Conventional Learning Environment Research Articles

Enhancing Student Engagement: Technology Acceptance in Higher Education During Covid-19

COVID-19 has caused institutions across the sector to transition from conventional teaching and learning environments into virtual environments. Amidst this paradigm shift, academics have adopted a range of technology-based strategies to support the online learner. However, low attendance, engagement, and participation continue to challenge the execution of eLearning across the higher education (HE) sector. Within this narrative, there has been an interest in understanding the acceptance and adoption of technologies in education from the learners’ perspective. As a result, there has been an increased focus on technology acceptance models as a theoretical lens to unpack attitudes and beliefs relating to eLearning. Motivated by these environmental shifts, this study aims to capture themes and perspectives considered in educational literature worldwide to present future considerations for studied and practitioners as we emerge from the pandemic. By systematically reviewing global educational literature, the study aims to provide valuable insights and future considerations for both studied and practitioners as the HE sectors transitions out of the pandemic. The study is guided by the central study question: What influences the learners’ acceptance and continuation of use of education technologies during forced emergency conditions such as the COVID-19 pandemic? Based on these findings, we then share recommendations for education technology adoption in the HE sector.

Digital Education Revolution: Evaluating LMS-based Learning and Traditional Approaches

This paper explores the comparative examination between online learning facilitated by Learning Management Systems (LMS) and conventional learning environments, focusing on accessibility, interactivity, assessment techniques, and resource utilization. Online learning, made possible by LMS platforms, provides unparalleled flexibility, allowing learners to access course materials from any location, at any time, and using any device, thus overcoming geographical and physical barriers. Moreover, digital platforms encourage active engagement through multimedia content and collaborative tools, fostering critical thinking and peer interaction. Assessment methods in LMS-based online learning offer a variety of options, including immediate feedback features that enhance personalized learning experiences. Additionally, digital education prioritizes resource efficiency and sustainability by reducing reliance on physical materials and promoting scalability. While traditional learning environments offer in-person interaction and hands-on experiences, they are often limited by geographical constraints and infrastructure issues. The paper underscores the transformative potential of LMS-enabled online learning, providing a dynamic and accessible educational approach conducive to student success and lifelong learning.

Leading-edge Metaverse in education: framework, applications, challenges, and future development

The incorporation of cutting-edge metaverse technologies into the field of education has emerged as a transformative paradigm, reshaping conventional learning environments and paving the way for novel immersive and interactive educational experiences. This paper undertakes a comprehensive examination of the framework, applications, challenges, and future development prospects of metaverse technologies within the educational domain, focusing on a diverse array of techniques that contribute to the continuous evolution of this innovative educational landscape. The framework analysis delves into the design and implementation strategies that form the foundation of metaverse-based educational platforms. Utilizing augmented reality (AR), virtual reality (VR), and mixed reality (MR), these frameworks strive to create dynamic and captivating learning environments that transcend geographical limitations. The paper explores how these technologies enable realistic simulations, collaborative problem-solving, and experiential learning, thereby fostering a more interactive and participatory educational experience. Case studies and examples illustrate their utilization across disciplines, spanning from science and mathematics to humanities and vocational training. The paper underscores the significance of artificial intelligence (AI) and machine learning (ML) algorithms in tailoring educational content to individual learning styles, thereby enhancing personalization and adaptability within metaverse-based educational systems. Nevertheless, the research also addresses the challenges associated with implementing metaverse technologies in education. Issues such as accessibility, digital equity, and data privacy are discussed, accompanied by considerations for overcoming these challenges to ensure a more inclusive and secure educational landscape. Looking ahead, the paper outlines potential developments in metaverse education, exploring emerging technologies and trends such as blockchain-based credentialing, haptic feedback integration, and the incorporation of the Internet of Things (IoT). The paper acknowledges the diverse techniques contributing to its ongoing evolution, emphasizing the dynamic nature of this transformative educational landscape.

PREDICTING THE LEARNING PATH TO LEARNER’S OPTIMUM COMPREHENSION

The essence of learning is for the learner to attain a significant level of comprehension after the learning process is completed. The quest to achieve this singular purpose has led to the introduction of several learning techniques in the conventional learning environment, such as asking questions and conducting test after class, just to mention a few. Additionally, technology has been introduced in learning. Even with technological advancements, the learning experience still faces the challenge of learners not attaining the optimum comprehension state after the learning process. This is due to the present systems' inability to model the learner to determine the best methods for achieving maximum comprehension. Hence, this research paper focuses on deriving an improved mathematical model for predicting the learning path to a learner’s optimum comprehension. The paper presented three learning instructional media (learning paths); textual, audio and a hybrid of audio and video, which this research uses in modelling the learner. This is to enable the improved system predict the best learning path to optimum comprehension for learners. This research paper adopted Reinforcement Learning and the Markov decision process, specifically the Markov Chain approach, in developing an improved model for prediction. The evaluation of this research involved brainstorming on the Bellman’s equation with the aid of the Markov Chain transition state framework, resulting in an improved mean value function of 71.7. This indicates an enhanced comprehension state for the learning students compared to the existing mean value function of 46.0. The results obtained from this research clearly demonstrate that the improved model was able to predict and assign the best learning path to achieve optimum comprehension state for learners.

Performance Evaluation of AVC and HEVC for E-Learning: Optimizing Quality and Reducing Bandwidth Usage

E-learning has experienced a surge in popularity, particularly during and after the COVID-19 pandemic. Online learning has proven to be a vital tool for students and educators to continue academic activities while adhering to social distancing guidelines and during the times of natural disasters that disrupt the conventional learning environments. It also offers accessibility to disabled students and those facing challenges to reach to the traditional learning. But due to increased demand, it is crucial to optimize cost of transmission while minimizing bandwidth usage while maintaining high-quality video transmission. To optimize cost and reduce network load, it is essential to minimize bandwidth usage while maintaining high-quality video. In response to this need, we present a novel dataset consisting of four e-learning scenarios. We encoded this dataset using various resolutions, bit rates, and encoder presets, and evaluated it in terms of encoding time, and quality using full-reference objective quality metrics such as MSE, PSNR, and SSIM. After experimenting with more than 1400 videos and configurations of encoders and codecs, we found out that it is possible to transmit videos in exceptional quality at bitrates as low as 5 Mbps for e-learning scenarios. We also present detailed results about correlation between file size, quality and encoding time to make optimizations for specific bandwidth, target quality or encoding speed.

PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR IPA PADA SISWA SEKOLAH DASAR

This research discusses the influence of the Problem Based Learning (PBL) model on the critical thinking abilities and learning outcomes in Natural Sciences (IPA) among elementary school students. The research findings indicate that the use of the PBL model significantly enhances the critical thinking abilities and IPA learning outcomes of students compared to conventional teaching models. The research methodology employed is quantitative research with a Quasi-Experimental/non-equivalent group design approach. This research is crucial because critical thinking abilities are essential in everyday life. Therefore, this study provides a significant contribution to the development of effective teaching methods to enhance critical thinking abilities and IPA learning outcomes among elementary school students. Based on the conducted research, it is concluded that the implementation of the Problem-Based Learning (PBL) model has a significant influence on critical thinking abilities and IPA learning outcomes among elementary school students. The results of the independent t-test analysis indicate that the PBL model can improve students' critical thinking abilities in understanding IPA concepts, particularly in the subject of temporal change. Students who participated in PBL-based learning showed a significant improvement in critical thinking abilities compared to those in conventional learning environments. Hence, the application of the PBL model can be considered as an effective teaching method to enhance critical thinking abilities and IPA learning outcomes among elementary school students.

Flipped Classroom – A novel breakthrough in learning

Flipped classroom alters the conventional learning environment and brings out innovation and creativity in the teaching-learning process. The flipped classroom has begun to enhance the way the students receive information from their mentors. Audiovisual aids create a virtual classroom at home. Classroom time is more focused on student-centred learning activities, such as concept mapping, process-oriented guided inquiry learning, peer-led team-based learning, game-based learning, critical pedagogy. This improves better understanding of the subject, develop cognitive skills and enhance the conceptual learning of the students. Academic performance of the students exposed to flipped videos integrated with iBooks was evaluated and com- pared with the traditional learning environment.

Incorporation of fellow-driven, interactive case-based discussions to improve fellowship education in a new fellowship program.

e23001 Background: Evidence-based education is crucial for meeting the evolving needs of learners in the oncology workforce. In this new virtual era, engagement of trainees in educational presentations has become increasingly difficult and reaping the benefits of a conventional didactic learning environment is challenging. Case-based learning is a relatively newer modality that is being used more commonly in teaching programs. In this study, we aimed to incorporate a novel, interactive case-based learning paradigm to improve fundamental knowledge and engagement among oncology trainees. Methods: We conducted six case conferences over 6 months. The case conferences were designed to encourage open discussion of real-life oncology cases. A faculty expert and specific topics were assigned to the presenters: colon, breast, gastric, hepatocellular (HCC), prostate, and non-small cell lung (NSCLC) cancer. Guidelines on the preparation of the case presentation were provided with 5 main pillars: specific staging/workup, first-line management with a landmark trial, second-line management, case-specific challenges, and mechanism of action and monitoring parameters for discussed drugs. Fellows completed a pre- and post-conference survey that assessed their perceived comfort level with the topic, quality of the presentation (post-conference) utilizing the 1–5 Likert scale (5 being extremely satisfied/comfortable), and test questions. Results: Nearly all of the 6 fellows responded to all surveys. The table shows the mean scores given by fellows on the surveys using the Likert scale and the percentage of test questions answered correctly. Overall, the fellows felt that the case conferences were a worthwhile experience. When comparing pre- and post-conference questions, the percentage of test questions correct overall improved for 5 of 6 conferences. Conclusions: The results of our study could have implications for the curriculum planning of hematology/oncology fellowships. [Table: see text]

Penerapan Media Belajar Berbasis Digital Google Site Dalam Pembelajaran Lingkungan

Information technology-based learning has become important in the world of modern education. In this digital era, Google has become a service that almost everyone must have. However, in practice, there is a problem with the various conveniences that Google offers, which are open source and should be used as a solution in the transformation of conventional learning environments to digital learning. This research aims to develop Google Site-based digital learning media as a solution to the transformation of conventional learning to digital learning. The R&D method involves needs analysis, media development, UI/UX evaluation, and increasing learningefficiency. The study population consisted of 30 lecturers and students from the Plantation Management Study Program, with 27 people as samples using the random sampling method and Krejcie and Morgan table calculations. The results of the study show the high need for digital media in the post-pandemic era, where online learning is dominant. The development and implementation of open-source Google site-based learning media increases learning efficiency compared to the direct presentation of material through online presentations. The accessibility and features provided by the Google site add value to the UI and UX evaluation for users.

The Challenges of Educational Environment on Virtual Learning among Undergraduate Students during the covid-19 Pandemic

Purpose: This paper examined the challenges students faced with virtual learning during the coronavirus pandemic. Virtual learning is currently the alternative solution to slow down the spreading of COVID-19. However, it can be challenging for the disabled, underprivileged, and marginalized students with limited resources. Design/methodology/approach: 165 university students from private universities took part in the study and Structural Equation Modeling was used to analyze the data in the study, which took a quantitative approach. Findings: Results showed that self-efficacy, motivation, and technology literacy had a positive impact on virtual learning. The findings indicated that educational institutions must pay attention to the factors that keep students motivated and maintain their optimal performance, especially during the COVID-19 pandemic, through virtual learning. Research limitations/implications: There are number of limitations in the current study that should be as caveats. Since the study is conducted with private university students in Klang Valley area only, the sample size is very small, and the duration is very short. Practical implications: It is recommended that private university students to better equipped with the technology to enhance not only their interaction with instructors, but the skills they acquired that will be the advantage of their learning opportunities to advance their competencies. Originality/value: During the COVID-19 pandemic lockdown, a student has become one of the utmost prominent primacies for nationwide education institutions. The sudden shift of a conventional learning environment, to a virtual learning mode, has caused numerous concerns among the education sector, fellow educators as well as parents.

Investigating learning efficiency and mental efficiency in a personalized role-playing-game environment

ABSTRACT Being efficient learners is important in the modern workforce, but improved performance and cognitive load do not imply that students are efficient learners. This study investigated the effectiveness of a personalized role-playing game in students’ learning efficiency (LE) and mental efficiency. Results showed that students in the personalized game environment significantly improved LE and mental efficiency compared to the conventional online learning environment. Students were able to achieve higher performance while spending less time and mental effort. Moderate negative relationship was found between performance and mental effort while a strong negative relationship was found between performance and learning time. Learning time might be an indicator of efficient learners when performance is expected at a certain level. This study demonstrated that the personalized game might be an alternative approach to train efficient learners particularly when training time is limited and support complex task training that demands high cognitive investment.

Critical Competency Attributes of Technical and Vocational Education and Training (TVET) Postgraduate Students in Online Learning Environment

Student competency has become the central agenda in graduates' employability. Reflecting on the overarching situation of COVID-19 pandemic, students have been compelled to acquire knowledge using online platforms, conjecturing the competency attributes being left out from conventional teaching and learning environments. This paper examines the development of competency attributes: knowledge, skills, and attitudes, which were selected as main variables. A correlation analysis was performed to obtain the results of the relationship between the competency attributes and the online learning environment. There were 70 postgraduate students, randomly selected as samples of the study. The discussion of the results centered on the competency attributes developed by the students and their relationships with the online learning environment. The implications for educational stakeholders based on the findings are further discussed.

Bracing Biophilia: When biophilic design promotes pupil’s attentional performance, perceived restorativeness and affiliation with Nature

AbstractBiophilic design is an architectural model that offers the possibility to create the Nature-based Innovative Learning Environment (ILE), which might support cognitive processes and stimulate affiliation with Nature. Bracing Biophilia is an exploratory research programme which verifies the effect of Nature-based ILEs on pupils’ attentional performance and affiliation with Nature. We compared a conventional learning environment with two Nature-based environments made according to biophilic design and the Biophilic Quality Index (BQI). The experimental observations spanned three school years; they were carried out within a conventional learning environment in the first year and in a biophilic designed one in the next two. Measurements, that is the administration of the Perceived Restorativeness Scale-children, the Continuous Performance test, and the Connectedness to Nature Scale-children, were deployed at regular intervals at three different times (autumn, winter, spring) of each school year. Results show that learning environments with biophilic design, in addition to being preferred and perceived as more restorative, are more effective in supporting pupils' attentional performance than conventional learning environments and, over time, strengthen the feeling of affiliation with Nature. A BQI certified biophilic design learning environment turns out to be the best of all indoor environments and just below the outdoor learning environment used as a comparison of biophilic design indoor environment. Although the objective limitation of this study is the number of pupils, the trend appears clear and cannot be attributed to pupils’ cognitive maturation processes. This case study allows us to appreciate the importance of the restorative learning environments with biophilic design capable of supporting the learning process and strengthening the affiliation with Nature.

HUBUNGAN ANTARA MOTIVASI, KETERIKATAN SERTA PILIHAN UNTUK LEBIH PRODUKTIF DALAM MEMPERSIAPKAN PENILAIAN PADA PEMBELAJARAN AKUNTANSI DI LINGKUNGAN BELAJAR VIRTUAL

Changes in conventional learning environments to virtual learning environments have an impact on changes in observation methods of student engagement and participation in accounting classes. This condition can have an impact on reducing their engagement and productivity in learning due to the dominance of external motivation. One strategy that can be used to increase engagement and productivity is the integration of assessment tools such as Quizizz. This study aims to explain the description of the internal motivation, persistence and persistence of students in preparing the assessment. This study also aims to look at the relationship between pleasure, challenge, clinging and persistence in making choices to be more productive and trying to construct these behaviors. The study was conducted on second semester students enrolled in cost accounting classes. The research method was carried out using the one-shot case study. The results showed. Integrating Quizizz in cost accounting lessons can foster internal motivation through the fun and challenges of using the application. Giving regular assignments and feedback can increase student engagement in learning even though it does not occur in the interaction process. Persistence is linearly and significantly related to the choice to be more productive in preparing for the assessment. However, persistence turned out to be not good enough to predict and explain options to be more productive in preparing assessments.Keywords: Motivation, Student Engagement, Productivity,Virtual learning environment

Challenges of Deploying Online Exams

This study explores the experience of transferring exams from a conventional learning environment to an online format by Technical and Vocational Training Corporation (TVTC) as a response to COVID-19 pandemic. A particular interest of this study was in the challenges facing the administrators at TVTC. A phenomenological approach was employed to analyze data collected from the administrators responsible for the online exams at ten different educational institutions affiliated with TVTC. Findings indicate several challenges to implementing online exams. A robust technologies infrastructure and developing technical skills for instructors and students can help overcome many of these challenges. However, further research to investigate effective strategies for online exams is needed.

The role of the learning environment in adolescents\u2019 motivational development

Past research has continuously shown that motivation in school declines across adolescence. To counteract potential declines in educational practice, the present study examines the motivational development of early and middle adolescent students within one school year and across two distinctive learning environments: a conventional teacher-directed learning environment and an individualized student-directed learning environment based on competency matrices. Based on a sample of 1153 (Mage = 13.97, SD = 1.37, 49% girls) students from grades 7 to 10, latent change analyses were conducted to examine within-school year changes in general self-efficacy and intrinsic value. Significant interaction effects of age and learning environment suggest that motivational trajectories may diverge from the consistent motivational declines that have been demonstrated by past research. Students from both learning environments differed in their general self-efficacy, but not in their intrinsic value.

Factors Influencing Students’ Decision to Drop Out of Online Courses in Brazil

In recent years, e-learning has been the fastest growing educational form in students' numbers, and this industry's market revenue (Lee, Choi, &Kim, 2013). 
 
 Despite this growth, concern about the significantly higher student dropout rate of students in online courses as compared with conventional learning environments has increased. Brazil has also registered a significant increase in the number of students interested in this type of education, but the dropout rate is a considerable concern to institutions. 
 
 This study’s objective was to identify the relevant variables behind online students’ dropout decision in Brazil. After a literature review that determined the ten most recurrent and relevant variables, we heard professional e-learning experts. They indicated, from their standpoint, what the most pertinent variables influencing dropout would be. Based on this, we conducted a quantitative survey with e-learning students, considering the factors indicated in the literature on this subject and educational professionals’ indications. 
 
 This study's contribution was to verify that the quality support is extraordinarily relevant and has a high correlation with students' perception of Usefulness, the quality of Course Content, and ease of System Use.

Comparative study of knowledge and use of Bloom's digital taxonomy by teachers and students in virtual and conventional universities

PurposeThis paper intended to explore the knowledge and use of the digital verbs and tools by the students and teachers for conceptual understanding in the virtual and conventional learning environment. The study also explored the use of such digital tools for lower- and higher-order thinking.Design/methodology/approachA survey research method was used for the study. All the students and teachers of the faculty of education from one virtual and one conventional university were the population of this study. Teachers were selected through census sampling. Student enrollment in the faculty of education of the virtual university during Spring 2019 was 1,139 while the conventional university had 1,809 students. In total, 20% of the students from each of the two universities were sampled by using a convenient proportionate sampling technique. A questionnaire was developed by the researchers and validated by three experts before administration. The reliability of the instrument wasa = 0.934. Mean, SD, parametric and nonparametric statistics were applied for data analysis.FindingsThe study reveals that the students of ODL are far better in using digital tools and activities that is, googling, collaborating and Skyping. They are good at understanding and application levels and are involved in higher-order thinking tasks, that is, publishing and podcasting as well. Unlike the students, the teachers of the virtual university are using digital tools of lower-order thinking. The authors infer that the students and teachers of the online universities are using these tools regularly because of the demands of the ODL environment. These findings suggest further research to explore the factors that hinder the use of higher-order thinking skills by the teachers in the online environment.Originality/valueThe study suggests the adoption of Bloom's digital taxonomy in teaching–learning processes, that is, curriculum, instructions and assessment for the millennials. The findings may motivate the online and conventional higher education institutions to adopt digital pedagogy for instructional purposes as the students of the digital age are already extensively involved with digital tools.

Designing and Creating Digital Interactive Content Framework: Description and Evaluation of the Almekhlafi Digital Interactive Content Model

The design and creation of digital interactive content for teaching and learning are gaining increasing importance. As this technology advances, the need to cope with everyday demands necessitates teachers and content developers to accommodate their students in this aspect. Interactive digital content provides opportunities for students to study anywhere and anytime, with classmates or independently, and within conventional or blended teaching and learning environments. The Almekhlafi Digital Interactive Content (ADIC) model is a systematic guide that could be used to produce interactive digital content on any subject. This model can serve as a framework for developing such content. The model consists of four major phases: Planning, designing, production, and evaluation. Each of these phases consists of a number of steps. The model was content-validated and tested for its reliability in real contexts. The model was piloted with 28 university faculty members and implemented with 81 university students. The results support the implementation of the model for designing and creating interactive digital content. The paper recommends that K-12 schools and higher education institutions should train students, teachers, and university faculty members to use the model effectively for producing sound, worthwhile, and interactive digital educational content.

Application of GeoGebra in Stereometry teaching

The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.