Design of a Location-Based Local Culture Course M-learning Platform

[[abstract]]M-learning can provide learners the capability to assimilate courses anywhere in any time. However, most existing mlearning systems only allow learners to passively receive knowledge without considering the temporal and spacial information of the learners. Due to the location-based nature of AR technology, AR-based m-learning systems can solve the problems by enabling learners to interact with the environment through AR interface. Local culture courses are the lectures talking about the civilization of a place. The challenge is to build a MAR m-learning system with capabilities for various learning environments which have covered and considered the learning efficiency, cultural geography, and other contexts for learners. This paper probes a novel system/App architecture, HTT, and targets on developing a context-aware mobile augmented reality HCI learning platform for local culture courses.[[sponsorship]]世界華人人機交互協會; 中国旅法工程师协会[[conferencetype]]國際[[conferencedate]]20130427~20130429[[booktype]]紙本[[iscallforpapers]]Y[[conferencelocation]]巴黎, 法

Reinforcing teacher’s role in retaining students’ interests discussing online in their learning process at Malaysian tertiary institutions

Many studies from the literature related to asynchronous online discussions among tertiary students provide various advantages such as allowing students’ flexibility to provide feedbacks [38], enabling their knowledge construction [30], developing their critical thinking [39], and interacting with the lecturers regardless of time and space [1]. Thus, the use of online discussion has further become predominant to support tertiary education. Likewise in Malaysian context, research related to online discussion has demonstrated increased confidence in students’ learning. Although the findings showed positive response, there are studies [20], [3], [29], [24] proved otherwise mainly because of the teachers’ weaknesses in keeping students’ interests and motivation to use online discussions in their learning process. Based on Ames’ [4] teaching strategies and Keller’s [21] ARCS model, a systematic guidance was developed for teachers to properly help students discussing online in completing their assignments. With reference to this systematic guidance, a qualitative case study on how to retain the students’ motivation using online discussion was conducted. The respondents were final year students working in small groups. Each respondent was made compulsory to answer a checklist based on the items from Khan [22] that was used to gauge their background skills in using online forum before conducting the study. The research instruments used were online discussions and interviews. The transcripts from the online discussions were analysed using a coding scheme developed from the systematic guidance (developed from Ames’ [21] teaching strategies and Keller’s [21] ARCS model while the data from the interviews with the group leaders were used to support the findings derived from the transcript analysis. The findings revealed that the teaching strategies used in this study were able to retain the students’ interest and motivation to continue discussing online in completing their project assignments

The Use Of WebQLM To Enhance Writing Performance In Argumentative Writing

This study focused on the development of a constructivist web-based learning tool known as WebQuest Learning Module or WebQLM and investigated the effects of WebQLM on students’ writing performance and their level of engagement in all the activities in WebQLM. Penyelidikan ini menumpukan kepada pembinaan sebuah alat pembelajaran konstruktivis yang berasaskan web dikenali sebagai Modul Pembelajaran WebQuest atau WebQLM. Penyelidikan ini menyelidik kesan-kesan WebQLM terhadap pencapaian penulisan pelajar dalam penulisan penyanggahan serta tahap penglibatan mereka dalam aktiviti-aktiviti WebQLM

THE EFFECT OF BLENDED LEARNING TOWARDS PUPILS’ VOCABULARY DEVELOPMENT AND MOTIVATION IN AN ESL CLASSROOM

Background and Purpose: Vocabulary is the fundamental aspect of a language. However, second language (L2) learners often perceive vocabulary learning as boring and difficult. As such, various efforts must be made by teachers to empower pupils’ vocabulary base to be able to be competent in the target language. Hence, this study attempts to address the use of blended learning on pupils’ vocabulary development and motivation.   Methodology: This research adopted the quantitative research design. The research participants consisted of two classes of primary school pupils chosen through purposive sampling. The pupils were divided into the experimental group and the control group. The instruments used were pre-test, post-test, and questionnaires. An independent t-test was used to compare the mean score to see any significant difference in terms of pupils’ pre-test and post-test scores whereas mean interpretation was used to determine pupils’ level of motivation.   Findings: The results revealed that pupils who learned through blended learning performed better in terms of vocabulary development compared to the pupils who learned through traditional learning. Similarly, pupils have high motivation towards blended learning instructions. It is apparent that pupils become motivated learners when their need for autonomy, competence, and relatedness are fulfilled.   Contributions: This research aids teachers in constructing suitable blended learning environments for content delivery as an alternative way for students to interact with information in preparation for classroom work. Keywords: Blended learning, vocabulary development, motivation, ESL classroom, purposive sampling.   Cite as: Teik Hong, A. L., & Stapa, M. (2023). The effect of blended learning towards pupils’ vocabulary development and motivation in an ESL classroom. Journal of Nusantara Studies, 8(1), 406-428. http://dx.doi.org/10.24200/jonus.vol8iss1pp406-42

Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement

This multiple paper dissertation addresses the importance of improving student success in online higher education programs by providing support for instructors. The autonomy-supportive structures to improve instructional practice are explained through three main domains, including instructional development, instructional design, and instructional practice. The first paper addresses instructional leadership with the theoretical foundations and practical considerations necessary for instructional leaders. Recommendations are made to use microcredentials or digital badges to scaffold programming using self-determination theory. The second paper addresses the importance of instructional design in improving instructional practice including the intentionality involved in implementing a gamification strategy to improve online student motivation. The third paper addresses instructional practice with a mixed-method sequential explanatory case study. Using the community of inquiry framework, this paper explains intentional course design, course facilitation, and student perceptions of the digital powerups strategy. The conclusion considers implications for practice and the need for instructional leaders to scaffold an architecture of engagement to support instructors and improve student success

Students view on text chats (CH), forum discussion (FR), and online learning interaction (LI)

The objective of this research is to get the students’ opinion on using online forum discussion (FR), text chatting (CH), and online learning interaction (LI). Quantitative and qualitative approaches were used through questionnaires and semi-structured questions which were administered to 133 Social Science students of a Malaysian public university, selected using volunteer random sampling. The result of a descriptive analysis shows that FR was more favoured by the students (mean = 4.11) compared to CH (mean = 3.87) and LI (mean = 4.06). Next, the path analysis found that FR is more significant (r = 0.59, p < .05) compared to CH (r = 0.35, p < .05) towards LI aspect. However, FR and CH are interrelated with critical ratio (C.R) = 6.455, p < .05). Qualitative analysis found that student’s views leaned more towards FR because of its ability to generate meaningful discussions in LI compare to CH according to some of stated reasons. From the perspective of LI, students need a learning environment that encourages them to participate in learning activities actively and involves the lecturer as learning supervisors. The results of analysis explain that the online FR and CH have different perspectives of focus of use. The implication of this study suggests the involvement of students and lecturer during design and development stage of online learning process

The Role of Motivation, Attitude, Anxiety and Instrumental Orientation in Influencing Learner's Performance in English as a Second Language in OUM

The objective of this research is to determine the relationship between the various socio-psychological variables like attitude, motivation, anxiety and instrumental orientation on performance in English as a second language. An impact study of each of the variables on learners' performance was also carried out in order to elucidate the variable that is most significant. A survey methodology was used, in which 757 out of the 2016 questionnaires were used. The results indicate that all the four variables were significantly correlated with learners' performance in the English course conducted at Open University Malaysia (OUM). The regression analysis showed that all the variables except for personal motivation exert significant impacts on performance with anxiety having a negative impact while attitude and instrumental orientation having positive impacts. Several implications were discussed and some recommendations were put forth, taking into consideration the open and distance learning environment at OUM. (Abstract from authors

Project-based instruction for the appropriation of the strategic framework in Santuario- Risaralda

Este proyecto de clase informa sobre el proceso de reflexión que desarrollaron los practicantes como parte de un procedimiento de implementación metodológica indirecta, con relación al impacto que el Aprendizaje Basado en Proyectos (PBI) tuvo sobre el ambiente de enseñanza-aprendizaje de las clases de inglés en un colegio público y rural del municipio de Santuario, Risaralda, Colombia. Teniendo en cuenta que en la literatura académica relacionada al Aprendizaje Basado en Proyectos se ha reportado efectos positivos tanto en habilidades ciudadanas como en el desarrollo del Idioma, los estudiantes-investigadores recolectaron información para analizar y determinar la aplicabilidad de dichos hallazgos en este contexto específico. El presente Proyecto de clase fue llevado a cabo con la participación de 110 estudiantes divididos en 4 grupos, cada grupo representando un grado de 8º a 11 º, con la participación de un profesor titular para todos los grupos. Los métodos implementados para la recolección de datos fueron el uso de formatos de reflexión y el establecimiento de grupos focales. Los resultados arrojaron evidencia relacionada a como la inclusión de proyectos como parte del proceso instruccional en lengua promovió la emergencia de habilidades de trabajo en grupo, entre éstas: participación activa, liderazgo, compromiso y responsabilidad. Sin embargo, por falta de datos relacionados al desarrollo de la lengua, no fue posible metodológicamente el obtener resultados sobre este componente; finalmente, tanto el profesor titular como los practicantes reportaron un fortalecimiento en sus habilidades pedagógicas como también en la planeación de clases

The Effects Of Embodied Pedagogical Agent Integrated With Students' Commonly Asked Questions In The Learning Of Science Among Low Achievers

This study examined the effect of embodied pedagogical agent integrated with students‘ commonly asked questions in the learning of topic ‗Energy‘ in Science Year Five among Year Five low achieving students classified either as field dependents or field independents. Two web-based treatment conditions namely, Embodied Pedagogical Agent with Students‘ Commonly Asked Questions (EPA with SCAQ) and Disembodied Pedagogical Agent with Students‘ Commonly Asked Questions (DPA with SCAQ) were designed and developed to examine the outcome measures in this study which include learning gain score measured through differences in the pre and post test score, perceived science self-efficacy beliefs

Sustaining motivation for Japanese kanji learning: Can digital games help?

Made available with permission from the publisher.Educational digital games are often presented at Technology in Language Education conferences. The games are entertaining and are backed by research detailing how games can improve the learning experience through active critical learning, learner interaction, competition, challenge, and high learner motivation. The authors, inspired by such presentations, were interested in creating digital games to mitigate problems of demotivation in a beginner Japanese kanji (non-alphabetic script) class at Auckland University of Technology but found there was no body of research on digi-tal games for learning non-alphabetic scripts. This paper contributes to filling this gap by describing the creation of three digital games for kanji learning. Difficulties were experienced during the development of the games and these are described with reference to the divide, discussed in gaming literature, between the type of digital games being showcased at conferences and the reality for teachers wishing to emulate the practice by developing their own digital games. Questionnaire responses and the game-related journal entries of three cohorts of learners were analysed, and teacher reflections on the action research project were used to answer the questions “Should we be leaving this field to the experts?” and “Other than high-end multi-level curriculum-centred digital games, are there different gaming scenarios worth exploring?