scholarly journals PENGEMBANGAN MODUL E-LEARNING BERBASIS WEB DALAM PEMBELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN PADA MAHASISWA IKIP BUDI UTOMO MALANG

2020 ◽  
Vol 4 (2) ◽  
pp. 1-15
Author(s):  
Abadi Abadi
Keyword(s):  
Higher Education ◽  
College Students ◽  
University Education ◽  
Web Based ◽  
Learning Module ◽  
Web Based Learning ◽  
E Learning ◽  
Addie Model ◽  
Compulsory Subject ◽  
And Training

Research on the development of e-learning module in learning Pendidikan Pancasila dan Kewarganegaraan has a goal where the e-learning module into an alternative web-based teaching materials that are easily accessible and used IKIP Budi Utomo Malang students. The e-learning module is web-based learning Pendidikan Pancasila dan Kewarganegaraan intended for students IKIP Budi Utomo Malang where subjects Pendidikan Pancasila dan Kewarganegaraan be compulsory subject as the formation of characters berbudiutama college students who are in harmony with the vision of campus IKIP Budi Utomo Malang that is "Became Higher Education university Education and Training excellence of superior, healthy and standard international in the year 2022 "where Berbudiutama in the vision as an effort to form a noble personality or berakhlaq noble (akhlaqul karimah). IKIP Budi Utomo Malang must carry and realize the values of usefulness, awareness, compliance, propriety and Indonesian. Implementation of research begins with Research and information, where Research and information is used to collect information about the needs of learning materials that are easily accessible by students with the sophistication of IT. Then proceed to the ADDIE model. The result of research of the development of web-based e-learning module in learning Pendidikan Pancasila dan Kewarganegaraan to improve the character of good students of IKIP Budi Utomo Malang.

Discussion on Influencing Factors in College Students’ Web-Based Learning of English

2010 ◽  
Vol 129-131 ◽  
pp. 686-691
Author(s):  
Xui Fang Sun
Keyword(s):  
Higher Education ◽  
College Students ◽  
Influencing Factors ◽  
Independent Learning ◽  
Research Subjects ◽  
Learning Capability ◽  
Web Based ◽  
Factors Affecting ◽  
Web Based Learning ◽  
Based Instruction

Web-Based Instruction (WBI) has already become a popular option in many higher education institutes, although its efficiency has not been studied. Students will be influenced by many factors while studying through the network. These factors can result in various learning results. The aim of this paper is to discuss the factors affecting the efficiency of WBI by using the method of questionnaire survey. 50 students from the Department of English and 50 students who are not from the Department of English in Anqing Normal College are research subjects. The influencing factors investigated include independent learning capability (ILC), study conditions in college, and students’ family conditions. The investigation results are analyzed and some methods to improve the learning efficiency are proposed.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

scholarly journals Factors affecting student interest in web-based learning in higher education

2020 ◽  
Vol 6 (1) ◽  
pp. 57-60
Author(s):  
Leni Pebriantika ◽  
Ade Vidianti ◽  
Johan Eka Wijaya ◽  
Leni Pebriantika
Keyword(s):  
Higher Education ◽  
Teaching Style ◽  
Independent Learning ◽  
Student Interest ◽  
Teaching Materials ◽  
Web Based ◽  
Factors Affecting ◽  
Web Based Learning ◽  
Use Of Technology ◽  
The Times

Technology has an important role in improving the quality of education. Learning that is supported by technological devices today seems obligatory to be used in line with the times. Even more varied learning that leads to independent learning for students. Independent learning for students requires teaching materials that can facilitate students in learning, one of which is web-based teaching materials. Web-based learning has been widely implementing in education. The purpose of this study is to determine the factors that influence student interest in web-based learning in higher education using case studies. So that the data and information obtained can later be used as a foundation in the application of web-based learning that is more interesting and better than. This research is descriptive qualitative research with a case study. Factors that influence students' asking for web-based learning are: Web-based teaching materials are more comfortable to learn without having to print. The use of technology enables students to access knowledge anytime and anywhere. Interactions that occur in Web-based learning are more attractive, which allows students to be able to consult with lecturers at any time. The interface of web-based learning is exciting and not dull. Other factors can be sourced from the teaching style of lecturers, and so on. From several factors that influence student interest, it is also found that web-based learning can change the character of student learning more independently and more timely in the following knowledge and doing assignments given by lecturers.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

Goal-Based Framework for Multi-User Personalized Similarities in e-Learning Scenarios

2014 ◽  
Vol 4 (1) ◽  
pp. 1-14 ◽  
Author(s):  
M. Waseem Chughtai ◽  
Imran Ghani ◽  
Ali Selamat ◽  
Seung Ryul Jeong
Keyword(s):  
Collaborative Filtering ◽  
Cold Start ◽  
Traditional Education ◽  
Experimental Result ◽  
Personalized Recommendation ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
Learning Scenarios ◽  
Content Based Filtering

Web-based learning or e-Learning in contrast to traditional education systems offer a lot of benefits. This article presents the Goal-based Framework for providing personalized similarities between multi users profile preferences in formal e-Learning scenarios. It consists of two main approaches: content-based filtering and collaborative filtering. Because only traditional content-based filtering is not sufficient to generate the recommendations for new-users, therefore, the proposed work hybridized multi user's collaborative filtering functionalities with personalized content-based profile preferences filtering. The main purpose of this proposed work is to (a) overcome the user-based cold-start profile recommendations and (b) improve the recommendations accuracy for new-users in formal e-learning recommendation systems. The experimental has been done by using the famous ‘MovieLens' dataset with 15.86% density of the user-item matrix with respect to ratings, while the evaluation of experimental results have been performed with precision mean and recall mean to test the effectiveness of Goal-based personalized recommendation framework. The Experimental result Precision: 81.90% and Recall: 86.56% show that the proposed framework goals performed well for the improvement of user-based cold-start issue as well as for content-based profile recommendations, using multi users personalized collaborative similarities, in formal e-Learning scenarios effectively.

Integration of Web-Based Learning into Higher Education Institutions in Uganda

2018 ◽  
Vol 13 (3) ◽  
pp. 33-50
Author(s):  
Baguma Asuman ◽  
Md. Shahadat Hossain Khan ◽  
Che Kum Clement
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Contexts ◽  
New Knowledge ◽  
Quantitative And Qualitative Methods ◽  
Analyze Data

This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed questionnaire was adapted to collect participants responses. Both quantitative and qualitative methods were used to analyze data. The findings indicate that teachers had a positive attitude to incorporate WBL into teaching and learning process, but they encountered some difficulties which were identified as slow internet speeds, insufficient web-based tools, lack of technical support, etc. It further identified possible enablers to overcome these difficulties and provides empirical evidence of incorporating new knowledge in the existing literature. It also provides recommendations in terms of overcoming difficulties to enhance and incorporate WBL in teaching and learning contexts of higher education in Uganda particularly and developing countries in general

Web-Based Course Management Systems (WCMS) Acceptance with College Students in Estonia

2009 ◽  
pp. 839-846
Author(s):  
Princely Ifinedo
Keyword(s):  
College Students ◽  
Emerging Economy ◽  
Quality Education ◽  
Management Systems ◽  
Course Management Systems ◽  
Baltic Region ◽  
Web Based ◽  
E Learning ◽  
The Baltic ◽  
Remarkable Progress

The objective of this article is to present the results of a study that investigates the acceptance of WCMS among college students in Estonia. The country is an emerging economy in the Baltic region of Europe. Estonia has made remarkable progress with respect to the use of ICT products in enhancing education at all levels (The Tiger Leap Foundation, 1997). Recently, Estonia joined forces with a pan-European e-learning project called the UNIVe (Estonian eUniversity, 2004; Ifinedo, 2005). Among other goals, the project aims at “increasing the availability of quality education for students and other people willing to learn …and, educating lecturers of universities to compile and practice quality and efficient e-courses” (Ifinedo, 2006).

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