Web-Based Learning for Adolescents

This chapter assesses the innovations and challenges of web-based learning for adolescents. The technology acceptance model (TAM) was used to establish the determinants for the challenges and innovations of web-based learning for adolescents. Challenges coined include virtual engagement, adaptability, motivation, technical issues, time management, learning styles, destructions, communication skills, and the digital divide. Web-based learning is an emerging and innovative approach to teaching and learning that meets the evolving needs of adolescent learning. Adolescents should embrace the transformation from traditional brick-and-mortar classroom practices to a web-based environment. Stakeholders must continuously overcome the challenges of web-based learning. Future research can concentrate on developing well-defined web-based course content that supports the holistic learning needs of adolescents and the development of a web-based learning model for adolescents.

Supporting Language Learning With OERs and Open-Authoring Tools

Open educational resources (OERs) in language learning have recently captured the interests of language educators, curriculum developers, and researchers as these open-source materials serve as an alternative to traditional textbooks and costly web-based learning resources. OERs offer several benefits for language learners, including access to controlled language practice, self-study, engagement, and learning satisfaction. These resources can also promote innovative instructional practices that respond to constructivist and interactionist perspectives of second language acquisition. However, widespread use of open resources remains low among language teachers for several reasons, including a lack of awareness of how to develop and use them, overreliance on commercially produced textbooks, scarcity of resources, and guidelines for developing original open resources. In this chapter, the authors explore how to best approach the process of creating and using open resources in order to develop and promote OERs among language educators.

Needs Analysis: Development of Web-Based Learning Media on Chemical Bond Concepts

The study aims to explain the need for developing web-based learning media on chemical bonding concepts. This research is descriptive research with a survey method. The sample of this research is the teacher of chemistry subject who teaches chemical bonding concepts at Senior High School in Langsa city. Data collection techniques using questionnaires, interviews, and documentation. The data collected is data on needs on aspects of teacher readiness, student needs, and support. Data analysis uses descriptive qualitative and quantitative descriptive analysis techniques. The results showed that teachers of chemistry subjects at Senior High School in Langsa City had the readiness to use web-based learning media that would be developed. Based on the teacher's response, the development of web-based learning media on chemical bonding material is strongly needed by teachers and students. The support of facilities and human resources at Senior High School in Langsa City on web-based learning media apply is adequate. These results concluded that the development of web-based learning media on chemical bonding material is strongly needed in chemistry lessons at senior high school in Langsa city.

Perancangan Sistem Informasi Pembelajaran Algoritma dan Pemrograman Berbasis Web pada Program Studi Teknik Informatika STMIK ERESHA

This study aims to present web-based algorithm and programming materials in order to increase interest and motivation in studying in the informatics engineering study program, this learning system is made so that all who want to learn algorithms and programming easily get solutions from the material and videos that are available on the web page. And the existence of this web-based learning information system can provide material archive storage and exercises so that there is no more loss of material or exercise files. This application is created using the PHP and MySQL programming languages.

The Design of Web-Based Learning Using Google Sites for Teaching Heat and Temperature Topic

The limited variety of learning media will create various learning problems. One of the problems that arise is the lack of motivation to learn and low learning outcomes. These problems can be overcome by developing learning media integrated with technology such as web-based learning. This study aims to produce web-based learning using Google Sites on Heat and Temperature topics for high school students. The media development used the 4D model with the following stages: 1) Define, 2) Design, 3) Develop. The design and development stages of the media involve experts who assess two aspects, namely material and media design. The average result of media expert's validation is "very feasible". The average effect of material expert validation is "feasible." Based on the validation results by experts, this media is feasible to be used as a learning medium that helps students learn Heat and Temperature topics. The weakness in this research was that the learning design on the developed media was not very relevant to the learning objectives and basic competencies. Researchers hope to develop a learning media with learning designs that are more relevant to learning objectives and basic competencies in the future.

Pengembangan Media Pembelajaran Bahasa Inggris yang Praktis dan Efektif Menggunakan Moodle

The method of delivering learning by orally as well as giving a note in the form of copy or note, is less successful in time and is not maximally obtained by a student. The purpose of this research is to produce practical and effective learning media used by teacher and student at vocational high school. Web-based learning media using model 3.11.3+, which is applied to the domain and hosting. The type of this research is R&D (research & development), and the product development models are 4D; define, design, develop and disseminate. The instruments used are questionnaire, material, practically and English questions. The subjects of research are teacher and student of SMK Pratama Padang. Data analysis techniques are product validity testing, practical analysis technique and product effectiveness analysis technique. The levels of practicality of the product are 85 (teacher’s respondent) in the practical category and 81.99 (student’s respondent) in the very practical category. The level of product effectiveness based on the gain score reached 0.45, in the medium category.

Development and Evaluation of a Web-Based System to Learn Skills for Removing Personal Protective Equipment for Highly Infectious Diseases

We developed a web-based learning system for healthcare workers to learn the skills for removing personal protective equipment for highly infectious diseases. The system was implemented on a trial basis and healthcare workers evaluated its usability and their motivation to learn. Usability was similar to that of typical systems. Motivation scores were high, indicating confidence and satisfaction with the system.

The Role of Digital Application Literacy in Online Assessment

As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

Verkko-oppimisympäristöjen kehittäminen tekoälyn avulla: Tulevaisuusvisio matematiikan opetuksen täydennyskoulutuksesta

Verkko-oppimisympäristöjen suosio kasvaa kiihtyvällä tahdilla maailman laajuisesti ja samaan aikaan tarve uusille lähestymistavoille verkko-oppimisen ja -opetuksen kehittämisessä ja tutkimuksessa on kasvanut. Vaikka lokitiedot mahdollistavat verkkokäyttäytymisen tutkimisen, on tätä mahdollisuutta hyödynnetty verkko-oppimisen ja -opetuksen tutkimuskontekstissa verrattain vähän. Tutkimuksessa hyödynnettiin lokitietoja verkkokurssin arvioinnissa ja kehittämisessä MOOC-ympäristössä. Tässä artikkelissa kuvataan oppimisprosessia lokitietojen avulla sekä pohditaan sitä, minkälaista ymmärrystä oppimisesta lokitiedot voivat tuottaa ja miten tällaisen tiedon voisi tulevaisuudessa valjastaa oppimisen tueksi. Tutkimusaineisto koostui matematiikan opettajien (N=58) täydennyskoulutusverkkokurssin lokitiedoista. Tutkimustulokset osoittavat, että syvällisemmät tai enemmän aikaa vaativat aktiviteetit keskeyttävät yhtenäisen opiskelun herkemmin kuin esimerkiksi videoluennot. Lyhytkestoiset videot ja nopeasti vastattavat kyselyt sen sijaan sitouttavat osallistujia yhtenäiseen opiskeluun. Vaikka suoristustavoissa on yksilöllisiä eroja, verkkokurssin kehittämistarvetta on mahdollista arvioida lokitietojen avulla. Esitämme artikkelissa vision siitä, kuinka tulevaisuudessa lokitiedot voisivat automaattisesti analysoitua, järjestelmä tunnistaisi oppimisprofiileja ja verkko-oppimisympäristö muokkautuisi automaattisesti tunnistettujen opiskelutaipumusten mukaan. Kun prosessiin yhdistetään tekoäly myös profilointialgoritmi kehittyisi automaattisesti käyttäjädatan kasvun myötä. In English Web-based learning enviroments have become increasingly popular world-wide. At the same time, the need for new approaches to both supporting and investigating teaching and learning have emerged. Although log information enables research of online behavior, this opportunity is not used to its full potential in the context of web-based teaching and learning. This research utilized log information in the assessment of a MOOC course and its development. This article describes the learning process with the help of log information. It also envisions what kind of understanding of the learning process log information can provide and how this understanding may be harnessed to support learning in the future. The data consisted of the log information of mathematic teachers (N=58) participating in an online continuing training course. The results show that in-depth time-consuming activities interrupt studying more easily than video lectures for example. Short videos and quick queries engage the participant in more coherent study. Although there are individual differences in the studying, less well-functioning teaching content and tasks can be recognized through log information. We present a vision of how log information can be automatically analyzed; the system would recognize learning profiles and the online environment would automatically modify itself according to the profile. When AI (artificial intelligence) is utilized the profiling algorithm would develop automatically as user data accumulates. Fulltext in Finnish.

Accompaniment in Creating Web-Based Learning Material Resources for English Teachers

The objective of this paper is to describe on how to assist the English Teachers in creating web-based learning material. There are three main steps in this community service project; preparation, implementation and evaluation. The recipients of this community service project were English teachers in Siabu District, from Primary School teachers, First Level Secondary School teachers, to Upper Secondary School teachers who were officially invited through the Head of Education of Siabu District. From this community service activities, activist found that this community service activity has a positive impact on the progress of education in the district of Siabu and also to the State of Indonesia globally. Therefore, this kind of project is suggested to be implemented in many areas in Indonesia.