Students' utilization of distance learning through an interventional online module based on moore transactional distance theory

Introduction: Online learning platforms potentially increase student engagement and interactivity, thus contributing toward enhancing students' satisfaction with distance learning. The main aim of this research is to investigate the efficacy of an interventional online module based on Moore transactional distance theory on students' learning autonomy and satisfaction regarding the utilization of distance learning. Materials and Methods: An experimental design was conducted with a stratified random sample of 100 students (50 control and 50 intervention) from the University College of Applied Sciences, Palestine. Three tools were applied in this study: the DELES instrument, which was given to the intervention group, another validated tool that was given to the control group and an achievement test that was introduced to both groups. The intervention included educational and training sessions that were given in the environment of online learning after the student's baseline assessment. Results: It was noted that there was a significance difference in the domain of instructor support before and after the intervention within the intervention group. It was also observed that there was no significant difference (NSD) in the mean scores for students' collaboration and interaction, satisfaction and learning autonomy within the intervention group before and after the intervention. Moreover, there was NSD in mean scores for remembering, understanding or application among two groups (control and intervention) before and after the intervention, whereas it was a significant difference in the mean analysis score among the intervention and the control group before and after the intervention

Virtual University And Globalisation

Globalization as an inevitable process in the twenty-first century in economic, political and cultural dimensions creates changes in education and higher education. Virtual universities have important role in globalization. It is clear that globalization in higher education can affect on other area same economic, culture and etc. Virtual university with special programs and use of information and communication technology (ICT) can show the impact of globalization on society, the economy, and the world system. At virtual universities there are international programs that extend globalization. Globalization requires the existence and development of an advanced information and communications infrastructure. And at virtual university that is new phenomenon in new age we can provide these infrastructures. Also, globalization requires a different education that enhances the ability of learners to access, assess, adopt, and apply knowledge, to think independently to exercise appropriate judgment and to collaborate with others to make sense of new situations. In this paper researcher want to show the impact of keys factors at virtual university on the globalization. Keywords: Virtual University, Globalization, Higher education

Mobile augmented reality: enhance visualization skills in learning abstract concept in chemistry

For the last few decades, integrating technology in teaching and learning in the classroom has been an important issue. According to Lee et al. (2013), there are several meta-analyses have been conducted in order to examine the specific modes or educational practices that can enhances the effectiveness of student learning and teaching with technology. The digital technologies that being used is now not limited to the usage of computer only. There are others digital technologies also arise which are the mobile devices, digital media creation and distribution tools, video games and social networking sites (Collins & Halversont, 2010)

A review on use of social media in teaching and learning

Online learning are rapidly evolving in educational uses through social media. Previous research has identified the problem occured where the guidance for appropriate use of social media is needed so that can embark more effective and efficient learning environment. Social media has been shown to have a positive impact towards learner hence making the process of teaching and learning more meaningful. This is because social networking tools can provide opportunities for students to find information, collect their own material, communicate and interact towards each other. Therefore, this concept paper reviews the use of online learning through social media conducted by previous researchers. Besides, the advantages and disadvantages of implementing social media in teaching and learning also beeing reviewed. This review paper describe the use of online learning through social media and also its pros and cons compared to traditional media. As the conclusion, results from the previous research shows that, online learning through social media have a good feedback and advantages that can inline in education purposes

Massive open online courses (MOOCS): systematic literature review in Malaysian higher education

This study provided a systematic and organized review of 32 studies regarding using of Massive Open Online Courses (MOOCs) in Ma-laysian higher education from 2012 to 2017. This paper conducted an analysis of studies dedicated of using (MOOCs) for learning on the basis of certain dimensions namely, journal, country, author, year of publication, research methods, type of respondents, the models, and the theories. The findings obtained revealed that the interest on the topic has shown an increasing trend over recent years that it has ultimately become a well-known topic for academic research in the future. Nevertheless, to boost and enhance the using (MOOCs) for learning, it is important that future studies apply considerable use of theoretical and methodological approaches like the qualitative methods to examine the factors it will encourage students to use (MOOCs)

The impact of online reciprocal peer tutoring on students' academic performance

Students learn and teach each other is believed able to optimize their learning outcome. Today, with the rapidly emergent online technology has provided the students' opportunity to gain knowledge without relying solely on teachers. By implementing a peer learning like reciprocal peer tutoring strategy, incorporating with the popular and trendy online platform such as Facebook can be used to improve educational outcomes. In this study, the reciprocal peer tutoring strategies have been implemented using Facebook as a platform for students to learn and discuss the subject matter. This study investigates the effectiveness of online reciprocal peer tutoring in improving their academic performance. A pre-experimental (Pre-and post-test) was conducted across 4 weeks, involving 29 undergraduate students. The result suggests the online reciprocal peer tutoring environment was found to significantly influence the students’ performance test. Thus, the online reciprocal peer tutoring can be promising in higher education

A systematic review and trend analysis of personal learning environments research

The concept of personal learning environments (PLEs) is relatively new and is continuously developing. Over the past decade, there has been a significant upsurge in the number of PLEs-related research. Nevertheless, there is a lack of recent systematic reviews and trend analysis covering many PLEs studies; to the best of our knowledge. Therefore, the current systematic review is significant and indispensable in reviewing journal articles that discussed PLEs between 2000 and 2020. We searched Web of Science, Scopus, Sciences Direct, JSTOR, Springer, Google Scholar, and IEEE Xplore for studies published in English without limit in location or time to retrieve accurate results. Trend graphics for the extracted themes were also analyzed using descriptive statistics in Excel. According to the defined inclusion criteria, one hundred forty-eight articles were selected for the analysis. This study reveals that literature on PLEs has progressed from 2000 to 2020; the majority of PLEs-related articles were published between 2011 and 2020, with the year 2013 having the highest number of published articles (17 articles), followed by 16 papers published in both years 2014 and 2017. We found that the published PLEs research originated from 46 countries; 26 (17.6%) were from Spain. The majority of the authors had education, computer science, information technology and engineering backgrounds. This review also showed that numerous platforms had been used in PLEs research, with Web 2.0 the most commonly used platform. We noted that the most common objectives of the included articles were PLEs custom system development, analysis of the PLEs, description of experiments, investigations, development of factor models, framework development, and examination. The most common theoretical perspectives in the published articles were self-regulated learning, self-directed learning, and constructivism. The current systematic review and trend analysis can become a guidance platform for researchers, educators, policymakers or even journal publishers for future research in PLEs research

Pendekatan inkuiri dan teknik penyoalan guru: isu dan perlaksanaannya dalam proses pengajaran dan pembelajaran kimia

Peranan guru dalam sistem pendidikan khususnya di Malaysia merupakan tunjang pelaksana setiap dasar yang dirancang oleh Kementerian Pendidikan Malaysia (KPM). Guru merupakan jentera penggerak bagi setiap dasar yang dirancang oleh KPM. Kini tugas guru semakin mencabar, guru bukan sahaja menjadi penyampai ilmu pengetahuan dan kemahiran kepada pelajar malahan bertanggungjawab untuk menyemai minat, memperkembangkan bakat dan kebolehan pelajar. Proses pembelajaran yang berkesan akan mengasah pemikiran analitikal, kritikal dan kreatif bagi membentuk individu yang dapat menyesuaikan diri dengan perubahan persekitaran yang semakin drastik selaras dengan hala tuju sistem pendidikan negara. Menyedari hakikat ini, kerajaan Malaysia telah memberi fokus untuk memacukan peningkatan profesionalisme guru dalam gelombang pertama Pelan Pembangunan Pendidikan Malaysia, 2013-2025 (Saedah Siraj & Mohammed Sani Ibrahim, 2012)

View: a 3D virtual learning environment for introduction to multimedia subjects using cooperative learning approach

Rapid advancement of technology can simplify and speed up communication processes. The development of information and communication technology (ICT) for instance, has allowed various learning activities to be conducted virtually. Some of the activities that have extensively exploited such a technology are cooperative and collaborative learning, in which ICT can strongly support the vital elements of the learning activities. The elements of these activities are interaction and communication between students, which are often carried out in a two-dimensional virtual learning environment (2-D VLE) by utilizing Web 2.0 applications such as chat rooms, online discussion forums, social networking sites, and blogs. Despite being extraordinarily capable of supporting online learning activities, ICT has several drawbacks. The technology is limited to text-based communication; it provides less support in the use of nonverbal communication to convey messages; and it provides users with limited tools to collaborate. These limitations make the applications inferior in supporting communication and interaction hence the learning activities performed in a VLE are considered very limited and not realistic since they are executed merely through text conversations or discussions without any other forms of interactions. Several problems have emerged from these limitations, particularly on students’ interaction, participation, motivation, satisfaction dan sense of presence. Therefore recently, a threedimensional virtual learning environment (3-D VLE) or a virtual world has been utilized as a platform of online learning as it possesses potentials in supporting online and virtual learning. However, 3-D VLE is still new in Malaysia, especially at Universiti Teknologi Malaysia (UTM), although it is very beneficial for online learning and especially for distance Statistical analysis showed that there are significant performance improvements between students' scores in pre and post test. While interaction and communication of the students were evaluated by analyzing the recorded video of the learning activities using the content analysis technique based on a coding scheme which is related to cooperative learning. The results of this analysis indicate that the frequencies of seeking input and contributing about the tasks and also technical matters among the students were high. Therefore it shows that majority of the students were active during the learning process and none of them was a sleeping partner. In terms of satisfaction and sense of presence, it was assessed through questionnaires that were distributed to the students upon completion of all learning activities. Based on statistical analysis that has been carried out, the findings showed that scores of social presence, place presence and co-presence were high, thus showing that the students can feel that they were really in the virtual world along with their friends. From the interview conducted with several selected students, they were satisfied with the cooperative learning in ViEW. They feel that learning in 3-D VLE was enjoyable and has great potential to be further implemented in all subjects

Learning chemical reaction via augmented reality

The possibility of using Augmented Reality (AR) program as supplementary material in learning chemistry is evaluated in this paper. Chemistry is regarded as difficult to learn due to abstract nature of the subject. The content learning of the subject comprises multiple levels of representation, which challenge the conceptual understanding and problem solving of a student. This study is trying to identify the difficulty of learning chemistry particularly in acids and bases topic in term of conceptual understanding and algorithmic problem solving. Students are known to consistently make mistake writing the symbol of chemical formulas and also confused between the use of subscript and coefficient of a chemical formula. These eventually lead to wrong stoichiometry in balancing the chemical equation. The mistakes snowball into bigger problems when students are not able to understand the chemical equation in term of the algorithm and also conceptual. In order to the address the issues, students’ understanding regarding the chemical reaction of acids and bases should be investigated to elucidate student alternative conception if any in order to suggest suitable features for learning acids and bases chemical reaction using the AR program. As the issue is considered prevalent, the need of effective and promising solution is critical, thus AR should be evaluated as a supplementary teaching aid. AR helps students in visualizing the microscopic part of the reaction hence should promote correct understanding of the chemical reaction. The technology is considered recent and the use in chemistry field has been reported. However in chemical reaction learning, data supporting the effectiveness of the AR program is still insufficient. The effectiveness of the program towards students’ algorithmic problems solving and conceptual understanding in the acids and bases topic can be investigated. The results from the study should suggest the significance of the AR program in learning chemical reaction and equation in chemistry