Assessing Student Engagement in A Mobile-Assisted Academic Writing

A rapid ease of mobile-learning use in higher education has excessively driven both university teachers and student-researchers to work more effective and efficient, especially in their academic writing tasks. Yet, albeit a number of studies in this area, most studies focused on their writing skills. Little has been reported how mobile-assisted academic writing has impacted on student-researchers’ sense of empowerment. Thus, this paper attempts to share my investigation on how mobile-assisted academic writing and supervision practices has impact on the student-researchers’ psychological empowerment. Sixteen out of 45 student-researchers from a private English college in Indonesia were recruited and voluntarily participated in a 12 week academic writing projects. The data were gathered from closed-ended questionnaire and interview. The results shows that the adoption of mobile-assisted academic writing has positive impacts of the student-researchers’ psychological empowerment. The student-researchers felt comfortable to have online immediate feedback and thus, built sense of friendly supervision. In addition, the findings also revealed that this supervision mode makes the student-researchers to be reflective learner

PENGEMBANGAN PEMBELAJARAN SINYAL-SINYAL PERWASITAN FUTSAL BERBASIS MOBILE LEARNING

The purpose of this study was to develop mobile learning-based futsal refereeing signals for students majoring in Physical Education, Health and Recreation. The research and development model used adopts Lee & Owens' research and development model. The stages of research development are as follows; 1) Assessment or analysis which is divided into two parts, needs assessment and front-end analysis, 2) Design (planning phase), 3) Development (product development), 4) Implementation (implementation). product development results), 5) Evaluation of the achievement of goals in development). The results of the development of mobile learning-based futsal refereeing products, which are realized in the form of an Android-based application, have the following characteristics: (1) Futsal-based refereeing signal products are developed based on answers to student needs for deepening of mobile learning materials for futsal refereeing signals; (2) Application of futsal refereeing signals based on mobile learning, has the aim of helping to improve understanding of the material of refereeing signals which is one of the materials in futsal courses; (3) Mobile learning-based futsal refereeing signals are realized in the form of applications that can be installed on smartphones; (4) Applications for futsal refereeing signals based on mobile learning contain signals that can be used by futsal referees as rules for futsal matches and their motion analysis

Development of front and back rolling mobile learning media for class x students of SMAN 1 Pamekasan

Many students do not understand the gymnastic movements being taught and become bored with the movement, as well as the learning method. This study aims to produce a learning media device in physical education, sports and health in the form of mobile learning floor exercise with front roll and back roll material for student’s class X of SMAN 1 Pamekasan so that it can be a teaching material. In this study, the Research and Development (R&D) from Lee and Owens was. So that only 5 steps are in accordance with the conditions in the field. (1) needs analysis, (2) product design, (3) development related to the material to be developed (4) application/implementation, (5) product evaluation by experts and product trials. Results of product development data obtained the first result (91.3%) with 32 students and the second group (87.4%) with 115 students. From the results of these data, it can be concluded that the criteria for learning media products for floor exercise materials based on mobile learning have very valid criteria and are suitable for use in learning activities in schools

Effects of Signaling on Learner Engagement in Informal Learning on YouTube

Millions of educational videos available on YouTube offer unprecedented learning opportunities. A considerable number of studies have been directed toward YouTube educational videos. Yet, research on learner engagement with YouTube educational videos is scarce, despite its central role in learning. This paper addresses this research gap. We adopt the conceptualization that learner engagement has three dimensions - behavioral, emotional, and cognitive- and investigate how signaling in YouTube educational video presentation affects learner engagement in informal learning. Our analysis shows that signaling positively affects behavioral, emotional, and cognitive engagement. These findings substantiate the empirical knowledge on learner engagement with YouTube educational videos. Our study corroborates traditional video engagement research and extends its relevance to the social media learning environment. It also informs video designers and developers on adding features in the video presentation to optimize learner engagement with YouTube educational videos

Motivators and Barriers for Using E-learning During the COVID-19 Pandemic among Students at the College of Medicine and Health Sciences, University of Rwanda

BackgroundTo continue delivering the courses despite school closure during the covid-19 pandemic, the University of Rwanda abruptly shifted its teaching from traditional physical to online teaching. This was the compulsory medium of teaching during the lockdown period. This sudden change did not allow for adequate preparation for students. ObjectivesTo assess the preparation of learners to use the e-learning platform, and to explore the factors that enabled or inhibited learners’ use of the e-learning platform. MethodThis was a cross-sectional quantitative research design study done between June and July 2020. An online questionnaire was sent to all students registered in the College of Medicine and Health Sciences for the academic year 2019-2020. ResultsA total of 446 students completed the questionnaire. Students reported not being adequately oriented and unprepared to effectively use e-learning. Students were motivated to use e-learning when the learning objectives were clear, interactive, with engaging materials. Inadequate e-learning infrastructure, limited access to internet connectivity and inadequate devices were identified as the strongest barriers of using e-learning. ConclusionThe covid-19 pandemic has brought a transformational opportunity to embrace a blended learning approach. To sustain such a transformation, proper and timely planning and strategies need to be invested. Rwanda J Med Health Sci 2022;5(1):99-11

The impact of video-based presentations on BPED students' learning performance

The main objective of this study was to determine and evaluate the effectiveness of video-based presentations in providing physical education instructions. This quantitative research used a quasi-experimental which was participated by 46 students taking Bachelor of Physical Education (BPED) in one of the tertiary schools in the Philippines which were assigned into two intact groups: experimental and control groups. The study used ANOVA to find a significant difference at 0.05 level in time variables within the group with a p-value of <0.001. It means that there are changes in the pre-test and post-test scores. As a result, it makes a substantial effort to support in the deepening and continual attainment of the learning competencies expected of future Physical educators through video-based presentations. Based on the findings of the study, as the driving factor for attaining the aforementioned goals, teachers must have an interest in learning and grow through professional growth, and self-improvement, as well as the academic performance of the students through the development and improved learning, it means that there are changes in the pre and post scores. This study will be the baseline of information for future researchers who will do comprehensive research on video-based presentations and the integration of technology in the delivery of Physical Education teachings

DIGITAL LITERACY PRACTICES OF ENGLISH TEACHER PROFESSIONAL EDUCATION PROGRAM (PPG) STUDENTS IN PREPARING ONLINE KNOWLEDGE TEST (UP)

Since the outbreak of the Covid-19, Teacher Professional Education Program (PPG) provided by the Indonesian government to improve the quality of Indonesian education became online. The students of PPG should pass the final exam namely Knowledge Test (UP) to get the certificate. There were two kinds of the online exam system (visiting campus and from home). This research investigates the PPG students’ digital literacy practices in preparing an online knowledge test (UP) both from campuses and homes as well. This research used mix method that the data gained from questionnaires, observation, semi-structured interviews, and documentation. The result of this research showed that the top digital tools used by the participants were laptop, WhatsApp, Google, Zoom, Google Meet, Brainly.com, YouTube, Offline dictionary, and Google drive. This research also revealed the challenges the participants had to deal with. Moreover, the participants applied strategies to overcome the challenges. This research was limited to the investigation of English students’ digital literacy practices of the Teacher Professional Education Program (PPG) in preparing online knowledge test (UP). It is suggested to investigate the participants’ perceptions towards the system of the test or students from different disciplines. Keywords:  Digital Literacy Practices; PPG; Onlin

Development of Neuraxial Anesthesia Educational Videos for Nurse Anesthesia Students

Development of Neuraxial Anesthesia Educational Videos for Nurse Anesthesia Students Kaylie LaJeunesse, BSN, RN, SRNA & Mackenzie Schutt, BSN, RN, SRNA Performance and evaluation of anesthetic procedures, specifically neuraxial anesthesia, are core components of nurse anesthesia curriculums. Teaching methods must provide nurse anesthesia students with the proper tools and knowledge to perform skills confidently and proficiently. Traditional teaching methods have fallen short of providing the necessary instruction for optimal student success. Incorporating video-learning resources on neuraxial anesthesia into course curriculums can significantly improve nurse anesthesia practice by better-preparing students for the clinical setting. Video learning increases student engagement and facilitates deep learning. Data shows that access to procedural videos enhances student physical examination performance compared to traditional teaching methods. Educational videos on performing neuraxial anesthesia were created according to best-practice recommendations. First-year nurse anesthesia students were given a pre-test to assess their baseline knowledge of neuraxial anesthesia. They were then given access to the educational videos and attended a hands-on lab. After students watched the video and practiced the procedures during lab, they were given a post-test with the same ten questions as the pre-test and a survey to gauge their thoughts and perceptions of the educational resources. The goal was to show an increase in scores and, thus, an increase in knowledge after the intervention. This quality improvement project implementation successfully enhanced student knowledge of neuraxial anesthesia and allowed for a refined approach to the education module, utilizing multimodal techniques

Improving Learning Performance in Physical Education through Video-Based Presentations (VBP) Approach

Background: Technology plays a pivotal role in the learning and teaching process. Technology has become a powerful tool for enhancing students' performance in Physical Education. The study aims to assess the effect of video-based presentations on students' physical education learning performance. Objectives: The study aims to assess the effects of video-based presentations as an intervention tool in enhancing students' performance. Specifically, this is to answer the following objectives: (1) mean scores in the pre-test and post-test, (2) significant difference between before and after intervention, and (3) student's experiences in using video-based presentations in the learning performance in physical education. Methods: The researcher used a sequential mixed-method research design with a one-group pre-test and post-test design, which was participated by 52 students in one of the secondary schools in the Philippines and five students in the focus group discussion. Purposive sampling was used to choose the participants to assess the effect of the video-based presentations. JASP Software was used to analyze the data. Results: Based on the result, the study shows that before the intervention, students needed more knowledge and more participation in the discussion. However, utilizing the intervention indicates that the video-based presentation significantly affects students' learning performance, which shows that the video-based presentation has a positive impact on the students' learning performance. Moreover, two themes emerged in the focus group discussion: independent learning and flexible instruction. Conclusion: As education becomes man's equalizer, students must adopt 21st-century skills, and through the intervention used, this will pave the way for developing their capabilities and skills in the education trends. This implies that with the progressive world facing the ever-changing education landscape, teachers must have the desire to build their technological capabilities by upskilling and retooling their innovativeness and creativity in delivering instructions

Learner Engagement with YouTube Videos in Informal Online Learning: An Investigation of the Effects of Segmenting, Signaling, and Weeding

Millions of educational videos available on YouTube offer unprecedented opportunities for online learning. As it invites open-ended and self-paced exploration of almost any topic, YouTube has emerged as an important platform for informal online learning that occurs outside the formal classroom. A considerable number of studies have been directed toward YouTube educational videos. However, research on learner engagement with YouTube educational videos is limited, despite the central role of engagement in learning and the increasing popularity of YouTube videos in informal online learning. This paper addresses this research gap. We adopt the conceptualization that learner engagement has three dimensions – behavioral, emotional, and cognitive - and investigate how the features of segmenting, signaling, and weeding (SSW), the three multimedia learning principles, in YouTube educational video presentations collectively affect learner engagement in informal online learning. Our analysis shows that different SSW features have various associations with the three dimensions of learner engagement. These findings substantiate the empirical knowledge of learner engagement with YouTube educational videos. Our study corroborates extant video engagement research and extends its relevance to informal learning on social media. It also informs video designers and developers on adding video presentation features to optimize video engagement on social media