786 research outputs found

    Gathering Momentum: Evaluation of a Mobile Learning Initiative

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    Accommodating student's learning experience through personalized learning style adaptation in computer programming course at Centre for Foundation Studies, IIUM

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    Teaching and learning computer programming can be difficult, especially for beginners. Since they are not exposed to any computer programming experience, they may face difficulties if the teaching approaches do not match with their learning styles. Computer programming requires the students to understand logical reasoning and syntax and be able to apply them practically for solving programming problems in nearly all disciplines. Mitra [1] claims that most students feel computer programming is a challenging intellectual exercise. At Centre for Foundation Studies, foundation students encounter difficulties in learning and applying computer programming concepts. Some of them perform better in other science subjects, but find difficulties in grasping the computer programming concepts. In this research, we have used Felder-Solomon Learning Style Inventory to identify C Programming’s students for their preferred learning styles. The result of the survey shows that the Engineering/Computer Science students came from mixed learning styles. Therefore, we have adapted Felder-Solomon’s learning style model, and come out with a model of three hybrid categories. This paper will provide detail suggestions for an online learning system based on a selected topic in C Programming. The system will accommodate the students’ learning style in accordance to the modified Felder-Solomon’s learning style model. As a significant contribution to programming educations, our suggestions may further be adopted for designing personalized learning for other disciplines

    Using Augmented and Virtual Reality for teaching scientific disciplines

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    This paper aims at synthesizing the literature on the use of AR and VR for teaching scientific disciplines to identify strengths and weaknesses for student’s learning. Articles published in peer reviewed journals has been searched on Google Scholar from 2018. The results highlighted a great variety of studies’ methodology, field of applications, technology, target groups and outcomes. The growing interest in this topic is due to the emerging benefits for learning achievements, attitudes and motivations. Further studies are necessary to understand the type of technologies to be used in different contexts and to focus on learners’ characteristics, and its impact on learning outcomes. It is necessary to improve students’ and teachers’ digital competence, supporting them in designing educational intervention for the acquisition of scientific skills

    Improving learning outcomes within a developing maritime nation lacking practical resources through the introduction of classroom technology : a case study at a South African University of Technology

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    This study primarily explores whether or not the use of emerging technologies can be used to counter a lack of available resources in developing countries. The research takes the form of a case study conducted over three successive semesters at a South African University of Technology maritime campus, with the subjects being the Marine Engineering students at a senior level. The study makes extensive use of concept mapping to introduce digital syllabi according to scaffold learning principles, and thereafter to implement a range of selected learning methods based on prominent learning theories to address the needs of the students, as identified by the surveyed data received. Throughout the eighteen-month classroom case study, an action research method was employed to sequentially evaluate the outcomes at each phase, and amend the devised CBT program in line with addressing the research question posed. It was the intention to ascertain if any noticeable changes were evident with regards to the development of critical thinking skills on the part of the students, which would indicate a higher level of learning. The development of critical thinking skills is in line with the desire of the South African government to develop of a skills-based economy for the country, away from an historical past whereby the following of a system was often viewed above the need for critical thinking

    Blending MOOC in Face-to-Face Teaching and Studies

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    The design and development of E-textbooks to support problem-based learning in secondary school science classrooms

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    Problem-based Learning (PBL) is widely used in education and extensive research has been conducted into the use of PBL to improve student learning. E-textbooks are a relatively recent development and represent the next stage of evolution of print media with improvements in the presentation of information. They also offer the possibility of being used as a learning tool rather than just as a store of knowledge. This thesis attempts to develop a set of design principles that allow the development of e-textbooks to promote PBL in secondary school science students. This research presents the results of a four-year study, between 2013 and 2016 with different classes, that aimed to investigate the development and use of e-textbooks to facilitate PBL in secondary school science classrooms. It involved identification of constraints that limit the implementation of PBL and measurement of their effect on learning through PBL. These included learning, pedagogical and technical constraints. An investigation was conducted into the use of e-textbooks to augment PBL and ameliorate these constraints. Through a process of Design-based Research, a set of principles was established that might promote the successful use of PBL and e-textbooks in secondary science contexts. A review of the research literature revealed that PBL can have a powerful impact as an educational tool if the learning environment is well managed. However, certain constraints to using PBL, especially in secondary schools, require investigation. E-textbooks may also be able to improve student learning using PBL while ameliorating some of these constraints. The three research questions developed for this research aimed to identify such constraints and identify factors that could increase the impact of PBL on student learning using e-textbooks. This study used a qualitative approach to investigate the use of e-textbooks to support PBL in secondary school science classrooms with some quantitative data used to support one aspect of the study (student knowledge). Data collected from a PBL Evaluation Tool before and after each intervention were used to measure student knowledge, planning, monitoring and evaluation and student engagement. In addition, data were collected through focus group interviews and observations of students in class. The four-year time span of the study allowed the collection of a large amount of data that provided opportunities for triangulation. The three research questions guided the development of a set of design principles that will be useful in the future development of e-textbooks that support PBL. The results of the study were several design principles that could be used by teachers and schools to develop e-textbooks to support a PBL program. These principles are presented using a road map analogy that illustrates the journey undertaken in this research. The design principles involve the pedagogy of the teacher, the design of the e-textbook and the facilitation of the students in the PBL environment
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