related to conventional education. It was not possible to analyze included articles, therefore we decided to do narrative review only. Authors’ points of view and suggestions were also added to shed light on the online learning experience and understand its quality and effectiveness during pandemics. RESULTS from 150 articles reviewed, only 30 articles were found to qualify for inclusion. All included articles discussed online education based on experience of authors and provided some suggestions so that online learning experience becomes more effective. All included articles found that online education is a useful tool to be invested at times of pandemics and that it needs to be empowered and improved by schools and universities. CONCLUSIONS Being successful in riding the wave will take dental learning and teaching into a new era. In the future, every dean and faculty member will understand that online education is not only a potential source for new revenue. Instead, online education will be recognized as an essential core to every educational plan for institutional resilience and academic continuity.

scholarly journals Code Pocket: Development of Interactive Online Learning of STEM’s Subject

2019 ◽  
Vol 8 (2) ◽  
pp. 5537-5542
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Stem Education ◽  
Learning Experience ◽  
Web Based ◽  
Learning And Teaching ◽  
Learning Platform ◽  
E Learning ◽  
The Subject ◽  
Waterfall Model

As to promote and develop STEM education in Malaysia, various approaches have been taken, including improving the curriculum of secondary school by enhancing the contents of the Technology subjects. In this paper, we are concentrating on the issues raised in learning and teaching the computer science subject specifically in supporting the students to understand the syllabus. We propose an interactive online learning application (Code Pocket) using Waterfall model to assist students in learning the subject and enables teachers to monitor the performance of the students. Code Pocket is a web-based application which acts as e-learning platform that consists of many modules such as notes, quiz and reporting. A dashboard menu panel is provided to enable easy navigation. This application provides alternative learning and teaching mechanisms by providing flexible learning environment that promotes online and mobile learning which can be accessed at anytime and anywhere. With interactive features, the learning experience will be better and interesting.

scholarly journals Employing the EPEC Hierarchy of Conditions (Version II) To Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting

2017 ◽  
Vol 18 (3) ◽  
Author(s):  
Michelle Jean Eady ◽  
Stuart Woodcock ◽  
Ashley Sisco
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Tertiary Education ◽  
Learning Experience ◽  
Ease Of Use ◽  
Group Model ◽  
Learning And Teaching ◽  
Safe Environment ◽  
Teaching Competence ◽  
E Learning

<p class="3">As e-learning maintains its popularity worldwide, and university enrolments continue to rise, online tertiary level coursework is increasingly being designed for groups of distributed learners, as opposed to individual students. Many institutions struggle with incorporating all facets of online learning and teaching capabilities with the range and variety of software tools available to them. This study used the EPEC Hierarchy of Conditions (ease of use, psychologically safe environment, e-learning self-efficacy, and competence) for E-Learning/E-Teaching Competence (Version II) to investigate the effectiveness of an online synchronous platform to train pre-service teachers studying in groups at multiple distance locations called satellite campuses. The study included 58 pre-service teachers: 14 who were online using individual computers and 44 joining online, sitting physically together in groups, at various locations. Students completed a survey at the conclusion of the coursework and data were analyzed using a mixed methods approach.</p><p class="3">This study’s findings support the EPEC model applied in this context, which holds that success with e-learning and e-teaching is dependent on four preconditions: 1) ease of use, 2) psychologically safe environment, 3) e-learning self-efficacy, and 4) competency. However, the results also suggest two other factors that impact the success of the online learning experience when working with various sized groups. The study demonstrates that the effectiveness of a multi-location group model may not be dependent only on the EPEC preconditions but also the effectiveness of the instructor support present and the appropriateness of the tool being implemented. This has led to the revised EPEC Hierarchy of Conditions for E-Learning/E-Teaching Competence (Version III).</p>

scholarly journals Promising online learning and teaching in digital age: systematic review analysis

2021 ◽  
Vol 7 (4) ◽  
pp. 126-135
Author(s):  
Azwar Rahmat ◽  
Abdul Wahab Syakhrani ◽  
Erwinsyah Satria
Keyword(s):  
Systematic Review ◽  
Online Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Digital Era ◽  
Review Analysis ◽  
The World ◽  
E Learning

This paper discusses online learning in the digital era by reviewing various international publications. This study is interesting given the growth of schools offering online education. This trend continues to develop, especially after the COVID-19 pandemic hit the world, which caused all social activities to stop. For that reason, we are interested in discussing online learning strategies, enriching the learning experience. Our analytical process involves coding, evaluation, and in-depth interpretation to obtain valid and reliable findings. We conducted data searches with the help of electronic searches on the Google Scholar app, ERIC publications, and Academic Microsoft between 2015 and publication in 2021. As a result, online educational activities have won a place in the hearts of students and teachers, which occur automatically through website technology. More specifically, this is called "e-learning." This is a promising distance learning that has become a trend for students and scientists and has become a way for people to get information about their needs.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

scholarly journals A snapshot of online learners: e-Readiness, e-Satisfaction and expectations

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Hale Ilgaz ◽  
Yasemin Gülbahar
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Qualitative Data ◽  
Learning Experience ◽  
Online Learners ◽  
Satisfaction Scale ◽  
Online Programs ◽  
Program Administrators ◽  
Learning Programs ◽  
E Learning

The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An e-readiness scale and an e-satisfaction scale was administered as quantitative measures, with open-ended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.

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