Knowledge Presentation in a Virtual Learning Group Context

2016 ◽  
Vol 8 (2) ◽  
pp. 1-16
Author(s):  
Chia-Ping Yu
Keyword(s):  
Current Knowledge ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Performance ◽  
Learning Group ◽  
Group Context ◽  
Knowledge Presentation ◽  
Mapping Technology ◽  
E Learning ◽  
Cross Links

This study examines how learners present their knowledge in the e-learning environment. This study adopted concept-mapping technology to observe fifty-four learners. There are two findings: first, the learners frequently employed relationships and examples, which assisted them in making connections between new and old knowledge throughout the learning process, thereby allowing them to acquire knowledge; however, they seldom used hierarchies and cross-links. Second, their knowledge presentation styles remained fixed while engaging in various tasks ranging in from the simple to the complex. Based on our findings, for instructors, it is crucial to consider the style of knowledge presentations made by learners because these presentations can the effectiveness of information technology on learning performance. For system designers, the systems should be designed to provide greater flexibility by increasing the opportunities for learner autonomy. Moreover, this study would encourage learners to apply critical thinking skills when reflecting upon their current knowledge.

scholarly journals Assessing moodle-assisted e-learning for students’ concept understanding and critical thinking skills in algebra

2021 ◽  
Vol 12 (2) ◽  
pp. 359-369
Author(s):  
Agus Pahrudin ◽  
Yustika Fatimatuz Zahra ◽  
Nanang Supriadi ◽  
Iip Sugiharta ◽  
Farida Farida ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Conceptual Understanding ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cluster Sampling ◽  
Homogeneity Test ◽  
Quasi Experimental ◽  
E Learning ◽  
Written Test

Conceptual understanding and critical thinking skills are necessary for all students to help them in their learning process. This research aims to determine the effect of Moodle-assisted e-learning on (1) conceptual understanding, (2) critical thinking skills, and (3) conceptual understanding and critical thinking skills combined. This research employed a quasi-experimental design with random cluster sampling was used as the sampling technique. An algebra written test was used to collect research data. Furthermore, the researchers performed the normality test, homogeneity test, and MANOVA analysis to analyze the data. The researchers discovered that Moodle-assisted e-learning influenced students' conceptual understanding, critical thinking skills, and conceptual understanding and critical thinking skills.

scholarly journals The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
School Students ◽  
Significant Difference ◽  
E Learning ◽  
The Mean ◽  
Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

scholarly journals Repeated Retrieval Practice to Foster Students’ Critical Thinking Skills

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Lara M. van Peppen ◽  
Peter P. J. L. Verkoeijen ◽  
Anita Heijltjes ◽  
Eva Janssen ◽  
Tamara van Gog
Keyword(s):  
Critical Thinking ◽  
Retrieval Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Syllogistic Reasoning ◽  
Learning Performance ◽  
Practice Effects ◽  
Significant Difference ◽  
Post Test ◽  
Repeated Retrieval

There is a need for effective methods to teach critical thinking. Many studies on other skills have demonstrated beneficial effects of practice that repeatedly induces retrieval processes (repeated retrieval practice). The present experiment investigated whether repeated retrieval practice is effective for fostering critical thinking skills, focusing on avoiding biased reasoning. Seventy-five students first took a pre-test. Subsequently, they were instructed on critical thinking and avoiding belief-bias in syllogistic reasoning and engaged in retrieval practice with syllogisms. Afterwards, depending on the assigned condition, they (1) did not engage in extra retrieval practice; (2) engaged in retrieval practiced a second time (week later); or (3) engaged in retrieval practiced a second (week later) and a third time (two weeks later). Two/three days after the last practice session, all participants took a post-test consisting of practiced tasks (to measure learning relative to the pre-test) and non-practiced (transfer) tasks. Results revealed no significant difference between the pretest and the posttest learning performance as judged by the mean total performance (MC-answers + justification), although participants were, on average, faster on the post-test than on the pre-test. Exploring performance on MC-answers-only suggested that participants did benefit from instruction/practice but may have been unable to justify their answers. Unfortunately, we were unable to test effects on transfer due to a floor effect, which highlights the difficulty of establishing transfer of critical thinking skills. To the best of our knowledge, this is the first study that addresses repeated retrieval practice effects in the critical thinking domain. Further research should focus on determining the preconditions of repeated retrieval practice effects for this type of tasks.

scholarly journals Pengembangan Perangkat Pembelajaran Berbasis Masalah Meggunakan Media Moodle Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Pada Materi Gelombang

2018 ◽  
Vol 4 (2) ◽  
pp. 158
Author(s):  
Lovy Herayanti ◽  
Syifaul Gummah ◽  
Bq Azmi Sukroyanti ◽  
Gunawan Gunawan ◽  
Muh. Makhrus
Keyword(s):  
Critical Thinking ◽  
Positive Response ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Physic Education ◽  
E Learning ◽  
Preliminary Study ◽  
Mathematics And Science Education ◽  
Mathematics And Science

E-learning is learning process through electronic media, especially internet. E-learning enables learners to learn or possess science no matter when and where. The goal of this study was to develop Moodle in problem-based learning in order to improve learners’ critical thinking skills. . The study was a research and development (R&D) study conducted in four stages, i.e. preliminary study, developing design, testing Moodle as media for problem-based learning, and result dissemination. Subjects of this study were students of physic education program of Faculty of Mathematics and Science Education of IKIP Mataram who enrolled in Wave course. Data on critical thinking skills is collected through tests, where tests have been validated by experts. The results of the study indicate an increase in students' critical thinking skills. Moreover, students gave positive response towards the use of Moodle developed as media in problem-based learning.

Assisting student knowledge and critical thinking by E-Learning media: Post-Harvest Fungi poster

2021 ◽  
Vol 16 (4) ◽  
pp. 1479-1491
Author(s):  
Rida Khastini ◽  
Nani Maryani ◽  
Indria Wahyuni ◽  
Suroso Mukti Leksono ◽  
Nadya Pratiwi Tri Lantanfi
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Knowledge ◽  
Post Harvest ◽  
E Learning ◽  
Research Findings ◽  
The Subject ◽  
Addie Model ◽  
Efficient Learning

The challenge for a teacher in the learning process is to engage students with the subject and help them comprehend biology using creative and efficient learning media. The research aims to provide information on the postharvest fungi as well as their role as contaminant fungi in Bantenese emping melinjo chips as the contents in the poster as learning media and to determine its effect on assisting student knowledge and critical thinking skills. The Research and Development was conducted using the ADDIE model. The information was gathered through the use of interview guidelines, validation sheets, and students’ response questionnaires. The research findings informed that a total of 35 species of post harvest fungi have been successfully isolated from eight different locations in Banten Province. The evaluation results of the poster as learning media showed that it was considered very valid by media and material validators. Student responses showed that the developed poster was categorized as very feasible media. The student knowledge and critical thinking skills achievement facilitated by the poster as e-learning media was significantly higher compared to another class. The produced poster was found to be suitable to be used as e-learning media in the Biology subject.   Keywords: critical thinking, emping melinjo poster, e-learning media, student knowledge, post harvest fungi;

scholarly journals Beyond model answers: learners’ perceptions of self-assessment materials in e-learning applications

2007 ◽  
Vol 15 (1) ◽  
Author(s):  
Karen Handley ◽  
Benita Cox
Keyword(s):  
Business Students ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Structured Interviews ◽  
Self Assessment ◽  
E Learning ◽  
Higher Order Learning ◽  
Idealised Model ◽  
Alternative Designs

The importance of feedback as an aid to self-assessment is widely acknowledged. A common form of feedback that is used widely in e-learning is the use of model answers. However, model answers are deficient in many respects. In particular, the notion of a ‘model’ answer implies the existence of a single correct answer applicable across multiple contexts with no scope for permissible variation. This reductive assumption is rarely the case with complex problems that are supposed to test students’ higher-order learning. Nevertheless, the challenge remains of how to support students as they assess their own performance using model answers and other forms of non-verificational ‘feedback’. To explore this challenge, the research investigated a management development e-learning application and investigated the effectiveness of model answers that followed problem-based questions. The research was exploratory, using semi-structured interviews with 29 adult learners employed in a global organisation. Given interviewees’ generally negative perceptions of the model-answers, they were asked to describe their ideal form of self-assessment materials, and to evaluate nine alternative designs. The results suggest that, as support for higher-order learning, self-assessment materials that merely present an idealised model answer are inadequate. As alternatives, learners preferred materials that helped them understand what behaviours to avoid (and not just ‘do’), how to think through the problem (i.e. critical thinking skills), and the key issues that provide a framework for thinking. These findings have broader relevance within higher education, particularly in postgraduate programmes for business students where the importance of prior business experience is emphasised and the profile of students is similar to that of the participants in this research.DOI: 10.1080/09687760601129539

scholarly journals Moodle-based E-Learning Model for Critical Thinking in the Lesson of Electromagnetic Induction

2020 ◽  
Vol 6 (2) ◽  
pp. 237-246
Author(s):  
Ketang Wiyono ◽  
Zulherman Zulherman ◽  
Saparini Saparini ◽  
Melly Ariska ◽  
Rini Khoirunnisa ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Electromagnetic Induction ◽  
Formative Evaluation ◽  
Material Selection ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Assessment Instruments ◽  
E Learning ◽  
User Perspectives

This study aims to develop a valid and practical e-learning model for critical thinking skills using the moodle platform in the lesson of electromagnetic induction. Dick and Carey instructional design model is applied for the product development—which consists of nine stages,  (1) instructional goals identification, (2) instructional analysis, (3) learners and contexts analysis, (4) objective performance arrangement, (5) assessment instruments development, (6) instructional strategy’s plan, (7) instructional material selection, (8) preparation for conducting a formative evaluation of the instruction,  and (9) revise instruction. The results reveal the moodle design is valid and practical regarding expert and user perspectives, respectively. Besides, there is an improvement of student’s critical thinking skills according to the obtained n-gain score, which stands for 0.38.

scholarly journals IMPLEMENTATION OF PHYSIC E-LEARNING USING FACEBOOK TO FACILITATE STUDENT’S CRITICAL THINKING SKILLS

2016 ◽  
Vol 4 (1) ◽  
pp. 42
Author(s):  
Zainudin Zainudin
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Study Program ◽  
Average Percentage ◽  
Post Test ◽  
E Learning

This study aims to describe the implementation of e-learning using social media facebook to practice critical thinking skills, the research subjects were 20 students of the first semester of school year 2014-2015 study program PGSD University of NU Surabaya (UNUSA), using a study design one group pre test-post test design. The data obtained were analyzed descriptive statistics. Aplication SAP can be implemented very well with the average percentage of 88.4% keterlaksanaan SAP. Critical thinking skills of students had increased the value of the pre-test and post test with the average for the indicator making skills hypotheses 65 to 86; indicators skills to analyze 55 to 83; indicators skills make conclusions 50 to 89. The response of students to the learning process of e-learning using social media FB showed that 100% of students enjoy participating in the learning process of e-learning, student learning assessment pleased with e-learning using social media FB 100%.  Based on the results, it can be concluded that that implementation of e-learning using social media FB can train students' critical thinking skills.

scholarly journals INNOVATIVE-THEMATIC BASED INTEGRATED SCIENCE LEARNING ON NATURAL DIVERSITY THEME TO IMPROVE STUDENTS’ CRITICAL THINKING SKILLS IN JUNIOR HIGH SCHOOL

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Indirani Dwi Pursitasari ◽  
Siti Nuryanti ◽  
Amran Rede
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Private School ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Performance ◽  
School Students

Critical thinking skills should be trained and practiced in the learning process. This study aimed to describe the use of Innovative-Thematic Based Integrated Science (ITBIS) Learning Program to improve critical thinking skills of junior high school students in Palu. The study conducted in the 7th grade from one of Palu public schools and one of Palu private schools. Data were collected by observation sheet of learning performance and students activity, also test instrument for measuring students’ critical thinking skills. The data of learning performance and students activity were analyzed quantitatively, whereas the data of critical thinking skills were analyzed using descriptive and inferential statistics. The result showed that lTBIS learning can be done well either in public school and private school with average 98,03% and 90,20% respectively. ITBIS learning also improve students activity in the learning process. The average of critical thinking skills improvement (N-gain) was 68% (public school) and 63% (private school), and there were no significant differences between both of them. It showed that lTBIS learning can be used to build critical thinking skills of junior high school students.

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