scholarly journals Online Module for Acid and Base Topic Based on 5E Model

2021 ◽  
Vol 15 (23) ◽  
pp. 18-29
Author(s):  
Nurul Nazatul Shahizah Mahamd Shobri ◽  
Johari Surif ◽  
Nor Hasniza Ibrahim ◽  
Wimbi Apriwanda Nursiwan ◽  
Muhammad Abd Hadi Bunyamin
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Weak Acid ◽  
Design Development ◽  
Online Teaching And Learning ◽  
Online Module ◽  
Interactive Tools ◽  
5E Instructional Model ◽  
Acid And Base ◽  
Addie Model

Alternative conception or misconception is one of the problems that often be experienced by the students in science subjects including chemistry due to its abstractness and wide scope to be learned. Previous studies found that students often have misconceptions on strength of acid and base topic such as misconception in determining factor that affect the strength of acid and base, differences between strong and weak acid and base as well as the effect of strength of acid and base on conductivity. To overcome these misconceptions, an online teaching and learning module using 5E instructional model was developed. Analysis, Design, Development, Implementation and Evaluation (ADDIE) model is used for research and development. The module used interactive tools and medias to make students being active and understand chemistry well. This module was validated by five experts in term of module objectives, module content, usability, flexibility, learning activities and language aspects with average is ninety percent. The results prove that the module is very good and has high validity. Therefore, the application of online module for acid and base topic based on 5E (Engage, Explore, Explain, Elaborate, Evaluate) model is suitable to be implemented in online teaching and learning process.

Visual-Based Character Origination, Design, Development, and Evolution for Learning

2021 ◽  
pp. 137-156
Keyword(s):  
Artificial Intelligence ◽  
Virtual World ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Design Development ◽  
Learner Engagement ◽  
Online Teaching And Learning ◽  
Learner Interactions ◽  
Development And Evolution

People can be highly responsive to the so-called “personality frame” through which to learn. Such framing may be achieved through a live human actor, a tutor agent, a non-playable character in a game, a representation of a professional, a digital avatar in a virtual world, an artificial intelligence (AI) robot, or some other representation of an individual being. Various types of characters—real or imaginary, dynamic (animated) or static, humanoid or animal or other—may appear in online teaching and learning. Various dimensions of a character's appearance, sound, communications, behaviors, actions, and other dimensions may communicate something of their designed (scripted) personality and motivations, resulting in learner engagement, learner interactions with the learning. This chapter explores visual-based character origination, design, development, and evolution for learning.

Report on Online Teaching and Learning Amid COVID-19

2020 ◽  
Author(s):  
Alia Ahmed ◽  
AltafurRehman Niaz ◽  
Athar Ikram Khan
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

2021 ◽  
pp. 204275302110388
Author(s):  
Talha A Sharadgah ◽  
Rami A Sa’di
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Institutions Of Higher Education ◽  
Review Of The Literature ◽  
Research Papers ◽  
Exclusion Criteria ◽  
Online Teaching And Learning ◽  
Traditional Institutions

The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.

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