scholarly journals CREATION OF ELECTRONIC LEARNING OBJECTS FOR THE HIGH COGNITIVE LEVELS OF BLOOM’S DIGITAL TAXONOMY

2019 ◽  
Vol 31 (2) ◽  
pp. 585-590
Author(s):  
Evgenia Goranova
Keyword(s):  
Blended Learning ◽  
Learning Objects ◽  
Learning Objectives ◽  
Future Teachers ◽  
Digital Competence ◽  
Electronic Learning ◽  
Cognitive Levels ◽  
Digital Generation ◽  
E Learning ◽  
European Standards

The training of students - future teachers in Informatics and Informational Technologies is a responsible and multi-layered task. It requires future teachers to use the modern digital technologies providing the digital competence required by national and European standards; to know the current and perspective features of modern young people; to be skillful at software tools for creating electronic learning objects so that they can create effective blended learning in accordance with the generally accepted ergonomic and didactic aspects of pedagogical psychology; to apply digital training methodologies for training in computer science subjects; to define, research and find solution to scientific problems in their pedagogical practice.Changes in the characteristics of modern pupils that characterize them as a ‘Digital Generation’ genuinely generate the need for interactive e-learning, mobile and blended learning, especially in the field of computer sciences. Considering these facts parallel changes in the taxonomy of learning objectives have also emerged - from classic to revised to digital.To explore the problem of synchronizing the training of future teachers in Informatics and Informational Technologies in line with the dynamics of the learning objectives taxonomy, we use the following methods: we clarify the concepts of ‘blended learning’, ‘e-learning’, ‘m-learning’ and ‘electronic learning object’; we review the characteristics of the digital generation; we follow the evolution in the taxonomy of learning objectives; we clarify the levels of interactivity that are achieved when creating e-learning objects for blended learning implementation; we offer digital instrumentation and authoring tools that students acquire to create electronic learning objects for the high cognitive levels of Bloom's digital taxonomy - evaluation and creation.In conclusion, we comment on the advantages of being skillful at the toolkit for creating electronic learning objects of varying degrees of interactivity and suitable models for their inclusion in the Informatics and Information Technology teaching units in the implementation of blended learning.

Augmented Reality in Online Teacher Traning for Digital Competence

2021 ◽  
Vol LXIV (5) ◽  
pp. 503-519
Author(s):  
Evgenia Goranova ◽  
◽  
Valentina Voinohovska ◽  
Keyword(s):  
Augmented Reality ◽  
Learning Objects ◽  
Variable Component ◽  
Qr Code ◽  
Digital Learning ◽  
Digital Competence ◽  
Video Information ◽  
Field Independent ◽  
E Learning ◽  
Teacher Traning

The article presents an approach applied in the online training of pre-service teachers to acquire digital competence. The content of the concept of ‘digital competence’ in its sustainable and variable component is clarified. The understanding of ‘augmented reality’ to e-learning objects is presented. Two forms of ‘augmented reality’ have been proposed to visualize video information to a clarified concept. The first one is presented via a QR code for quick access and applicable for mobile learning. The other is provided by icons and is applicable to e-learning with a computer. It is believed that ‘augmented reality’ can differentiate students’ online learning according to the field-dependent and field-independent cognitive style and their preferences on the use of different digital learning devices.

scholarly journals Students’ Acceptance on Blended Learning: A Case Study

2018 ◽  
Vol 7 (4.38) ◽  
pp. 992
Author(s):  
Mohd Ramadan Ab Hamid ◽  
Emmy Hainida Khairul Ikram ◽  
Siti Sabariah Buhari ◽  
Farhanah Ahmad Shuhaimi ◽  
Norazmir Md Nor ◽  
...  
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Demographic Data ◽  
Health Sciences ◽  
Traditional Learning ◽  
Web Based ◽  
Electronic Learning ◽  
Learning Platform ◽  
Health Sciences Students ◽  
E Learning

Electronic Learning (E-Learning) has been widely used as a complement to the traditional learning method. It includes the introduction of blended learning (BL) that fully utilises the use of Learning Management System (LMS). The aim of this study is to examine students’ acceptance of blended learning specifically with the use of Openlearning (OL) as an online learning platform to complement traditional teaching. 137 students had participated in this study. OL was introduced to the Health Sciences students, who enrolled in the Principles of Nutrition course. Students explored teaching materials, videos, activities, and several assessments in OL while facilitated by facilitators for 14 weeks. A self-administered questionnaire was given via online to the participants to evaluate their attitudes and acceptance towards OL. Descriptive statistic was used to describe the demographic data and t-test was performed to report the level of acceptance. Overall results showed students were very satisfied with blended learning using OpenLearning as a web-based tool. Students accepted OL as it is easy to use and convenient. They also agreed that the usage of OL in teaching and learning will improve their academic performance. In conclusion, it is proven that Health Sciences students accepted the use of OL in blended learning.    

scholarly journals BLENDED LEARNING AS A METHOD FOR IMPROVING STUDENTS’ ACHIEVEMENT IN DERMATOTHERAPY: A PRELIMINARY STUDY

2020 ◽  
Vol 9 (3) ◽  
pp. 249
Author(s):  
Sri Linuwih Menaldi ◽  
Hanny Nilasari ◽  
Githa Rahmayunita ◽  
Siti Farida ◽  
Nanda L. Prasetya
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Test Score ◽  
Learning Objectives ◽  
Learning Activities ◽  
Bivariate Analysis ◽  
Learning Method ◽  
Face To Face ◽  
Post Test ◽  
E Learning

Background: Dermatotherapy is an important topic in Dermatology and Venereology module. The time allocated for dermatotherapy topic is limited, so that the development of learning method is needed to achieve the learning objectives. Blended learning is a combination of e-learning and face to face lecture session. This method is often used when there is less time available for lecturing and limited number of teachers. This learning method is expected to be more effective and efficient for the students and also the teachers. This study was conducted to examine the effectiveness of blended learning method used in dermatotherapy topic, and to identify the obstacle of using this method. Methods: This study is a cross sectional study, using quantitative and qualitative approach, involving 22 fifth-year medical students of Faculty of Medicine Universitas Indonesia who enrolled in dermatology and venereology module. We collected data from questionnaire, pre and post-test, and feedback from the students. Comparison of pre-test and post-test results were analysed using paired T test, and followed by bivariate test of students’ characteristic, gadget usage and e-learning activities associated with the increased post-test score.Results: An increased in post-test score was found to be statistically significant (p<0.05). Approximately 95,4% of students passed the final exam on the dermatotherapy subject. Bivariate analysis revealed that the number of gadgets owned, digital usage and e- learning activities did not have a significant effect on the post-test score. Based on the students’ feedback, blended learning had a positive impact on helping their learning process; however, the materials of e-learning must be interactive, informative and comprehensive. Face-to-face lecture is still an important component in learning hence it is irreplaceable. Conclusion: Blended learning is an effective method of learning and should be considered if there is limitation of lecture time and number of teachers available. By using this method, medical students are more flexible in their study and it can be adjusted to their own learning style hence heling them understand better. Further development and improvement are needed for this method as to achieve the learning objectives.  Keywords: blended learning, dermatotherapy, medical students

Using Open Archives and Learning Objectives for Reusing CSL Contents

2011 ◽  
pp. 202-227
Author(s):  
Rogério Patrício Chagas do Nascimento
Keyword(s):  
New Technologies ◽  
Learning Objects ◽  
Learning Objectives ◽  
E Learning ◽  
Metadata Harvesting ◽  
Open Archives

In this chapter the SCORM standards as a mean of creating skills to support the conception and development of e-learning devices (contents and systems) are introduced. It is shown how the SCORM, combined with new technologies/techniques as metadata harvesting, XML family, RSS, and feedreaders, offers a potentially substantive approach to understanding the dissemination of open archives initiatives and learning objects repositories in a variety of contexts. Furthermore, understanding the underlying assumptions and theoretical constructs through the use of the SCORM Model will not only teach the researcher a better way to design and develop CSL contents, but also help in the understanding of storing, distributing, sharing, and reusing CSL contents made by themselves or by other institutions abroad.

scholarly journals USING E-COURSES TO ENHANCE THE FUTURE TEACHERS` DIGITAL COMPETENCE

2018 ◽  
pp. 44-62
Author(s):  
Oksana Buinytska ◽  
Svitlana Vasylenko
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Educational Process ◽  
Future Teachers ◽  
Digital Competence ◽  
Joint Research ◽  
Scientific Publications ◽  
Laboratory Staff ◽  
Steam Education ◽  
E Learning

The article presents the experience of developing the digital competence level as one of the main components of future teachers’ success, including the implementation of STEAM education in the educational process of secondary education institutions. An overview of modern scientific publications was performed, mainly published by foreign researchers and also by researchers from Ukraine, which define the concept of digital competence, reveal different approaches to determine the level of digital competence of future specialists using the digital competence wheel; STEAM education and digital competence communication, formed enough to integrate STEAM principles into the educational process of secondary education institutions. The author presents the results of the implementation e-learning courses, that were developed for key disciplines in the specialization «Management of e-learning in the intercultural space» and joint research of IT in Education Laboratory staff, teachers of the Department of Computer Science and Mathematics and students of the Pedagogical Institute of Borys Grinchenko Kyiv University on training courses to enhance the digital competence of future teachers. The description of the two key disciplines of the e-learning course presents information on the development of integrated, professional and digital competences. While updating the content and selection of teaching methods, the recommendations and articles issued in the framework of the project «Modernization of Pedagogical Higher Education through the Use of Innovative Teaching Instruments» (MoPED) of the EU program Erasmus + KA2 – Development of Higher Education Capacity, No. 586098-EPP- 1-2017-1-UA-EPPKA2-CBHE-JP, JP, which is affiliated with Borys Grinchenko Kyiv University, are included.

scholarly journals Al-Qur`an Learning Innovation Based on Blended Cooperative e-Learning in School

2020 ◽  
Vol 10 (4) ◽  
pp. 47
Author(s):  
Ahmad Mujib ◽  
Marhamah Marhamah
Keyword(s):  
Cooperative Learning ◽  
Blended Learning ◽  
Student Motivation ◽  
Learning Objectives ◽  
The Other ◽  
Digital Learning ◽  
Learning Method ◽  
Face To Face ◽  
E Learning ◽  
Development Methods

Learning Al-Qur'an in schools today still uses the old methods, drill and lecture. So students are not involved in learning, on the other hand, they become the object of learning itself. Al-Qur'an learning innovation is absolutely necessary, in order to stimulate student motivation and create a pleasant atmosphere of learning. Blended Learning Method is the combination of face-to-face and non-face-to-face methods both through offline and online digital learning. This method becomes a solution for learning Al-Qur'an because of the lack of face-to-face hours and it is not achieving the true learning objectives of Al-Qur'an. The purpose of this research is to find out the best solution in learning Al-Qur'an. The object of this research is the method of learning Al-Qur’an in Senior high schools (SMA) Muhammadiyah 16 Jakarta. This study used Research and Development methods. After conducting in-depth research, the results are found that the learning model of Al-Qur’an in SMA Muhammadiyah 16 needs to be developed into blended cooperative learning based e-learning.

scholarly journals Formation of cognitive activity of technical university students using elements of blended learning in the study of quantum physics

2021 ◽  
Vol 14 (33) ◽  
pp. e15296
Author(s):  
Diana Arkad`evna Denisova ◽  
Natalia Gennadyevna Levanova ◽  
Irina Vladimirovna Evgrafova ◽  
Alexander Sergeyevich Verkhovod
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Quantum Physics ◽  
Cognitive Activity ◽  
Real Life ◽  
Activity Levels ◽  
Electronic Learning ◽  
Study Results ◽  
E Learning ◽  
Technical University

The study aims to analyze the expediency of using the capabilities of LMS Moodle for the implementation of blended learning in physics at a technical university in the study of quantum physics. The opportunities presented by the Moodle online environment are analyzed. It is demonstrated that online learning combined with in-person learning greatly improves learning outcomes. An instrument for e-learning in quantum physics in the Moodle environment is described and its educational capabilities are determined. The article examines the method of creating computer models using Easy Gif Animator. Modeling is examined as a means of promoting the formation of students’ cognitive activity. The use of modeling and thought experiments contributes to enhancing students’ understanding of real-life experiments and theories in physics. The study results support the hypothesis that the introduction of an electronic learning component in teaching quantum physics will increase students’ cognitive activity levels.

Rethinking E-Learning

2011 ◽  
pp. 184-202 ◽  
Author(s):  
Jørgen Bang ◽  
Christian Dalsgaard
Keyword(s):  
Theoretical Framework ◽  
Learning Objects ◽  
Focus Of Attention ◽  
Cultural Relevance ◽  
Learning Objectives ◽  
Learning Activities ◽  
Learning Resources ◽  
Collaborative Process ◽  
E Learning ◽  
Pedagogical Discussion

“Technology alone does not deliver educational success. It only becomes valuable in education if learners and teachers can do something useful with it” (OECD, 2001, p. 24). This quotation could be used as a bon mot for this chapter. Our main goal is to rethink e-learning by shifting the focus of attention from learning resources (learning objects) to learning activities, which also implies a refocusing of the pedagogical discussion of the learning process. Firstly, we try to identify why e-learning has not been able to deliver the educational results as expected 5 years ago. Secondly, we discuss the relation between learning objectives, learning resources, and learning activities, in an attempt to develop a consistent, theoretical framework for learning as an active, collaborative process that bears social and cultural relevance to the student. Finally, we specify our concept of learning activities, and argue for the educational advantages of creating large learning resources that may be used for multiple learning activities.

scholarly journals ORGANIZATION OF POINT-CRITERION ASSESSMENT OF BLENDED LEARNING STUDENTS DUE TO EDUCATION DIGITIZING

2021 ◽  
pp. 43-48
Author(s):  
A.G. Shirokolobova ◽  
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Evaluation System ◽  
Electronic Learning ◽  
E Learning ◽  
Learning Platforms ◽  
Electronic Learning Environment ◽  
Forms Of Knowledge

In the context of digitalization of education, traditional forms of knowledge control are gradually being transformed by the assessment of knowledge through e-learning platforms. The electronic learning environment makes it possible to organize a point-based evaluation system, consisting of a point assessment during the current and intermediate control and a criterion-based assessment during the final certification of the formation of competencies.

scholarly journals DIGITAL COMPETENCE AS ONE OF THE PROFESSIONALLY IMPORTANT COMPETENCIES OF FUTURE TEACHERS

2019 ◽  
Author(s):  
Halyna Henseruk
Keyword(s):  
European Commission ◽  
Professional Competence ◽  
Scientific Work ◽  
Professional Activity ◽  
Future Teachers ◽  
Digital Competence ◽  
Digital Competency ◽  
European Standards ◽  
Competence Framework ◽  
Definition Of

Abstract. In the article digital competence, one of the main components of professional competence of future teachers, is considered. Different approaches of determining the digital competency of future specialists and terminology, used in modern scientific literature to determine the concept of digital competency, have been studied. The analysis of recent scientific work of the proposed problem was carried out. Concepts "competence" and "computer competence" are defined. To integrate with the international educational space, the definition of "digital competence" is appliesd The author substantiates the essence of the concept of "digital competence", defines the components of "digital competence" of future teachers and outlines directions of its development. European standards, which are an important tool for increasing the level of digital competence of specialists in the field of education for identifying digital competences, are analyzed. One of the objectives of the study was to analyze the project of the European Commission “The Digital Competence Framework for Citizens” (DigComp), which is an important tool for increasing the digital competence of specialists in education, training and advanced training. The article defines the definition of digital competence by the European Commission, which defines this competence as one of the key competences for learning through life and is interpreted as a sure, critical and responsible use and interaction with digital technologies for learning, professional activity (work), and participation in society. The article highlights the digital competency standards of the European network of EUROPASS, which include information management, cooperation, communication, content, knowledge, ethics, responsibility, assessment, problem solving and technical operations.

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