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Web-Based Window Shopping: A Learning Model in High School's Mathematics Curriculum

Author(s): Moh. Mahfud Effendi,Alfiani Athma Putri Rosyadi,Shofy Maulidya Fatihah,Her Purnomo,Abdul Halim Abdullah / Language(s): English Issue: 1/2024

The post-pandemic adaptation demands technological innovations in sustainable learning to support mathematics curriculums. This research aims to develop the Web-based Window Shopping (WBWS) in high school mathematics curriculum with ADDIE procedure. The data were collected through interviews, questionnaires, and tests. The stages of research comprised analysis, design, development, implementation, and evaluation. The experts' validation test results showed that the aspects of materials and medium achieved an average score of 82,75%. Meanwhile, the trial test results showed that the developed WBWS is worth implementing, with the average percentage of effectiveness reaching 83,33%. The results suggest that the creation of WBWS as a web-based learning model for mathematics curriculum is not only feasible but also meets the educational needs of high school students. Teachers and students can use this web-based learning model as an alternative for implementing the independent curriculum on mathematics learning.

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Media Article Text Analysis in the Context of Distance Education: Focusing on South Korea

Author(s): Youngho Lee / Language(s): English Issue: 1/2024

The impact of COVID-19 pandemic is far-reaching, encompassing the social, economic, and psychological aspects of the society. . In order to prevent the spread of COVID-19, various countries, including South Korea, have entered into long-term home care and distance learning systems. However, distance learning experiments conducted in many countries have raised whether face-to-face education can be replaced by distance learning. Therefore, this study analyzed public opinion, social perception, and field trends based on media reports on remote learning. For this purpose, 2,600 articles from 11 newspapers and four broadcasters related to remote learning were collected in this study. Based on this data, keyword trend analysis, topic modeling analysis, semantic network analysis, and emotion analysis were performed. This study provides valuable insights into the impacts and perceptions of remote learning during the COVID-19 pandemic. It highlights the complexities of remote education, from influencing educational policies to affecting students' and parents' emotional states. The findings underscore the potential of remote learning in driving educational innovation while also pointing out its role in widening educational disparities. This research offers essential perspectives for shaping future educational strategies in crisis situations, emphasizing a balanced approach to harness the benefits of remote learning while mitigating its challenges.

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Exploring Peer Feedback Behaviour in Online Teaching Practice Classroom: Case of Learning Design

Author(s): Triyanto Triyanto,Rif’ati Dina Handayani / Language(s): English Issue: 74/2023

This study aims to explore teachers’ peer feedback behaviour in online teaching practice classes. Qualitative research was conducted on 32 physics teachers who conducted a teacher professional curriculum. Data were gathered through interviews, observations, and online discourse archives. Six steps were taken in analysing the data: preparing and organising data, exploring data, developing themes, representing findings, interpreting findings, and validating the accuracy of the findings. The results showed that peer feedback behaviour focused on learning design content and teachers’ performance. Peer feedback connects teachers’ ideas with those of their colleagues, open-mindedness, and encourages reflective thinking. This study realises peer feedback is a mutual dialogue to enhance teachers’ pedagogical competence in teacher professional curricula.

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VIRTUAL CLASSROOM IN DIGITAL AGE: CONCEPT, PRODUCT AND APPLICABILITY

Author(s): Natalia Burlacu / Language(s): English Issue: 3/2020

The paper is a descriptive ascertaining study that comes with the analysis of the phenomenon of virtual classrooms' using at different educational levels and / or in different educational situations in digital age, characterized by the migration of the implementation of certain ICT instruments, which have already become traditional to the so-called online learning platforms of various types and configurations. The research is carried out on several dimensions, in particular, conceptual, but also application-functional, reviewing several platforms dedicated to virtual learning. The comparative analysis of the set of tools offered by various virtual classroom platforms comes with a description of its special operating characteristics which depends on the typology of teaching activities to be implemented in online environment during direct and indirect hours of contact with students enrolled at a virtual course. Although, in this article, the model of using virtual platforms for learning management system will be focused on professional courses, correlated with computer science in the field of IT engineering training and / or others related to it, the general methodology for implementing virtual classes will be presented here according to the age, the curricular area of the taught-learned-evaluated disciplines and level of studies of potential beneficiaries. The author's personal experience is presented while practicing the use of virtual classes in the didactic approach of certain university disciplines. The author makes a comparison of her experience with some local and international experiences while transferring teaching-learning activities in the virtual environment using tools of the reviewed applications.

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What motivates and influences students learning English in the hybrid mode of studying?

Author(s): Katarzyna Kozińska / Language(s): English Issue: 4/2023

AbstractThe article presents a study that aimed to establish what motivates and influencesthe process of learning English in students of linguistics in business in the semesterof hybrid education (face-to-face and online, depending on the COVID-19 cases amongstudents). The study was conducted among a group of 40 students. A mixed qualitative-quantitative approach was taken to analyse the data. Results show that there are variousintrinsic and extrinsic motives driving students’ learning in the hybrid mode, as well asonline and offline factors that influence it. The extrinsic, or instrumental, motives are,for example, learning to use the skill to find a good job after graduation, the use of Englishfor travelling or studying because of tests. The intrinsic, or cognitive, motives includelearning because of the fascination with the language and its countries or interest in thesubject. It was also established in the study that the students did not cope well with theconstant shifts in the studying mode, finding the instability and unexpected changesdisturbing. The participants, however, appreciated the contribution of technology thanksto going online and still stick to some of the technological solutions, even if now they areback in the face-to-face mode.

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To Study or Not to Study Online? Students’ Views on Distance Education During the COVID-19 Pandemic: A Diary Study

Author(s): Marzena Wysocka-Narewska / Language(s): English Issue: 3/2023

Distance learning is a type of instruction between a teacher and students separated by a physical distance where communication takes place through mediated information encompassing one or more technological media. In other words, the instruction participants stay in different places, yet take part in the same learning activities sequenced, paced and controlled by the teacher using new technologies to facilitate both the student-teacher and student-student rapport. The aim of the paper is to gain insight into this kind of learning from the perspective of university students. The sample constituted 128 students of the English Philology at the University of Silesia in Katowice, Poland. The findings of a diary study exploring the subjects’ reports on their attitudes towards online studying at the time of the COVID-19 period shows how students’ view change with an increasing infection rate, and, in fact, present the advantages and disadvantages of education during the pandemic, be it a face-to-face or remote mode. In conclusion, the question of whether to study or not to study online seems to be difficult to answer unequivocally. Though, some suggestions are given on how to improve distance education at times of university closure and lack of full participation in the process of building the academic community and identity that have been ascribed to the university construed as an indestructible social system for ages (Sowa, 2009).

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Reconsidering Spatial Interaction in the Virtual Literature Classroom after the Pandemic Lockdown

Author(s): Mustafa Zeki Çıraklı / Language(s): English Issue: 3/2023

This paper analyses the qualitative notes of a self-reflective researcher and examines his literature classroom experience. The researcher develops an auto-ethnographical research design to understand how spatial interaction can be experienced after the critical shift from actual settings to virtual settings. The paper elucidates the results in efficiency regarding involvement and creativity. The researcher’s recorded auto-ethnographical entries cover four weeks while teaching at a state-run department in Trabzon. He tries to transform the virtual setting into a spatial learning medium to achieve responsive interaction and creativity to enhance the participants’ critical thinking and imagination. S/he referred to the theory of postromantic education to examine the results. S/he decided to keep a diary about the classroom experience. The reflective account revealed that the use of whiteboards and particularly the integration of chatbox into virtual classrooms helped overcome social and spatial interaction drawbacks. The study concluded that the internally motivated participants oscillate between imagination and cognition thanks to the experiential apparatus of spatial interaction created by the postromantic framework.

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Using AI Chatbot for Math Tutoring

Author(s): Antonín Jančařík,Jakub Michal,Jarmila Novotná / Language(s): English Issue: 2/2023

Aim. The aim of this paper is to present the results of a pilot validation of an artificial intelligence chatbot for mathematics tutoring. The subject of the analysis is the behaviour of the students in the course, in particular their approach to solving problems without external motivation through scoring or other assessment. Methods. The analysis of student behaviour was carried out on the basis of records in the application database. The subject of the analysis was not only the pupils’ responses, but also the time taken to produce them and the overall trajectory through the course. Results. The results of the analysis show that students who choose to join the course, work intensively in the lessons. Most pupils solve more than one basic task. A significant proportion of pupils also use the prepared help and instructional videos. The analysis of the solution time allowed identification of a group of pupils who do not even read the problems and only confirm the results. Conclusion. The pilot validation confirmed that the chat-bot format is close to the learners, and they are able to use the courses created in this environment. Solution time analysis suggests that this parameter can be used to analyse learner behaviour and system control. Further analyses in this area are needed.

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INFORMATION COMMUNICATION TECHNOLOGY AND E-LEARNING CONTRA TEACHER

Author(s): Boris Aberšek,Metka Kordigel Aberšek / Language(s): English Issue: 1/2010

This article presents the results of a pilot research about interaction between e-learning/teaching paradigms and “classical” ones, where a “human” teacher is the central element. With other words, we analyzed relation between e-teacher and the human one. Because the presented results are gained in a pilot research and so the sample was relatively small, we would like to show how, with the help of statistical methods the reliability of the results can be increased. In our research work we developed different tools and with this pilot research we would like to test, if this tools:• are precisely enough and specially if they• give us enough reliable results.Results of our research in this paper will point out two important conclusions, namely:1. the students need (human) teacher and e-material (or e-teacher/tutor) is simply not enough, especially if we would like to reach higher cognitive, long lasting knowledge, and2. with appropriate selected statistical methods, also with small sample, we can obtain enough reliable results.

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TESTING THE PROGRAMMING KNOWLEDGE AND SKILLS IN ELECTRONIC ENVIRONMENT

Author(s): Martin Cápay / Language(s): English Issue: 1/2010

Using of modern concepts based on information and communication technologies is still growing and also educational organizations must react on this situation. It requires effective approach in control, teaching and testing process. Classification usually follow-up to testing process is very sensitive phase of the learning process and it is necessary to ensure the greatest possible fairness and objectivity. Assessment of programming knowledge and skills is especially challenging task. To ensure the objectivity of the assessment, it was necessary to proceed to develop a unified system, at least in the case of testing knowledge of the theoretical part. The paper presents the model of computer-aided knowledge testing with regard to the content of programming subjects. We developed and implemented model using the standard quizzes in electronic environment Moodle. It is considered such as the most accessible environment alternative for educational organizations. The research outcomes show that the elaboration of the content into the thematic areas of the model, and specification of their objectives are reasonable. Positive perception of electronic testing is clear, but contrary the students prefer combine form of testing, where teacher still plays the essential role.

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MODERATOR EFFECT OF MOBILE LEARNING ON STUDENTS’ ACHIEVEMENT IN PHYSICS: A META-ANALYSIS

Author(s): Wahyu Dilla Abdullah,Adilah Afikah,Ezi Apino,Supahar Supahar,Jumadi Jumadi / Language(s): English Issue: 2/2024

The use of mobile technology in physics education has become more prevalent, but more data about its effect on student academic performance needs to be collected. This meta-analysis examines the effects of mobile learning on student achievement in physics and any moderating factors. The study collected 36 primary studies from various scientific databases (Scopus, ERIC, DOAJ, Google Scholar) that met the inclusion criteria. The findings indicate that using mobile technology has a significant effect on student performance in physics compared to without mobile learning. Moderator analysis revealed differences in the effects of mobile learning on physics learning outcomes based on sample size, academic level, gender composition, learning media type, learning model type, learning outcome type, and measurement instrument type. However, no effect difference was observed in country status, publication year, sampling technique, and physics content. No publication bias was found in this study. Overall, the study suggests that mobile learning has a strong positive effect on student achievement in physics.

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EMOTIONAL TRAINING FOR PROSPECTIVE TEACHERS IN SCIENCE EDUCATION

Author(s): María Brígido Mero,Ayar Rodríguez de Castro,Ana Lejárraga García,Irene Laviña Pérez,Verónica Nistal Anta / Language(s): English Issue: 2/2024

Cognitive and affective interrelationships are increasingly gaining importance in educational literature, assigning emotions a prominent role in the teaching and learning process. This study aims to promote awareness among prospective teachers of their emotional vulnerability and the influence of affective and emotional aspects in the teaching of natural sciences, mathematics, and social sciences. The research had a dual purpose: to analyse the beliefs, attitudes, and emotions of prospective teachers regarding the teaching of these disciplines and to examine the impact on their beliefs and emotions after undergoing specific training. The study topic is justified by the growing attention emotions are receiving as decisive factors in learning processes and the persistent substantial gap in scientific education research, particularly in the realm of online teacher training. To address and analyse this gap, a descriptive quantitative survey study on beliefs, attitudes, and emotions towards the teaching of these courses before and after participation in a training program was designed. The analysis of the data revealed results consistent with previous studies. Specifically, the results demonstrated that prospective teachers showed more negative emotions, beliefs, and attitudes towards the teaching of natural sciences and mathematics compared to the teaching of social sciences. However, in all cases, improvements were observed after receiving specific training. These findings highlight the need to incorporate emotional improvement projects into online teacher training, particularly in the fields of natural sciences and mathematics.

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The risk of addictive Internet use among secondary school pupils in Slovakia

Author(s): Soňa Kollárová / Language(s): English Issue: 2/2023

The main objective of the research was to map levels of addictive Internet use among secondary school youth. The Internet Addiction Measurement (IAT) questionnaire was used to collect data. The available sample was used to select pupils for the research population. We conducted the research in secondary schools in all regions of Slovakia (January–February 2022). The research sample comprised 776 respondents, of which 207 were male and 569 were female, with an average age of 17. The research results showed that four pupils suffer from strong Internet addiction, 79 pupils suffer from a moderate level of Internet addiction, 272 pupils suffer from a mild level of Internet addiction, and 421 pupils are habitual Internet users. The paper is an intermediate output of the KEGA project No. 024UMB-4/2022 Prevention of Online Risk Behaviour.

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Smartphone addiction and its consequence on the perceived threat in health, family social and economic areas

Author(s): Helena Pospíšilová,Pavla Macháčková / Language(s): English Issue: 2/2023

This study deals with the relationship between subjective perceptions of smartphone addiction and the perceived threat in health, family life, social and economic areas. Subjective perceptions of smartphone addiction were measured by experiencing the discomfort of missing a mobile phone. The sample consisted of respondents (a total of 2,952) who reported using a smartphone. The hypotheses were tested using a one-way ANOVA test. The research found that respondents who often missed their smartphone most strongly perceived the threat in health, family and social areas. These people are not constantly dependent on smartphone use, but they perceive the threat of overuse very strongly in the three areas mentioned. Respondents nervous about missing their smartphone perceived the threat most strongly in the economic area. This group is at strong risk of nomophobia or fear of missing out on a mobile phone (FoMO) due to the loss of critical reflection and control of smartphone addiction. The results of this study complement other studies and may predict smartphone addiction.

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Innovative Modes of Distance Education in the Context of 5G Digital Technologies Implementation

Author(s): Vitalina Nikitenko,Valentina Voronkova,Roman Oleksenko,Viktor Kovalenko,Iryna Silina,Alla Popova,Stepan Sidletskyi / Language(s): English Issue: 2/2024

This article delves into the complexities of adapting distance education to the advancements brought forth by the implementation of 5G digital technologies. The primary objective of the study is to elucidate the influence of 5G digital technologies on the adaptation of distance education models. With a hypothesis positing that the integration of 5G will catalyze the evolution of distance education towards more innovative and comprehensive educational models, the study employs a mixed-methods approach. The findings shed light on the significant impact of 5G digital technologies on distance education, facilitating the introduction of novel educational approaches that leverage enhanced connectivity and multimedia-rich learning experiences.

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Flipped Classrooms With Peer Instruction: The Impact on Students’ Conceptual Understanding

Author(s): Irwanto Irwanto,Silva Nur Rahmah,Elsa Vera Nanda / Language(s): English Issue: 2/2024

The aim of the research is to explore how flipped classrooms utilizing peer instruction impact students’ grasp of the periodic table of elements. In this quasi-experimental design, a total of 64 tenth-grade students participated. The study took place at a public high school situated in Bekasi, a city located in the central region of Indonesia. Experimental group students were instructed in flipped classrooms together with peer instruction (FCPI) and control group students were taught in flipped classrooms without peer instruction (FCX). For quantitative data analysis, t-tests and Cohen’s d were computed. The findings indicated a significant mean disparity between the two groups of students concerning conceptual understanding after the instructions were given. Also, students in FCPI showed a higher increase in conceptual understanding than students in FCX with high effect sizes. It indicates that the integration of flipped classrooms with peer instruction proved more efficacious in enhancing students’ conceptual understanding compared to FCX.

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Collaborative Filtering Recommender System for Online Learning Resources with Integrated Dynamic Time Weighting and Trust Value Calculation

Author(s): Pengyu Guo,Mohd Khalid Mohamad Nasir,Yishuai Xu / Language(s): English Issue: 2/2024

Traditional educational models struggle to meet the demands of students seeking personalized online learning resources (OLRs). Collaborative filtering (CF) algorithms are widely employed for personalized OLR recommendations, yet they encounter issues such as poor scalability, cold start, and sparse data issues. In response, an enhanced CF algorithm is proposed, incorporating a fusion of time weighting and a credibility selection strategy. Initially, interactions and ratings among learners are analyzed. Subsequently, the algorithm integrates learner similarity and trust, calculating the credibility value weight between learners. Dynamic time weighting is then introduced separately into CF algorithms based on OLRs and learners, respectively. Ultimately, the algorithm predicts learner ratings for unknown OLRs. Experimental comparisons demonstrate that the performance metrics of the hybrid algorithm presented in this paper show significant improvement over traditional and other improved algorithms. It exhibits enhanced rating prediction accuracy, facilitating precise recommendations of personalized OLRs to learners.

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Distance Learning in Preparing Primary School Teachers During a Pandemic

Author(s): Martin Skutil,Martina Maněnová,Ha Thai Thuy Lam,Nguyen Thi Kieu,Janet Wolf,Le Thi Bich Van,Jitka Vítová / Language(s): English Issue: 2/2024

The coronavirus pandemic has affected all areas of education, including teacher training. Therefore, teacher training faculties had to deal with this unexpected situation very quickly. This affected both students and teachers. The research survey includes two institutions preparing future teachers of primary schools – one in the Czech Republic and one in Vietnam. The research group consists of pre-service primary teachers and academic staff who prepares them. The result shows that the shortcomings or disadvantages of online teaching were similarly evaluated by students in the items such as poor personal contact with the teacher and low physical activity. Notable and very different was the evaluation of the item change of methods and forms of teaching. From the teachers’ perspective, a notable fact is that the disadvantages of online teaching were perceived similarly by both cultures. On the other hand, the effectiveness of online teaching was perceived with a slight difference of opinion.

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A Structural Equations Model Approach to Examining University Students' Acceptance of a Learning Management System

Author(s): Jasper Vincent Alontaga,Karen Sacdalan,Minie Rose Lapinid,Von Christopher Chua / Language(s): English Issue: 2/2024

The study examined university students’ acceptance of a Learning Management System (LMS) during the emergency transition to online distance learning (ODL) brought on by the COVID-19 pandemic. The study involved 408 university students and employed a concurrent triangulation mixed methods design and Structural Equation Model (SEM) to investigate the Technology Acceptance Model (TAM) and several external variables, specifically social influence (SI), system characteristics (SC), individual differences (ID), facilitating conditions (FC), and academic performance. Results of SEM revealed that FC, SI, and SC are significant factors in LMS acceptance, with SC having the strongest influence on perceived ease of use (PEU) and perceived usefulness (PU). A significant path coefficient was also observed for actual use (AU) on academic performance. LMS analytics revealed the utility of discussion and assignment features of the LMS are greater over quizzes in ODL. Most students described LMS features as generally effective, particularly the use of modules, announcements, and assignments, and the provision of course materials as the best teaching practice. The quality of the Internet connectivity was determined as a major challenge affecting students’ ODL experience.

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The Micro-Learning Activities via Metaverse Platform: The Outcomes of Students’ at Pakse Teacher Training College, Lao PDR

Author(s): Aphinanh Suvandy,Pinanta Chatwattana,Prachyanun Nilsook / Language(s): English Issue: 2/2024

The micro-learning activities via metaverse platform, or MICRO-META platform, is a research tool designated to promote learning that focuses mainly on small units of contents and learning activities that can be accomplished in a short period of time. Thereby, the micro-learning activities are facilitated by means of the so-called micro-steps under digital learning environments via metaverse. The activities of this kind are capable of providing realistic learning experiences along with ability to interact with others in the virtual world, which shall result in the exchange of information and access to varied resources. In addition, these activities are believed to increase confidence in practical skills related to the use of digital technologies. The research results show that the micro-learning activities via metaverse platform to enhance digital literacy and digital empathy can be used practically as a learning tool, and it is efficient enough to promote both digital literacy and digital empathy. Once integrated with immersive learning technologies under the virtual world, the MICRO-META platform can also encourage learners to learn by experiences and acquire new bodies of knowledge according to their own abilities.

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