scholarly journals The Cognitive Dimension and Course Content Modeling: An Ontological Approach

2017 ◽  
Vol 12 (05) ◽  
pp. 181
Author(s):  
Kalla Madhusudhana
Keyword(s):  
Learning Environment ◽  
Learning Style ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
Web Based ◽  
Course Content ◽  
Effective Learning ◽  
Content Description ◽  
Ontological Approach ◽  
Course Material

The recent advances in web-based educational technology, is providing diverse needs of e-learner and revolutionized the process of learning. However, how to enrich the student’s understandability and stimulate the learning behavior towards cognitive learning beyond simple lookup is still remaining as open research issue. To facilitate the effective learning process the technology has numerous ways of providing pedagogical assistance. The course content description based on the dimensions of psychological factors and Bloom’s taxonomy can help in presenting course material so as to reduce cognitive load and to influence the effective learning style. This paper examines various cognitive strategies and resource description metadata in a course-based learning environment. Finally, the researcher proposed an ontology-based metadata for modeling the course contents of web-based learning environment that supports cognitive prerequisites of the learner.

scholarly journals THE ROLE OF GENERAL INQUIRY KNOWLEDGE IN ENHANCING STUDENTS’ TRANSFORMATIVE INQUIRY PROCESSES IN A WEB-BASED LEARNING ENVIRONMENT

2014 ◽  
Vol 13 (1) ◽  
pp. 19-31
Author(s):  
Mario Mäeots ◽  
Margus Pedaste
Keyword(s):  
Learning Environment ◽  
Science Learning ◽  
Inquiry Learning ◽  
Learning Approach ◽  
Web Based ◽  
Inquiry Skills ◽  
Open Inquiry ◽  
Effective Learning ◽  
Web Based Learning

Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students’ transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students’ general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students’ general inquiry knowledge, and these are related with the level of transformative inquiry skills. Key words: computer-supported inquiry learning, general inquiry knowledge, inquiry learning, inquiry meta-processes, transformative and regulative inquiry processes.

Big Five Personality in Online Learning and Games

2016 ◽  
Vol 7 (3) ◽  
pp. 33-46 ◽  
Author(s):  
Peter Krátky ◽  
Jozef Tvarožek ◽  
Daniela Chudá
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Style ◽  
Individual Student ◽  
Online Learning Environment ◽  
Big Five Personality ◽  
Effective Learning ◽  
Learning Content ◽  
Student’S Performance ◽  
Programming Courses

Online learning gives promise of effective learning for masses. Personalized learning experiences tailored for individual needs and preferences of each student are key ingredients in making online learning successful. Current approaches to adaptive and personalized online learning use student's personality profile and preferred learning style to adapt learning content and activities in order to provide the best possible experience to each individual student. Research has shown that effects on different types of learning activities in various settings may be different. This study analyses how personality affects student's performance in an online learning environment for programming exercises and how the student's personality can be estimated unobtrusively using a casual online game. The data used to evaluate were collected from an online learning environment used in university programming courses over the course of several years. The activity indicators show significant correlations with overall academic results of students and particularly with personality traits.

scholarly journals A Web-based Blended Learning Environment for Programming Languages: Students’ Opinions

2017 ◽  
Vol 5 (3) ◽  
pp. 211 ◽  
Author(s):  
Mustafa Yağci
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
Blended Learning ◽  
Programming Languages ◽  
Learning Goals ◽  
Data Collection Tool ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
E Learning

A learning environment which increases the desire and efforts of students to attain learning goals leads to greater motivation and success. This study examines the negative and positive opinions of students regarding the effectiveness of the learning process and students’ success in a computer programming course in which face-to-face and web-based e-learning methods were blended. The study, for which the case study method is used, was carried out over a 12 week period with the participation of 44 students. A data collection tool consisting of open-ended questions was applied to the participants at the end of the process. The replies given by the participants to the data collection tool were analyzed using qualitative analysis techniques. At the end of the research, the evaluation and satisfaction scores of the students regarding the web-based blended learning environment were found to be positive to a high degree. The positive opinions of the students were focused particularly around four themes, namely "facilitating learning through the learning environment"; "providing interaction opportunities"; "encouraging research", "video support for the course". Negative opinions were gathered around the themes of "lack of sufficient teaching time", "experiencing technical failures", "course badly scheduled" and "comprehensiveness of the course content".

scholarly journals Pengembangan e-learning adaptif pada mata pelajaran Pendidikan Agama Islam untuk kelas X SMA

2018 ◽  
Vol 4 (2) ◽  
pp. 119
Author(s):  
Ziaurrahman Ziaurrahman ◽  
Herman Dwi Surjono
Keyword(s):  
Learning Style ◽  
Subject Matter ◽  
Research Study ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Learning Material ◽  
Web Based ◽  
E Learning ◽  
The Media ◽  
Beta 2

Penelitian ini bertujuan untuk: (1) menghasilkan produk e-learning adaptif berbasis web untuk siswa kelas X SMA pada mata pelajaran Pendidikan Agama Islam, (2) mengetahui kelayakan produk e-learning adaptif, dan (3) mengetahui kebermanfaatan produk melalui peningkatan hasil belajar. Jenis penelitian ini merupakan penilitian dan pengembangan (R&D) diadaptasi dari model Alessi dan Trollip. Prosedur pengembangan meliputi tahap perencanaan, desain, dan pengembangan. Pada uji alpha dilakukan penilaian oleh 2 ahli materi dan 2 ahli media untuk mengetahui kelayakan produk. Tahap berikutnya dilakukan uji beta 1 terhadap 5 siswa kelas X-I dan uji beta 2 sebanyak 25 siswa kelas X-G. Selanjutnya tes sumatif terhadap 25 siswa. Hasil penelitian menunjukkan bawah (1) Produk e-learning adaptif berbasis web dengan fasilitas meliputi: tes gaya belajar, paket bahan ajar (mode umum dan khusus visual auditori dan kinestetik), forum perkenalan, diskusi, dan chatting; (2) produk  telah layak digunakan berdasarkan validasi 2 ahli media; (3) terjadi peningkatan pencapaian hasil belajar kognitif siswa setelah menggunakan e-learning adaptif.Kata kunci: pengembangan, e-learning adaptif, mata pelajaran Pendidikan Agama Islam. DEVELOPING AN ADAPTIVE E-LEARNING MEDIA IN THE ISLAM EDUCATION SUBJECT MATTER OF GRADE X FOR SMAAbstractThis research study aims to: (1) Develop a web-based adaptive e-learning media for the Islam Education subject matter of grade X of SMA Negeri 11 Yogyakarta, (2) identify the appropriateness of the developed adaptive e-learning product, and (3) identify the usefulness of the developed media through the improvement of students’ learning outcome. This study was a research and development (R&D) study adapting Alessi and Trollip’s model. The procedures of the study were planning, design, and development. In the alpha test, two materials experts and two media experts examined the product to determine its appropriateness. The next stage tested the beta 1 to 5 class X-I and beta 2 test as many as 25 students of class X - G . Further more summative test to 25 students. The results of the study are as follows: (1) the web-based adaptive e-learning media consisted of tes learning style, a package of learning material (the general and specific modes of visual, auditory, and kinaesthetic), an introduction forum, discussion, and chatting, (2) The developed media is appropriate to use based on the results of the validation by the media experts, (3) There is an improvement of the cognitive learning achievement of the students after the use of the adaptive e-learning media.Keywords: development, adaptive e-learning, islam education subject matter

scholarly journals The Significance of Cyberlearning in Economic Education

2021 ◽  
Vol 8 (7) ◽  
pp. 26-34
Author(s):  
Fidel Ezeala-Harrison
Keyword(s):  
Computer Technology ◽  
New Technologies ◽  
Economic Education ◽  
Learning Technologies ◽  
Web Based ◽  
Course Content ◽  
Effective Learning ◽  
Teaching Of Economics ◽  
Communications Technologies ◽  
Networked Computing

We analyze the potentials of web-based and mobile-based digital technology to disseminate, inform, transmit, instruct, and exchange course content in the teaching of economics. Cyberlearning is the use of networked computer technology to enhance the mode of educational content delivery to learners, and involves personal, social, and distributed learning that is mediated by a variety of rapidly evolving computational devices such as computers, tablets, and smart phones, and involving other media such as the Web, and the Cloud. Yet cyberlearning is not only about learning to use computers or to think computationally; social networking has made it clear that the need is much more encompassing, including new modes of collaborating and learning for the full variety of human experiences mediated by networked computing and communications technologies. Educators have continued to search for answers about how new digital tools and environments can be utilized to enhance learning among students of our contemporary “New Age” generation. In the present paper we examine the potentials of cyberlearning and the opportunities it offers for promoting and assessing learning, made possible by new technologies; and how it can help learners to capitalize on those opportunities and the new practices that are made possible by these learning technologies. In particular, we examine ways of using technology for economics education to promote effective learning that result in deep rooted grasping of content, practices, and skills that will ultimately shape attitudes and contribute to enhanced policy and progress in economic matters of society.

Influence of Students’ Learning Style, Sense of Presence, and Cognitive Load on Learning Outcomes in an Immersive Virtual Reality Learning Environment

2019 ◽  
Vol 58 (3) ◽  
pp. 596-615 ◽  
Author(s):  
Chiao Ling Huang ◽  
Yi Fang Luo ◽  
Shu Ching Yang ◽  
Chia Mei Lu ◽  
An-Sing Chen
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Cognitive Load ◽  
Learning Outcomes ◽  
Learning Style ◽  
Cognitive Learning ◽  
Mental Effort ◽  
Immersive Virtual Reality ◽  
Sense Of Presence ◽  
Cognitive Learning Outcomes

The purpose of this study was to investigate the relationship among Taiwanese high school students’ learning style, sense of presence, cognitive load, and affective and cognitive learning outcomes in an immersive virtual reality-based learning environment. This study used a teaching experiment intervention method. Seventy-seven students participated in the virtual reality-based learning environment and completed related scales and a test. This study found that although the students’ learning style does not influence learning outcomes, it may influence the subjective sense of presence and cognitive load in the learning process. Regarding the affective learning outcome, involvement/immersion, sensory fidelity, and mental effort are positive predictors. In addition, involvement/immersion, interface quality, mental load, and mental effort are negative predictors of cognitive learning outcomes. The conclusion from this study is that students with some learning style preferences must bear a greater cognitive load to achieve the same learning outcomes as other students. This study also points out that the components of sense of presence and cognitive load generate inconsistent predictive effects on affective and cognitive learning outcomes, respectively. Therefore, it is important to deeply explore the influence of sense of presence and cognitive load structure on learning in virtual environments.

Towards Best Practices in Web-Based Learning and Teaching

2016 ◽  
pp. 317-332
Author(s):  
Mercy A. Iroaganachi
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Objects ◽  
Web Based ◽  
Learning And Teaching ◽  
Web Based Learning ◽  
E Learning ◽  
Level Of Knowledge

The chapter explored best practices in web-based learning and teaching with a view to discover trends and provide valuable information for all in the e-learning environment. It affirms that paradigms in Web-based education have shifted from teacher-centered to learner-centered but basically it remains synchronous or asynchronous. This requires Learning Objects (LOs) to be pedagogically efficient, designed to standard (Multimodal) with designers bearing in mind the varied population and learning styles. LOs are to be personalized thereby creating adaptive content based on learner's abilities, learning style, level of knowledge and preferences. It is recommended that educators have requisite background knowledge and competencies in technology such as hardware, software, and course management systems etcetera. Instructors, designers and all interested persons should consult a checklist of best practices, for assessing learning object repositories. More so, there is need to incorporate hands-on component into the e-learning environment. The chapter provides Indicators for best practices.

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