Access To Learning Resources Research Articles

Utilising K-culture for Korean college students writing identity essays: online class cases

ABSTRACT This research, conducted in the particular space–time of university classes transitioning online due to a global pandemic, describes a kairotic moment particularly concerned with the accessibility of learning resources, pedagogical interaction, and students’ mental health. Our research was conducted with a focus on online general education electives delivered across all undergraduate years at a university in South Korea, to formulate online facilitation methods for identity formation writing using the universal cultural framework of K-culture. We asked students to read K-webtoons, to understand the relation between self-esteem and self-doubt, and to diagnose their current situations. Then, we asked them to write a self-examination essay using the media literacy of K-pop to induce empathy. In their rough drafts, we observed their will to overcome their obstacles, even though their writing described negative experiences from the past and the limitations they currently faced. During virtual office hours, we instructed students to think critically about the structure of Korean society, beyond their personal self-examination, and in their second, edited drafts, we found a heightened sense of civic awareness. This research is significant, therefore, because it provides a detailed account of the abstract process of writing identity essays utilising K-culture media literacy, and the process of seeking a method of communication for critical awareness of social structures and action in a community through virtual office hours.

Teach outside your comfort zone: A qualitative study of higher education students’ conceptions in Namibia

Namibian Higher Education Institutions offer education at the levels of certificate, diploma, undergraduate degree and some other post graduate levels and each typically pursues different levels of capacity in skill and knowledge development for their graduates. However, systematic investigations of students’ conceptions of good teaching are hardly carried as the focus tend to be on teachers’ views. Qualitative data was collected through face-to-face focus group discussions and was analysed using the Noticing, Collecting and Thinking method of analysis. It was found that good teaching requires teachers who operate using the student-centred, learning oriented conception framework. Such are teachers who ensure students understand the content of the subjects, understand students’ problems, are punctual and provide opportunities for students to access learning resources. Although many of the findings from this paper may not be unique from the existing literature, the implication of the absence of unique insights is that methods of instruction and administration continue to be modified to reach students’ hearts. This study contributes to furthering knowledge about good teaching in higher education institutions and its attributes in Namibia and analyses how this is different from developed countries.

Learning and Fullfilment of Children’s Right in the New Normal Era at Islamic Elementary School

Learning in the new normal requires various adjustments to existing conditions in order to remain able to achieve the goals. These adjustments are needed so that children's rights are still fulfilled during the learning process, especially at the basic education level, where the potential of students is in a period of great development. In this regard, this research was conducted with the aim of comprehensively describing how learning is carried out in one of the Islamic elementary schools in Banyumas, namely MI Miftahul Huda. while still fulfilling the rights of the children in it. The methods used in collecting data include observation, interviews and documentation. The results showed that the adjustments made in the learning process specifically includes learning methods and media, flexibility of place and time to study, and how to access learning resources. With this adjustment, students at these institutions have the opportunity to receive learning materials, find and access learning resources and do assignments and present the skills they have acquired according to their level of intelligence and age

Virtual Academic Management System using Django and Flutter

The pandemic has shaken the entire world, and the education sector is one of the worst-hit during this ongoing crisis. This is a serious setback for students and teachers who can not access learning resources through the normal model of education. As a result, the way of education has changed dramatically, with the distinctive rise of virtual learning as an alternative, whereby teaching is undertaken remotely and on digital platforms. Virtual learning is a method to access and share study resources, for students independently at their own pace without being hindered by other learners. There has been an increase in involvement from students and faculties on online courses, which emphasizes the importance of managing learning systems efficiently to keep up with the current scenario. This paper intends to provide an ultimate solution to enhance the educational process in an institute by integrating essential learning and management facilities in one mobile application. In this regard, we have introduced a Virtual Academic Management System that develops a learning platform for efficient course delivery and management which is helpful for students and teachers. Virtual Academic Management System provides some new features of content management while improving from the features on currently existing ones. This system uses a mobile application available on both Android and iOS for the students, which is developed using Flutter and a web application with more comprehensive features, targeted towards the teachers, which is developed using the Django framework.

Developing User-Friendly E-module Hyper-content on Atomic Structure and Periodical Properties of Elements

Connecting understanding on atomic structure to explain the periodical properties of elements has always been a challenge over the years. One of the factors behind this is the lack of availability of syllabus-relevant, user-friendly, practical and accessible learning resources on the topics. Therefore, this research and development study aims to produce a valid and practical e-module hyper-content to support the learning process of structure atom and periodical properties of element by preservice science teachers. The e-module was developed through ADDIE model which consists of five stages namely Analysis, Design, Develop, Implementation, and Evaluation. The validity test of the product was conducted through expert judgements and the practicality test was conducted involving 110 third semester students of Science Education Department of Universitas Negeri Padang. Result of the feasibility test indicated that the e-module with hyper-content on structure atom and periodical properties of elements belongs to very high category for both validity and practicality. Analysis of students’ responses on open-ended questionnaires revealed that this e-module is beneficial for better learning on the topic due to the ease of use and integrative way of presenting information on relevant topics.

Predicting Course Grade through Comprehensive Modelling of Students’ Learning Behavioral Pattern

While modelling students’ learning behavior or preferences has been found as a crucial indicator for their course achievement, very few studies have considered it in predicting achievement of students in online courses. This study aims to model students’ online learning behavior and accordingly predict their course achievement. First, feature vectors are developed using their aggregated action logs during a course. Second, some of these feature vectors are quantified into three numeric values that are used to model students’ learning behavior, namely, accessing learning resources (content access), engaging with peers (engagement), and taking assessment tests (assessment). Both students’ feature vectors and behavior model constitute a comprehensive students’ learning behavioral pattern which is later used for prediction of their course achievement. Lastly, using a multiple criteria decision-making method (i.e., TOPSIS), the best classification methods were identified for courses with different sizes. Our findings revealed that the proposed generalizable approach could successfully predict students’ achievement in courses with different numbers of students and features, showing the stability of the approach. Decision Tree and AdaBoost classification methods appeared to outperform other existing methods on different datasets. Moreover, our results provide evidence that it is feasible to predict students’ course achievement with a high accuracy through modelling their learning behavior during online courses.

Academic Writing Learning Model in Higher Education Based on Hybrid Learning

– Students must have academic writing competencies in order to express scientific ideas and attitudes through scientific papers. Therefore, learning activities are needed according to the times. Various information and communication technology devices can be used to access learning resources and materials. Learning activities can be presented by utilizing information and communication technology devices, including implementing online learning. Hybrid learning presents a variety of learning materials by utilizing the advantages of face to face meetings and online learning. The purpose of this study is to produce an academic writing learning model based on hybrid learning. The method used is development with the following research procedures: design, production, and product testing. The results were obtained by academic writing learning models in higher education based on hybrid learning.

The Use of Google Classroom Application in a Blended Learning Environment

Educational challenges in the era of the industrial revolution 4.0 in the form of changes in the way of learning, thinking patterns and ways of acting students in developing creative innovations in the educational process. Today’s learning has used a variety of ways and technologies as the main supporting tools to increase student knowledge and competency. The Google Classroom application is a learning application that uses internet technology that is easily accessed through smartphone devices and develops the activeness and independence of student learning. The results of this study indicated that the use of the Google Classroom application: (1) made it easy for students to access learning resources, (2) fostered student interest in learning, (3) trained student learning discipline, (4) made students learn anytime and anywhere, (4) supports Blended learning when outside the classroom.

A Development of MALL Materials to Quality Education and Support English Oral Communicative Learning of Thai Airport Immigration Police Officers

Mobile-assisted language learning (MALL) creates more opportunities for learners to access learning resources more easily and selfdirectly without time and place limitation. Thus, this study aimed at developing MALL materials to support the English oral communicative learning of Thai airport immigration police officers based on needs analysis and exploring the quality of MALL materials to support English oral communicative learning of Thai Airport Immigration police officers.The instruments of this study were the semi-structured interviews with the officers in order to conduct needs analysis, and the IOC (Item-Objective Congruence) form for experts to validate the materials developed, and the questionnaire to assess the officers’ opinions after using the materials to explore the quality. ADDIE model was applied to guide the overall process of developing the materials. The findings indicated that the self-instructional MALL materials laded in WeChat public platform that consisted of two units, Arrival and Departure, and ten lessons that were under each unit, both of which were accordance with the airport immigration officers’ needs. Moreover, the evaluation based on the officers’ opinions revealed that the MALL materials had high quality of content, rational organization, pleasant presentation and convenient functions of the platform.

The evolution of sustainability models for Open Educational Resources: insights from the literature and experts

ABSTRACT The adoption of Open Educational Resources (OER) can, on the one hand, increase access and quality in higher education, but on the other hand it is raising concerns among universities and researchers about its economic sustainability. This is mainly because, unlike traditional online learning, in OER-based approaches learners do not have to pay to access learning resources, however the institution incurs costs for the production, maintenance and dissemination of OER. In this context, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) has urgently called for more research on OER sustainability models in its 2019 OER recommendation. To contribute to a better understanding of this issue, this paper used the triangulation method to investigate the potential OER sustainability models that are currently implemented by universities, along with their challenges and possible developments. Through a comprehensive literature review and a 2-round Delphi method with thirty OER experts, ten OER sustainability models have been identified and analysed, where public and internal funding are the most established ones. The findings of this study could support organisations in developing their own OER sustainability strategy, facilitating OER adoption worldwide and therefore contributing to achieving the UN Sustainable Development Goals (SDGs).

Development Of Interactive Learning Multimedia With Challenge Based Learning To Empower Vocational Students’ Problem-Solving Ability

Based on the results of observations and interviews at SMK Negeri 12 Malang and several SMKs in Malang, it shows that, (1) Lack of adequate and easily accessible learning resources; (2) Learning resources only rely on material demonstrations with the help of .pdf and .ppt files; (3) The low problem solving ability of students in solving programming problems; (4) The material only refers to BSE whose competence is not in accordance with the current curriculum; and (5) Lack of use of smartphones by students in learning activities. This research and development aim to develop, test the feasibility, and determine the effect of PWDPB application learning media on students' problem-solving abilities. The research and development model adopts the ADDIE development model. The results of material validation by 2 experts obtained a percentage of 89.13 percent, the results of media validation by experts obtained a percentage of 92.73 percent, the results of small group trials obtained a percentage value of the media feasibility level of 78.32 percent, and 88.93 percent for In large groups, the level of media influence on students' problem solving abilities in small groups obtained a percentage of 74.42 percent and 85.69 percent in large groups. Based on the data from the validation and trial results, the PWDPB application learning media can be concluded. As follows: (1) the overall feasibility through the evaluation stage, the response criteria are quite feasible; (2) The effect of the product on the user's problem-solving ability obtained a response from the user with quite good criteria.

Linked data education and training: Past, present, and future

AbstractStudying, designing, and implementing linked data is becoming an increasingly important part of many information settings. Whether taking part in high‐profile grant funded collaborations, local exploratory projects, or adopting a “wait and see” approach, institutions such as libraries, archives, and enterprise organizations will need professionals versed in linked data technologies and practices. In recent years, many advances have been made toward the establishment of an educational foundation for information professionals in this area, through both the incorporation of linked data topics into formal course curricula as well as the establishment of community‐driven, open access learning resources online. However, questions and challenges remain. In this panel, presenters will explore the past, current, and future states of linked data education and training while addressing ongoing challenges and opportunities for preparing metadata professionals in this area.

Role of Teachers in Digital Instructional Era

The birth of a digital knowledge-based community brought major changes in everything. The role of teachers in learning in the digital age requires the expertise of teachers to implement appropriate solutions to various problems and adapt to changing environments. This change requires a new orientation in education that emphasizes creativity, initiative, innovation, communication and cooperation. In the digital age, teachers are needed to be able to keep up with the times, can play various roles as change bearers, learning consultants; who have a high sense of humanity and morals, and social sensitivity, and are rational and honest-minded, so that they are able to work well in a dynamic educational environment. This article discusses the role of teachers in the digital age in learning that is thought to influence vision, responsibility, social sensitivity, logical ability and teacher honesty. All of this boils down to the role of teachers in the digital age as agents of change and learning consultants. The teacher becomes a bridge of revolution by making himself as motivator which moves students to accessible learning resources.

PUSAT SUMBER BELAJAR PAI DALAM DUNIA PENDIDIKAN; SEBUAH KAJIAN KRITIS DAN PENGEMBANGANNYA

The more practical mastery of information technology has an impact on the choice of varied learning resources. Current education requires students to access all the information needed to answer the problems they face and to improve their understanding of certain fields of science. Through the learning process, students can become empowered and creative people. The four pillars of learning, learning to know, learning to do, learning to be, learning to live together can be the basis of the process of empowering the lives of every student. In order to create creative learning activities, the learning resource center is present as a building designed in such a way as to store, care for, develop various learning resources for the benefit of teachers and students, especially in accessing learning resources regarding Islamic education. To develop a learning resource center, at least one must pay attention to teacher creativity, paradigms, facilities, and targets as well as time and management competencies.

Ethnopedagogy Integration to Mobile Learning for Improving Student Learning Achievement in Remote Areas

The aim of this study is to integrate mobile learning with an ethnopedadogy approach to improve teaching and learning in remote areas in Lombok. The research method used in this study is a mixed-method approach following the steps of research and development (RnD), and by quantitative and qualitative data for implementing the product. The study was conducted at three high schools in a remote area of East Lombok, West Nusa Tenggara Province, Indonesia. The research helped develop a prototype of mobile learning media for chemistry learning by integrating the Ethnopedagogy approach. Mobile learning was implemented using three approaches complementary to the desired outcomes. The research revealed that the prototype of mobile learning can be implemented in chemistry learning in remote areas. The effectiveness of using mobile learning integrated with an ethnopedagogy approach shows that learning by using fully mobile learning can provide better results than using blended learning and mobile learning as a complementary. Results indicate that the use of mobile learning integrated with an ethnopedagogy approach can provide students’ in remote areas with meaningful learning experiences to improve achievement. The approach is suitable for use with students in remote areas who face difficulties in accessing learning resources, in engaging in local culture, in schools with limited teaching staff, with students suffering low motivation and who have little parental support.

Assistive technologies to access print resources for students with visual impairment: Implications for accommodations in high stakes assessments

Access or assessment accommodations and arrangements exist to enable students with disabilities to be included in high stakes examinations, and to comply with Equality legislation and the Convention on the Rights of Persons with Disabilities. This article explores the accessibility of digital versions of Question Papers offered by UK awarding bodies for high stakes externally assessed examinations. It raises concerns that question papers from five out of six providers are not adequately accessible for candidates with visual impairment who use screen reader technologies and so asks broader questions about ways in which, even in high income countries with a strong espoused commitment to equality, disadvantage can be compounded rather than addressed. Access arrangements offered by awarding bodies should reflect candidates’ ‘normal way of working’; this article presents original and unique data from a survey of Qualified Teachers of the Visually Impaired in respect of technologies and strategies used by 325 students with visual impairment and finds that up to 16% of these learners are using screen reader tools in school. These candidates may, therefore, be disadvantaged in examinations because the technology they use to access learning resources cannot be successfully utilised to access assessments. The article concludes with recommendations for regulators and providers of assessments.

Blended Learning dengan Macromedia Flash untuk Melatih Kemandirian Belajar Mahasiswa

Learning independence among students is still low. It can be seen from the students being less active in finding learning resources and only waiting from the lecturers, from the task of making learning media given by students there are still many who only copy and edit it. To practice learning independence, innovation is needed in learning, one of which uses learning that combines face-to-face and virtual learning, namely blended learning. This study aims to train the independence of student learning in making learning media based on Macromedia flash through blended learning. The research method used is quantitative descriptive method. The sample in this study were 28 students of the mathematics education program at the PGRI University of Palembang. The research instrument was a student learning independence questionnaire given before and after learning. The quantitative data obtained were analyzed descriptively. The results showed that student learning independence changes before and after learning, with the largest percentage change in the indicators of self-efficacy (self-concept), while the smallest percentage of changes in the indicators evaluating the learning process and results. Besides, the efforts that can be made to train the independence of student learning with blended learning are providing a discussion forum; giving assignments to each material so that students know clearly the learning objectives; conducting discussions on each assignment given, and; do not limit students in access learning resources.

Evaluating students experiences using a virtual learning environment: satisfaction and preferences

Virtual learning environments (VLEs) are web-based software systems that enable students to interact with their teachers and classmates, access learning resources without restriction of time and place, and use cutting-edge Information and Communication Technologies. Nevertheless, VLEs are costly to develop and maintain. Clearly, many features of VLEs may not be as useful to learners as designers and stakeholders might think, resulting in waste of resources. With this possibility in mind, the purpose of this study was to evaluate the effectiveness of the features of the VLE employed at Middlesex University. To that end, first, a scale with 11 items and 3 sub-dimensions was developed and tested through exploratory and confirmatory factor analyses to identify student perceptions of the (1) benefit, (2) satisfaction, and (3) guidance, aiming at identifying student views on how beneficial the system was, whether they were satisfied with it, and how they perceived the guidance provided through it, respectively. Next, the scale was administered to a sample of 278 students to determine whether the perceptions differed depending on campus location, and grade level. Finally, questions were also asked to pinpoint the features of the VLE that the students found most useful and beneficial. Data were analysed through ANOVA, correlation, and rank analyses. Results show that the students’ perception of the VLE did not significantly differ based on campus location or grade level. Two features of the VLE—lecture capture and key concept videos—were the most beneficial resources for the students, whereas “lecture capture with PowerPoint slides and audio only,” discussion forums, and chat rooms, were not preferred. The students were not much enthusiastic to have access to blogs, audio/video conferencing facilities, wikis, or chat either.

The Five Laws of OER: Observations from Ranganathan

Siyali Ramamrita Ranganathan’s Five Laws of Library Science (1931) has long served as a philosophy for the practice of librarianship. The original five laws remain relevant almost ninety years after they were originally proposed (Ranganathan, 1931). As new modes of information and access, as well as resources and technology, have come into existence, these laws have remained flexible and open to adaptation. However, extant library literature has not yet situated Ranganathan’s Laws within the context of open educational resources (OER). As freely accessible teaching and learning resources, OER reflect the core values of Ranganathan’s Laws; further, viewing OER through Ranganathan’s lens offers new opportunities for librarians to situate their OER work within one of the discipline’s most foundational philosophies. The following sections introduce Ranganathan’s Five Laws and their recent adaptations and provide a new interpretation of these laws within the context of OER. The implications for situating OER within Ranganathan’s Five Laws are also shared.

Flipped Classroom Sebagai Strategi Pembelajaran Pada Era Digital

Digital revolution has an important impact in the education strategy as in many other fields. This impact also led to radical changes in the field of education, such as in terms of teaching and learning approaches. Flipped classroom is a new learning strategy. This learning strategy is increasingly developing with technological advancements, such as internet access and other supporting software. In traditional learning educators deliver material, then to increase understanding of the material then students will do the assignments at school and given homework. On flipped classroom, students participate in preparing learning through video viewing, understanding powerpoints and accessing learning resources provided by educators through online media such as e-learning. Several studies have shown that the application of Flipped classroom can improve students' learning motivation