Students’ Beliefs Regarding the Use of E-portfolio to Enhance Cognitive Skills in a Blended Learning Environment

This paper reports on a quantitative study on ICT readiness among undergraduate students in Thailand, students’ beliefs about use of e-portfolios in the Blended Learning Environment (BLE), and students’ beliefs about using e-portfolios to enhance their cognitive skills in the BLE. The sample group comprised 360 undergraduate students, divided by study fields. The data collection tool was a questionnaire of students’ beliefs. The reliability value of the questionnaire was 0.889. Data was analyzed using statistical analysis and f-test. The beliefs and needs were ranked by PNI modified. The research found that every student had a computer connected to the Internet. The analysis results of students’ beliefs about the use of e-portfolios in the BLE were positive and the top five results were: (1) learning by creating work, (2) enhancing creativity, (3) enhancing the problem solving skill, (4) enhancing critical thinking, and (5) enhancing authentic assessment. The current state of using e-portfolios to enhance cognitive skills in the BLE was at average level, while the needs were at the high level.

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Cognitive Skills through CALL-Enhanced Teacher Training

Computer-Enhanced and Mobile-Assisted Language Learning ◽

10.4018/978-1-61350-065-1.ch008 ◽

2011 ◽

pp. 158-187 ◽

Cited By ~ 1

Author(s):

Jane Vinther

Keyword(s):

Teacher Training ◽

Language Acquisition ◽

Learning Environment ◽

Blended Learning ◽

Cognitive Skills ◽

Learning Tool ◽

Effective Learning ◽

Language Classroom ◽

Computer Based

The efficacy of computer-based activities that can incorporate grammar as well as language acquisition is at the centre of debates in CALL and SLA. The concern for this chapter is the integration of CALL in the language classroom in a blended learning environment that includes the acquisition of grammatical content and its effect on language acquisition at a level where the learners are proficient users and communicators. The courseware under investigation was shown to be an effective learning tool for the metalinguistic curriculum and the acquisition of particular English structures, such as tenses and adverbials, but not for morphology. The results give grounds for the conclusion that, if the courseware invites students to apply cognitive skills (rather than mere drills), there will be an effect on language acquisition through the knowledge of grammar.

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coUML

Handbook of Visual Languages for Instructional Design ◽

10.4018/978-1-59904-729-4.ch009 ◽

2008 ◽

pp. 154-182 ◽

Cited By ~ 4

Author(s):

Michael Derntl ◽

Renate Motschnig-Pitrik

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Modeling Language ◽

Visual Modeling ◽

Current State ◽

Instructional Environments ◽

Detailed Specification

In this chapter we present coUML, a visual modeling language for cooperative environments. As modern instructional environments have a highly cooperative nature, coUML is proposed as a powerful and effective language for modeling instructional designs in such environments. Being based on UML, it was conceived and refined through application and experience over multiple years, primarily in a cooperative blended learning environment. We present relevant requirements and applications that contributed to the development of coUML, as well as a detailed specification of model elements, characteristics and features that describe its current state.

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Internet Addiction a Comparative Study between Undergraduate Students of India and Malaysia

International Journal of Indian Psychology ◽

10.25215/0204.088 ◽

2015 ◽

Vol 2 (4) ◽

Author(s):

Dr. Ramyashilpa. D. Nayak

Keyword(s):

Undergraduate Students ◽

Internet Addiction ◽

White Male ◽

Total Sample ◽

Psychological Disorder ◽

The Internet ◽

Negative Consequences ◽

High Level ◽

Malaysian Students ◽

Indian Students

Modern day life is truing towards more and more devices and internet fever is just spreading like wild fire. For young people the life is just meaningless without internet, for some it’s just like oxygen without which it’s impossible for them to survive. According to the researches that have been carried out few years back Internet addiction is a psychological disorder proposed for inclusion in DSM-V (the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, fifth revision), which was scheduled for publication in 2011. Korean researchers are developing a standard psychological tool called the K-scale to diagnose Internet addiction and measure its severity. According to Dr. Jerald Block, who recommends Internet addiction for inclusion in the manual, the proposed disorder exhibits four common characteristics of addiction: Excessive use, which may be accompanied by impaired sense of the passage of time and/or neglecting basic drives (such as hunger or the need for sleep).Withdrawal (when prevented from going online), which may be manifested as anger, tension or depression, Tolerance which in the case of internet addiction may be indicated by longer use or a perceived need for upgrades or new software. Negative consequences to the behavior, which may include arguments, fatigue, problems at school or work, lying, lack of achievement and social isolation. According to research from Stanford University School of Medicine in Silicon Valley in 2006one in eight people in the U.S. is addicted to the Internet. The typical Internet addict is “a single, college-educated, white male in his 30s, who spends approximately 30 hours a week on non-essential computer use.” 14 percent of study respondents had difficulty abstaining for several days. 5.9 percent admitted that their Internet use impacted their relationships. 8.2 percent admitted that they used the Internet to escape reality. 3.7 percent were preoccupied by thoughts of going online when offline. In the present research an effort is made to understand the addiction effect among undergraduate students of India and Malaysia. The objective in the present research is to provide better intervention to the students if any students have high level of internet addiction. It has been hypothesized that compared to Indian students Malaysian students will significantly have high Internet addiction than Indian students. To assess the level of internet addiction among the undergraduate students Internet Addiction Test (IAT) by Dr. Kimberly Youngis used. The sample for the research has been chosen from USM-KLE International Medical College Belagavi and KLE Institute of Nursing Sciences Belagavi. The total sample includes 200 undergraduate students from India and Malaysia (100-Indian students and 100 Malaysian students’ male and female); the age of the students is between 18 to 23 years.

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The Association Between the Level of General Trust and the Judgment Accuracy of Group Members’ Cooperation in a Social Dilemma

Letters on Evolutionary Behavioral Science ◽

10.5178/lebs.2020.77 ◽

2020 ◽

Vol 11 (2) ◽

pp. 27-30

Author(s):

Hirofumi Hashimoto ◽

Kaede Maeda ◽

Sayaka Tomida ◽

Shigehito Tanida

Keyword(s):

Undergraduate Students ◽

Cognitive Skills ◽

Social Dilemma ◽

Correct Rejection ◽

Big Five Personality ◽

Correct Judgment ◽

Judgment Accuracy ◽

General Trust ◽

Group Members ◽

High Level

The current study sought to examine the association between the level of general trust and the judgment accuracy of others’ cooperativeness. Based on data collected from 107 female first-year undergraduate students, we demonstrated that a high level of general trust was associated with a high level of judgment accuracy of group members’ cooperation in a social dilemma game. Additional analysis suggested that the association was present even when the judgment accuracy was divided into hit rate (i.e., the rate of correct judgment on the cooperator as a cooperative) and correct rejection rate (i.e., the rate of correct judgment on the non-cooperator as a non-cooperative) by controlling the participants’ judgment bias, Big Five personality traits, and the proportion of cooperators in the group. These results are in accordance with previous studies insofar as they suggest that high trusters are more skilled at discerning others’ trustworthiness. The current study adds to the evidence that high trusters have increased cognitive skills and supports Yamagishi’s emancipation theory of trust.

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Students’ motivational factors and engagement strategies in constructivist-based blended learning environments

Afrika Focus ◽

10.1163/2031356x-03101002 ◽

2018 ◽

Vol 31 (1) ◽

pp. 13-34

Author(s):

Haruni Machumu ◽

Chang Zhu ◽

Mustapha Almasi

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Learning Environments ◽

Learning Strategies ◽

Undergraduate Students ◽

Motivational Factors ◽

Self Report ◽

Instructional Designers ◽

Design Development ◽

Constructivist Learning Environment

Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ motivational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challenging learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies.

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