scholarly journals Pemilihan Model Pembelajaran e-learning berbasis Learning Managemen System

EXPLORE ◽  
2017 ◽  
Vol 7 (2) ◽  
pp. 18
Author(s):  
Maspaeni ◽  
Basuki Wibawa ◽  
Henny Yusuf
Keyword(s):  
Explicit Instruction ◽  
Problem Based Learning ◽  
Learning Tools ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning

Abstrak - Keberadaan teknologi informasi khususnya teknologi internet, telah banyak memberi manfaat dalam segala bidang tidak terkecuali bidang pendidikan. Salah satu manfaat dari teknologi internet dalam bidang pendidikan adalah dimanfaatkannya Learning Managemen System (LMS)  sebagai model pembelajaran e-larning dalam meningkatkan kualitas pembelajaran. Pemilihan Model Pembelajaran e-learning berbasis LMS ini merupakan salah satu strategi alternatif  model pembelajaran diantara puluhan model-model pembelajaran yang ada seperti model pembelajaran CORE (Connecting, Organizing, Refleting, Extending), AIR (Auditory, Intellectualy, Repetition), Explicit Instruction, Kumon, Pembelajaran Berbasis masalah (Problem Based Learning) dan lain-lain untuk meningkatkan kualitas pembelajaran algotima di STMIK Mataram.Sebagian besar mahasiswa khususnya di STMIK Mataram mengatakan bahwa mata kuliah Algoritma adalah salah satu mata kuliah yang terbilang sulit. Untuk dapat lebih mudah memahaminya, mahasiswa tentu ditutut untuk lebih banyak belajar dan berlatih.  Selain itu, pemilihan model pembelajaran yang tepat juga sangat mempengaruhi kualitas pembelajaran yang dapat meningkatkan hasil belajar algoritma di STMIK Mataram. Pemilihan model pembelajaran e-learning berbasis LMS ini dapat dilakukan dengan memanfaatkan sebuah aplikasi/tools yang berbasis web yang disebut dengan web based learning tools seperti Moodle, Edmodo, Schoology, Google Classroom, Blackboard, Articulate, WebCT dan lain-lain.  Dengan model pembelajaran e-learning berbasis LMS ini, berdasarkan beberapa penelitian mengungkapkan secara signifikan mampu mendongkrak kualitas pembelajaran. Peningkatan kualitas pembelajaran melalui e-learning berbasis LMS diharapkan dapat meningkatkan hasil belajar terutama pada mata kuliah algoritma di STMIK Mataram. Keyword: Pembelajaran, LMS, Learning Managemen System,  STMIK Mataram

The Role of Digital Application Literacy in Online Assessment

2021 ◽  
pp. 004723952110526
Author(s):  
LeAnne J. Schmidt ◽  
Michael DeSchryver
Keyword(s):  
Content Knowledge ◽  
Mobile Apps ◽  
Learning Goals ◽  
Return To School ◽  
Learning Tools ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Based ◽  
Academic Consequences

As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

ACCESSIBILITY REVIEW FOR WEB-BASED LEARNING TOOLS AND MATERIALS

2018 ◽  
Author(s):  
Lourdes Marco ◽  
Sonsoles López-Pernas ◽  
Álvaro Alonso
Keyword(s):  
Learning Tools ◽  
Web Based ◽  
Web Based Learning

Ideas on the Future of Intelligent Web-Based E-Learning

2018 ◽  
pp. 2274-2287
Author(s):  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Current Status ◽  
Learning Approaches ◽  
Learning Tools ◽  
Web Based ◽  
The Future ◽  
Teachers And Students ◽  
Important Approach ◽  
E Learning

With the outstanding improvements in technology, the number of e-learning applications has increased greatly. This increment is associated with awareness levels of educational institutions on the related improvements and the power of communication and computer technologies to ensure effective and efficient teaching and learning experiences for teachers and students. Consequently, there is a technological flow that changes the standards of e-learning processes and provides better ways to obtain desired educational objectives. When we consider today's widely used technological factors, Web-based e-learning approaches have a special role in directing the educational standards. Improvements among m-learning applications and the popularity of the Artificial Intelligence usage for educational works have given great momentum to this orientation. In this sense, this chapter provides some ideas on the future of intelligent Web-based e-learning applications by thinking on the current status of the literature. As it is known, current trends in developing Artificial Intelligence-supported e-learning tools continue to shape the future of e-learning. Therefore, it is an important approach to focus on the future. The author thinks that the chapter will be a brief but effective enough reference for similar works, which focus on the future of Artificial Intelligence-supported distance education and e-learning.

The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students' Computing Skills

2011 ◽  
pp. 1614-1627
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of webenabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools.

Goal-Based Framework for Multi-User Personalized Similarities in e-Learning Scenarios

2014 ◽  
Vol 4 (1) ◽  
pp. 1-14 ◽  
Author(s):  
M. Waseem Chughtai ◽  
Imran Ghani ◽  
Ali Selamat ◽  
Seung Ryul Jeong
Keyword(s):  
Collaborative Filtering ◽  
Cold Start ◽  
Traditional Education ◽  
Experimental Result ◽  
Personalized Recommendation ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
Learning Scenarios ◽  
Content Based Filtering

Web-based learning or e-Learning in contrast to traditional education systems offer a lot of benefits. This article presents the Goal-based Framework for providing personalized similarities between multi users profile preferences in formal e-Learning scenarios. It consists of two main approaches: content-based filtering and collaborative filtering. Because only traditional content-based filtering is not sufficient to generate the recommendations for new-users, therefore, the proposed work hybridized multi user's collaborative filtering functionalities with personalized content-based profile preferences filtering. The main purpose of this proposed work is to (a) overcome the user-based cold-start profile recommendations and (b) improve the recommendations accuracy for new-users in formal e-learning recommendation systems. The experimental has been done by using the famous ‘MovieLens' dataset with 15.86% density of the user-item matrix with respect to ratings, while the evaluation of experimental results have been performed with precision mean and recall mean to test the effectiveness of Goal-based personalized recommendation framework. The Experimental result Precision: 81.90% and Recall: 86.56% show that the proposed framework goals performed well for the improvement of user-based cold-start issue as well as for content-based profile recommendations, using multi users personalized collaborative similarities, in formal e-Learning scenarios effectively.

Enhanced Speech-Enabled Tools for Intelligent and Mobile E-Learning Applications

2010 ◽  
pp. 147-165
Author(s):  
S. A. Selouani ◽  
T. H. Lê ◽  
Y. Benahmed ◽  
D. O’Shaughnessy
Keyword(s):  
New Media ◽  
Recognition Performance ◽  
User Profile ◽  
Learning Material ◽  
Speech Technology ◽  
Web Based ◽  
C Language ◽  
Web Based Learning ◽  
E Learning ◽  
The One

Web-based learning is rapidly becoming the preferred way to quickly, efficiently, and economically create and deliver training or educational content through various communication media. This chapter presents systems that use speech technology to emulate the one-on-one interaction a student can get from a virtual instructor. A Web-based learning tool, the Learn IN Context (LINC+) system, designed and used in a real mixed-mode learning context for a computer (C++ language) programming course taught at the Université de Moncton (Canada) is described here. It integrates an Internet Voice Searching and Navigating (IVSN) system that helps learners to search and navigate both the web and their desktop environment through voice commands and dictation. LINC+ also incorporates an Automatic User Profile Building and Training (AUPB&T) module that allows users to increase speech recognition performance without having to go through the long and fastidious manual training process. New Automated Service Agents based on the Artificial Intelligence Markup Language (AIML) are used to provide naturalness to the dialogs between users and machines. The portability of the e-learning system across a mobile platform is also investigated. The findings show that when the learning material is delivered in the form of a collaborative and voice-enabled presentation, the majority of learners seem to be satisfied with this new media, and confirm that it does not negatively affect their cognitive load.

Towards a Personalized E-Learning System

2011 ◽  
pp. 2124-2134
Author(s):  
Elvis Wai Chung Leung ◽  
Qing Li
Keyword(s):  
Online Education ◽  
Economic Benefit ◽  
Learning System ◽  
Development Cost ◽  
Web Based ◽  
Course Materials ◽  
Web Based Learning ◽  
Interactive Environment ◽  
E Learning ◽  
The Web

To cope with the increasing trend of learning demand and limited resources, most universities are taking advantage of Web-based technology for their distance education or e-learning (Montelpare & Williams, 2000). One of the reasons is due to the significant price drop of personal computers in recent decades; the Internet and multimedia have penetrated into most households. Moreover, most students prefer to learn from an interactive environment through a self-paced style. Under the Web-based learning model, students can learn anytime, anywhere because they are not required to go to school on schedule (Appelt, 1997). Meanwhile, universities also enjoy the economic benefit due to the large student base that can share the development cost of course materials and other operational expenses. Gradually, more and more universities follow this similar way to provide online education.

Assessing the Effect of Web-Based Learning Tools on Student Understanding of Stoichiometry Using Knowledge Space Theory

2005 ◽  
Vol 82 (8) ◽  
pp. 1251 ◽  
Author(s):  
Ramesh D. Arasasingham ◽  
Mare Taagepera ◽  
Frank Potter ◽  
Ingrid Martorell ◽  
Stacy Lonjers
Keyword(s):  
Student Understanding ◽  
Space Theory ◽  
Learning Tools ◽  
Knowledge Space ◽  
Knowledge Space Theory ◽  
Web Based ◽  
Web Based Learning

e-Learning competency for practice nurses: an evaluation report

2013 ◽  
Vol 19 (4) ◽  
pp. 287 ◽  
Author(s):  
Marie Heartfield ◽  
Andrea Morello ◽  
Melanie Harris ◽  
Sharon Lawn ◽  
Vincenza Pols ◽  
...  
Keyword(s):  
Health Care Professionals ◽  
Chronic Disease Management ◽  
Learning Experience ◽  
Self Management ◽  
Policy Outcomes ◽  
Management Support ◽  
Web Based ◽  
Practice Nurses ◽  
Web Based Learning ◽  
E Learning

Practice nurses in Australia are now funded to facilitate chronic condition management, including self-management support. Chronic disease management requires an established rapport, support and proactivity between general practitioners, patients and the practice nurses. To achieve this, training in shared decision making is needed. e-Learning supports delivery and achievement of such policy outcomes, service improvements and skill development. However, e-learning effectiveness for health care professionals’ is determined by several organisational, economic, pedagogical and individual factors, with positive e-learning experience linked closely to various supports. This paper reinforces previous studies showing nurses’ expanding role across general practice teams and reports on some of the challenges of e-learning. Merely providing practice nurses with necessary information via web-based learning systems does not ensure successful learning or progress toward improving health outcomes for patients.

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