Edmodo in an Institute of Teacher Education

2019 ◽  
pp. 123-143
Author(s):  
Quinie Ong Kooi Loo ◽  
Kathleen Dass
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Small Groups ◽  
Positive Feedback ◽  
Digital Communication ◽  
English Literature ◽  
Communication Tool ◽  
Learning Platform ◽  
Online Activities

Edmodo is a free online learning platform for teachers to communicate and collaborate with students. It is a digital communication tool that has been designed to work across a range of devices, suitable for blended learning. To maximize learning and meet the challenges of the current digitalized classroom, supplemental blended learning was adopted in an English literature course in an institute of teacher education in Kedah, Malaysia. This chapter describes how Edmodo was used to manage blended learning, with the focus on online activities created in posts, small groups, assignment tool, and polling tool. The activities were planned based on the five ingredients on blended learning by Carman. The result of a poll done in Edmodo showed 74% of the students agreed that they were able to explicate Shakespeare after attending the course, and 81% opined that the course was effectively organized in Edmodo. Based on the positive feedback, Edmodo is recommended for subsequent blended learning courses.

Edmodo in an Institute of Teacher Education

2021 ◽  
pp. 807-827
Author(s):  
Quinie Ong Kooi Loo ◽  
Kathleen Dass
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Small Groups ◽  
Positive Feedback ◽  
Digital Communication ◽  
English Literature ◽  
Communication Tool ◽  
Learning Platform ◽  
Online Activities

Edmodo is a free online learning platform for teachers to communicate and collaborate with students. It is a digital communication tool that has been designed to work across a range of devices, suitable for blended learning. To maximize learning and meet the challenges of the current digitalized classroom, supplemental blended learning was adopted in an English literature course in an institute of teacher education in Kedah, Malaysia. This chapter describes how Edmodo was used to manage blended learning, with the focus on online activities created in posts, small groups, assignment tool, and polling tool. The activities were planned based on the five ingredients on blended learning by Carman. The result of a poll done in Edmodo showed 74% of the students agreed that they were able to explicate Shakespeare after attending the course, and 81% opined that the course was effectively organized in Edmodo. Based on the positive feedback, Edmodo is recommended for subsequent blended learning courses.

scholarly journals Students' Perception on Blended Learning in English Listening and Speaking Class

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language And Culture ◽  
Face To Face ◽  
Learning Platform ◽  
Face To Face Learning ◽  
Communicative Teaching ◽  
Listening And Speaking

<p>Nowadays, the communicative teaching has been influenced by the development of technology. Becoming interactive teacher would not be enough if it is not supported by technology usage. Online learning in this case has been a powerful tool to help language learners during their learning progress.  It is said that that online instruction raised the good and average student’s reading performance and the performance of the lowest-performing as well. In listening and speaking, online learning can help students improve their pronunciaton as well the comprehension skill. Therefore, the following study is designed to find out the students’ perceptions towards the use of both online and face-to-face learning in listening and speaking classroom. There are 30 students from the 1<sup>st</sup> and 3<sup>rd</sup> semester of English Language and Culture Departement and they joined the class for 1 semester. Online learning platform used was taken from Cambridge Learning Management System integrated with Unlock 2 and Unlock 4 books as the source of learning. The result shows that most of the students see online learning as an alternative tool to help them during their learning process.<strong></strong></p><strong>Keywords: </strong>blended learning, online learning, face-to-face learning, language learning

scholarly journals Teacher Education Freshmen Applicants’ Current State in the New Normal’s Learning Delivery Platforms

2020 ◽  
Vol 3 (3) ◽  
pp. 1528-1536
Author(s):  
Mark Angelo C. Reotutar
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Low Income ◽  
Teaching And Learning ◽  
New Normal ◽  
Learning Platform ◽  
Current State ◽  
Learning Platforms ◽  
Low Income Families ◽  
The University

The online learning platform (OLS) is currently the new normal learning setting amidst the Covid-19 pandemic. Teachers need to look on the other side of the traditional classroom-based learning mode to make teaching and learning in the new normal possible. It aimed to analyze the current state of the teacher education freshmen applicants concerning the new normal learning platforms. This study employed a descriptive method of research and considered a sample of 85 freshmen applicants in the College of Teacher Education in the academic year 2020-2021. The frequencies and percent value was used to analyze the data gathered. The following are the verdicts of the study, the bulk of the respondents belong to low-income families with farming as their family source of income. Most of the respondents have their mobile phones while the great majorities are using mobile data only. All of the respondents do not have any idea about the different platforms in online learning. Based on the findings, the researcher concluded that the freshmen applicants in the College of Teacher Education cannot totally survive and are not yet ready to embrace the new normal learning platforms due to poverty and lack of resources. It is therefore recommended that the University administration needs to open other sources of learning platforms such as the use of printed learning materials of which will be delivered door-to-door to the students. Besides, the College of Teacher Education should plan and initiate on how to make learning flexible and more engaging.

Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Ahmed Ead ◽  
Christopher Robson ◽  
Misha Afaq ◽  
Pierre Mertiny
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Engineering Design ◽  
Rapid Development ◽  
Post Secondary ◽  
Face To Face ◽  
Learning Platform ◽  
Before And After ◽  
Second Year ◽  
Face To Face Instruction

With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.

scholarly journals Online simulated workplace tasks to enhance business English learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Thi Hong Le Vo
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Blended Learning ◽  
Task Design ◽  
Activity Level ◽  
Computer Assisted ◽  
Business English ◽  
Content Type ◽  
Online Activities ◽  
The Way

PurposeThis paper aims to provide evidence that online well-designed educational tasks can provide more relevant and richer active learning environment for business English learners. The benefits of online tasks, as an education tool, became more apparent and gained more importance during the events related to the Covid-19 pandemic. The task design is based on task-based interactions and in a sequence of tasks with the support of an online learning management system (LMS). The findings suggest that online task-based learning (and would-be blended learning in the future) enables meaningful and authentic activities promoting interactions and communicative competences to prepare for learners of business English to enter the workplace.Design/methodology/approachThe overarching aim of the study is to explore how task-design-utilizing online LMS could contribute to enhancing the learning process and to the development of the learner's communicative competences. The study included two aspects, namely: (1) the design of online tasks and (2) pilot evaluation. The task design involved tasks that required interactions between the learners. The pilot evaluation relied on data collection via questionnaires.FindingsTwo aspects relating to the findings: (1) a description of the teaching initiatives which was designed to see how blended learning and online tasks can enhance learning and develop the skills of the learners: with questioning techniques targeting communication skills, simulated workplace situations and timely feedback and peer influence; (2) the findings of the pilot study evaluation to see the actual implementation of online tasks. The students' responses corroborate the teachers' comments. The findings of this research showed that LMS tasks, which were designed for this study, helped the learners to enhance their competence in business English. Such competences included communicative skills needed for learners to enter the workplace such as interpersonal skills, presentation skills and negotiation skills in contexts. These findings lead to significant recommendations regarding the way forward for developing active blended learning.Research limitations/implicationsFirstly, teachers need to be trained and involved in designing such online tasks and materials to be used in active blended learning. More training in language teaching methodologies should be investigated to adapt the transition from a traditional to a computer-assisted language learning teacher. This helps teachers to design and implement online simulated workplace tasks. Secondly, time for the use of online tasks should be allocated satisfactorily. This can be achieved by building online learning sessions into class schedule or developing active blended courses. The time for the use of online simulated tasks should be allocated satisfactorily with lab or simulation room, in which students would be shown how to access the online tasks designed on the university LMS and the way to practice with different kinds of tasks.Originality/valueIn this study context, the online tasks design can initiate at activity-level blending to support face-to-face (F2F) activities, for example, online activities to support tasks for the topic Make a request or Offer for help. This can be extended to course-level blending when more online activities are designed to use with F2F activities such as online comparing and contrasting tasks to develop skills in connections with the awareness of cultures. The findings of the research suggest to develop and to implement online tasks alongside with classroom learning and teaching to enable the objectives of business English programme at university for preparing learners to enter the workplace. The recent pandemic highlighted the need for effective methodologies for active blended learning. It is now required that professionals in higher education to collect evidence base to inform future practice of such methodologies. Further significant research efforts should be directed towards collecting such evidence of the effectiveness and improvements of such methods. The support of higher education management professionals in securing funding for such research will be essential.

Teacher Education with simSchool

2013 ◽  
pp. 437-453 ◽  
Author(s):  
David Gibson
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Digital Media ◽  
Assessment Practices ◽  
New Paradigm ◽  
Traditional Course ◽  
Online Simulation ◽  
Learning Platform ◽  
The Us ◽  
Interdisciplinary Knowledge

This chapter introduces an innovative online learning platform for the preparation of teachers through simulations, which addresses some of the systemic challenges of teacher education in the US. The chapter contrasts traditional course-based online learning experiences with a simulation approach to four areas of teacher preparation: conceptions of teaching & learning, the organization of knowledge, assessment practices and results, and the engagement of communities of practice. The chapter outlines a rationale for the new approach based in self-direction and personal validation in a complex but repeatable practice environment, supported by emergent interdisciplinary knowledge concerning the unique affordances of digital media assessment and social media. The online simulation simSchool is used as an example model that embodies the new paradigm.

EMPIRICAL EXAMINATION OF MS TEAMS IN CONDUCTING WEBINAR: EVIDENCE FROM INTERNATIONAL ONLINE PROGRAM CONDUCTED IN OMAN

2021 ◽  
Vol 14 (8) ◽  
pp. 159-175
Author(s):  
Shad Ahmad Khan ◽  
Hesham Magd
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Technology Acceptance ◽  
Ease Of Use ◽  
User Friendliness ◽  
Feedback Form ◽  
Empirical Examination ◽  
Digital Platforms ◽  
Learning Platform ◽  
Online Activities

The quick adoption of digital platforms in the education sector will always give credit to covid-19. The imposition of lock downs and closure of border as remedial measures forced educational institutes to shift to online platforms for their routine teaching and learning activities. The higher education institutes (HEIs) were found to be more dynamic, as they utilised their online presence in interacting with external members by way of other online activities predominantly webinars. The researchers suggest that online learning will remain to be a vital part of higher education and is going to stay along with other online activities like webinar as it is flexible, accessible, and convenient for the larger section of the students. This study examines the MS team’s platform from the learner’s perspective through technology acceptance model. The 320 responses were gathered from the participants of 22 countries who participated in one-week international webinar organised by two leading HEIs in Oman an online feedback form was analysed through PLS-SEM in SmartPLS 3.3.3. The study aimed to test the degree to which the participants were able to accept MS teams, a popular online learning platform in Oman, as a suitable webinar platform. The results indicate that MS teams is found to be a sufficiently good platform to conduct webinars however, it lags in terms of ease of use or user-friendliness. The study also confirms that attitude towards e-learning influences behavioural intention that subsequently influences the actual use of the platform.

Reports From the Field: Learning to Play the Guitar With the Novaxe Online Learning Platform

2020 ◽  
pp. 244-263
Author(s):  
Anne-Marie Burns ◽  
Caroline Traube
Keyword(s):  
Online Learning ◽  
Music Education ◽  
Blended Learning ◽  
Instrumental Music ◽  
Teaching And Learning ◽  
Musical Instrument ◽  
Pedagogical Tools ◽  
Instrumental Music Education ◽  
Collaborative Tools ◽  
Learning Platform

Recent advances in internet technologies are changing the way we approach instrumental music education. The diversity of online music resources has increased through the availability of experts and user-generated digital scores, video tutorials, and music applications. This report from the field explores how technological innovations are transforming musical instrument teaching and learning with new paradigms of cohesive, integrated, and blended learning experiences. It presents the emerging Novaxe online learning platform (OLP), which is designed as an online space where guitar teachers and learners of different expertise levels—particularly teenagers and adults learning to play pop guitar technique and repertoire—can interact and share learning resources. The OLP includes interactive and collaborative tools supporting teacher-to-learner blended learning and self-taught learning. This field report presents the conceptual ideas behind this Novaxe OLP and explores the potential usage of collective and artificial intelligence as pedagogical tools in the context of instrumental music education.

scholarly journals Creating a Blended Learning Model for Online Learning System in Indonesia

2018 ◽  
Vol 7 (3.36) ◽  
pp. 156
Author(s):  
Uwes Anis Chaeruman ◽  
Basuki Wibawa ◽  
Zulfiati Syahrial
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Lesson Plan ◽  
Learning System ◽  
Communication Tool ◽  
Design Component ◽  
Technological Advances ◽  
E Learning

Online system born out of technological advances benefits the world of education. This system utilizes the internet to disseminate information and act as a communication tool. The application of Blended Learning is generally able to improve the result of the learning process by changing learning habits and methods in many countries. By involving 7 e-learning instructors and 235 respondents, a formative research was conducted to investigate the increase in learning characteristics, i.e. innovation, compatibility and complexity to determine the appropriate model for the application of Blended Learning in an online learning system (SPADA) in Indonesia. The result of this research can be used as a guideline in the lesson plan design component, learning experience management and the balance interaction between lecturers and students during the learning process.  

scholarly journals The Use of Instructional Media in Improving Student’s Skill in Essay Writing Through Blended Learning Platform

2018 ◽  
Author(s):  
Handoko Handoko ◽  
Dwi Anggreini Waskito Putri ◽  
Antaridha
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Instructional Media ◽  
Essay Writing ◽  
Face To Face ◽  
English Writing ◽  
Learning Framework ◽  
Learning Platform ◽  
The Face

The research focuses on the use of instructional media in the blended learning platform that to improve students' ability in writing essays. The research is based on the blended learning framework that integrates face -to-face methods and online learning methods. The face-to-face method is given to see students' activeness in delivering ideas and brainstorming before writing essays. The online learning method is used to see students' ability in elaborating ideas in from drafting to become a complete essay. Thus students can be effective in learning in class to discuss their draft and essay and not spend much time writing. The implementation of the blended learning is carried out in three cycles: brainstorming, drafting, and final writing. At the end of each cycle, there is an evaluation to find out the progress of the learning. Feedback is given from the evaluation results to overcome problems that arise in the previous cycle. The subjects of the research are students of Universitas Andalas who di vided as control class and experimental class. The purpose of this study is (a) short-term; To help overcome student problems and improve their ability to write essays in English (b) long-term is to provide a basis for learning models of English writing essays at universities. The pretest indicates that the 59% participants from the control class have a low score (below 60) while in experimental class about 60% participants get a score below 60. It is expected after the implementing of blended learning, there will be a significant improvement of essay score.

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