scholarly journals An e-learning approach to informed problem-solving

2012 ◽  
pp. 195-216 ◽  
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Learning Processes ◽  
Individualized Learning ◽  
Diverse Learning ◽  
Collaborative Construction ◽  
Written Form ◽  
E Learning ◽  
Learning Contract ◽  
Process Structure

When taking into account individualized learning processes not only content and interaction facilities need to be re-considered, but also the design of learning processes per se. Besides explicitness of learning objectives, interactive means of education need to enable intertwining content and communication elements as basic elements of active learning in a flexible way while preserving a certain structure of the learning process. Intelligibility Catchers are a theoretically grounded framework to enable such individualized processes. It allows learners and teachers agreeing and determining a desired learning outcome in written form. This type of e-learning contract enables students to individually explore content and participate in social interactions, while being guided by a transparent learning process structure. The developed implementation empowers learners in terms of creative problem-solving capabilities, and requires adaptation of classroom situations. The framework and its supporting semantic e-learning environment not only enables diverse learning and problem solving processes, but also supports the collaborative construction of e-learning contracts.

scholarly journals Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

2020 ◽  
Vol 15 (15) ◽  
pp. 133
Author(s):  
Sohail Iqbal Malik ◽  
Mostafa Al-Emran ◽  
Roy Mathew ◽  
Ragad M Tawafak ◽  
Ghaliya Alfarsi
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Game Based Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Programming Education ◽  
E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

scholarly journals PENERAPAN E-LEARNING MELALUI PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MAHASISWA

2021 ◽  
Vol 11 (2) ◽  
pp. 158-167
Author(s):  
Glory Indira Diana Purba ◽  
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Learning Process ◽  
Problem Based Learning ◽  
Learning Tools ◽  
Learning Problem ◽  
Electronic Learning ◽  
E Learning ◽  
Three Stages ◽  
Descriptive Qualitative

This study aims to determine whether the application of e-learning in problem-based learning can improve the problem solving abilities of FMIPA Unimed students. The approach used in this research is descriptive qualitative research by actively involving through e-learning the actors in the learning process, namely lecturers and students, as well as other related subjects. This study's design consists of three stages: (1) the development of learning tools and research instruments, (2) the testing of learning tools and research instruments, and (3) the implementation of experiments. Keywords: Electronic Learning, Problem-Based Learning, Mathematica Problem Solving Ability

scholarly journals PENGARUH MODEL PEMBELAJARAN DAN EKOLITERASI TERHADAP KEMAMPUAN PEMECAHAN MASALAH LINGKUNGAN PESERTA DIDIK

2018 ◽  
Vol 19 (02) ◽  
pp. 39-49
Author(s):  
AL Haeriyah Sucia ◽  
Agung Purwanto ◽  
Sucahyanto Sucahyanto
Keyword(s):  
Problem Solving ◽  
Factorial Design ◽  
Experimental Method ◽  
Learning Process ◽  
Significant Interaction ◽  
Problem Based Learning ◽  
Environmental Problems ◽  
Project Based Learning ◽  
Learning Processes ◽  
Problem Solving Environment

The purpose of this study is to determine whether there is a model of learning and ekoliteration on the ability to solve environmental problems. This research used experimental method 2 X 2 factorial design. This study was conducted in February - March 2018. The population in this study were all students of class X SMA Negeri 13 Kabupaten Tangerang which amounted to 176 respondents. The sample in this research is 44 respondents randomly simpling. The conclusion showed that there was no significant interaction between learning model and ekoliteration on the ability of problem solving environment of learners; there is one significant problem between learners that is significant between learners whose learning processes use project-based learning and problem-based learning; no one is able to solve the non-significant environmental problems of learners between learners who have high and low ecoliteration; for groups of learners who have high ecoliteration, there are no factors capable of solving environmental problems that are carried out using learning based on project-based learning (A1B1) and problem-based learning (A2B1); for groups of learners who have low ecoliteration, there are no effective differences in environmental problems of learners whose learning process uses project-based learning (A1B2) and problem-based learning (A2B2)

A Virtual Learning Process Environment and Comparison with Conventional E-Learning Systems

2014 ◽  
pp. 107-137
Author(s):  
Ayodeji Adesina ◽  
Derek Molloy
Keyword(s):  
Learning Process ◽  
Process Management ◽  
Course Design ◽  
Virtual Learning ◽  
Learning Processes ◽  
Learning Systems ◽  
Course Materials ◽  
Complex Process ◽  
E Learning ◽  
Flexible Education

Learning is a complex process; an in-depth knowledge of the intricacies of learning processes can help to improve the formulations of effective methods, tools, and technologies to support and enhance learning through the effective management of learning processes. VLEs such as Moodle help facilitate the management of educational courses for students, in particular by helping lecturers and students with course administration. However, the management of the process of learning is inadequate. Once educational course materials are made available on the VLEs, analyses such as what students do with the course materials are difficult to observe in a real-time manner. Therefore, there is a need for the administration and management of the process of learning. This chapter presents a Virtual Learning Process Environment (VLPE) that is based on the Business Process Management (BPM) technology conceptual framework. In contrast to traditional e-learning systems, VLPE focuses on learning process management through the orchestration of flexible education pedagogies around course materials in the form of learning process workflows. Consequently, the effectiveness of any adopted pedagogy can be re-assessed, re-evaluated, and reformed by course designers with the potential to improve course design and learning outcomes.

scholarly journals TANTANGAN PENERAPAN SISTEM BELAJAR ONLINE BAGI MAHASISWA DITENGAH PANDEMIK COVID-19

2020 ◽  
Vol 3 (1) ◽  
pp. 277
Author(s):  
Hengki Mangiring Parulian Simarmata ◽  
Poltak Pardamean Simarmata
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Qualitative Methods ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Online Classes ◽  
Innovative Teaching ◽  
E Learning

The Covid-19 virus epidemic that hit Indonesia had an impact on policies in changing creative, adaptive and innovative teaching and learning processes. In preventing the spread of the covid-19 virus, the Indonesian government closed schools and universities for a while. Campus management conducts health protocols without reducing teaching and learning process between students and lecturers. One of the activities carried out on campus is by conducting online or online classes using various applications such as zoom and E-learning. This research method is done by qualitative methods. Data obtained by conducting a survey of 50 Indonesian Business Polytechnic students online. The purpose of this research is to get information about problems and obstacles faced by students when conducting the online learning process. This research is expected to be able to provide input for higher education institutions in managing and providing policies during the Covid-19 pandemic

scholarly journals Development of Creative Thinking Skills in the Teaching-Learning Process

2021 ◽  
Author(s):  
Natalia Larraz-Rábanos
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Learning Processes ◽  
Educational Approach ◽  
Problem Solving Process ◽  
Teaching Learning ◽  
High Level

Creativity is one of the most appreciated learning skills current the XXI century. The development of creativity has been considered essential in order to achieve an effective and a high-level learning. As different approaches to its study, creativity has been defined as a result, as a process, as a construct derived from the influence of the context and of the experience and as a personality feature of human nature. The aim of this contribution is to explain the study of creativity from the mentioned approaches to achieve a comprehension of such construct. In addition, the focus has been centred on highlight the development of creativity from an educational approach, starting from the description, implication of the use and application of creative strategies in the teaching and learning processes. Finally, a brief description is made of the most important or relevant strategies found in the literature, with emphasis on the incorporation of these strategies in the problem-solving process.

scholarly journals Supporting Interoperability and Context-Awareness in E-Learning through Situation-Driven Learning Processes

2011 ◽  
pp. 115-137
Author(s):  
Stefan Dietze ◽  
Alessio Gugliotta ◽  
John Domingue
Keyword(s):  
Learning Process ◽  
Learning Technologies ◽  
Learning Processes ◽  
Learning Goals ◽  
Learning Resources ◽  
Metadata Standard ◽  
Metadata Standards ◽  
E Learning ◽  
Actual Learning ◽  
Specific Learning

Current E-Learning technologies primarily follow a data and metadata-centric paradigm by providing the learner with composite content containing the learning resources and the learning process description, usually based on specific metadata standards such as ADL SCORM or IMS Learning Design. Due to the design-time binding of learning resources, the actual learning context cannot be considered appropriately at runtime, what limits the reusability and interoperability of learning resources. This paper proposes Situation-driven Learning Processes (SDLP) which describe learning processes semantically from two perspectives: the user perspective considers a learning process as a course of learning goals which lead from an initial situation to a desired situation, whereas the system perspective utilizes Semantic Web Services (SWS) technology to semantically describe necessary resources for each learning goal within a specific learning situation. Consequently, a learning process is composed dynamically and accomplished in terms of SWS goal achievements by automatically allocating learning resources at runtime. Moreover, metadata standard-independent SDLP are mapped to established standards such as ADL SCORM and IMS LD. As a result, dynamic adaptation to specific learning contexts as well as interoperability across different metadata standards and application environments is achieved. To prove the feasibility, a prototypical application is described finally.

scholarly journals Improving E-Learning by Integrating a Metacognitive Agent

2018 ◽  
Vol 8 (5) ◽  
pp. 3359
Author(s):  
Hanane Elbasri ◽  
Adil Haddi ◽  
Hakim Allali
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Learning Management Systems ◽  
Learning Processes ◽  
Management Systems ◽  
Learning Method ◽  
Learner Outcomes ◽  
Major Disadvantage ◽  
Computer Course ◽  
E Learning

The major disadvantage of the current Learning Management Systems is the lack of learner assistance in their learning processes and, therefore, they can not replace the presence of the teacher who ensures the progress of learning. In fact, we proposed to integrate, for each learner, a metacognitive agent that supported the metacognitive assistance and extracts the defectsin the learning process and strategies. The goal is to invite the learner to correct himself and improve his learning method. Metacognitive questionnaires were distributed to a group of 100 students before, during and after a computer course. The goal is to evaluatethe metacognitive attributes and to determine their influence on the success of learning. Decision trees were used as data analysis tools to extract a set of rules and to discover the influence of these metacognitive attributes on the result obtained by the learners. The results indicate that there are relationships between the different metacognitive attributes and the learners’ success. We note there is the influence of metacognitive incitement on learner outcomes, which reflects the degree of understanding of a learning pedagogical unit by the learner.

A Virtual Learning Process Environment and Comparison with Conventional E-Learning Systems

2016 ◽  
pp. 839-865 ◽  
Author(s):  
Ayodeji Adesina ◽  
Derek Molloy
Keyword(s):  
Learning Process ◽  
Process Management ◽  
Course Design ◽  
Virtual Learning ◽  
Learning Processes ◽  
Learning Systems ◽  
Course Materials ◽  
Complex Process ◽  
E Learning ◽  
Flexible Education

Learning is a complex process; an in-depth knowledge of the intricacies of learning processes can help to improve the formulations of effective methods, tools, and technologies to support and enhance learning through the effective management of learning processes. VLEs such as Moodle help facilitate the management of educational courses for students, in particular by helping lecturers and students with course administration. However, the management of the process of learning is inadequate. Once educational course materials are made available on the VLEs, analyses such as what students do with the course materials are difficult to observe in a real-time manner. Therefore, there is a need for the administration and management of the process of learning. This chapter presents a Virtual Learning Process Environment (VLPE) that is based on the Business Process Management (BPM) technology conceptual framework. In contrast to traditional e-learning systems, VLPE focuses on learning process management through the orchestration of flexible education pedagogies around course materials in the form of learning process workflows. Consequently, the effectiveness of any adopted pedagogy can be re-assessed, re-evaluated, and reformed by course designers with the potential to improve course design and learning outcomes.

A Case Study of Distance Education for Informatics Gifted Students

2015 ◽  
pp. 358-380
Author(s):  
JeongWon Choi ◽  
SangJin An ◽  
YoungJun Lee
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Computational Thinking ◽  
Gifted Students ◽  
Implementation Process ◽  
Learning Group ◽  
Learning Content ◽  
E Learning ◽  
Problem Solving Process ◽  
Learning Flow

This chapter analyzes cases in which programming was developed via e-learning in informatics gifted classes in Korea. The gifted class, which aimed to improve computational thinking and problem-solving ability, received the algorithm and programming education and experienced the design and implementation process of a programming project entitled “Interactive Movie Production through Scratch Programming” through the creation of a learning group. The learners received gifted education via e-learning systems, such as video lecturing, video conferencing, and smart phones. However, there was much difficulty in providing appropriate feedback and scaffolding to resolve the trial-and-error issues experienced during the programming learning process, which involved learning flow interruptions of the learners, which in some cases caused them to give up on the learning process. To overcome this difficulty, the selection of educational content appropriate for distance learning was regarded as important, and algorithm learning utilizing puzzles was proposed as an alternative. Puzzles can encompass learning content using texts and images while also providing feedback and scaffolding appropriate for learners via suitable learning document compositions and descriptions of the problem solving process while also evaluating the learner's ability in detail.

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