Development Of E-learning Content Research Articles

РОЗВИТОК КОМПЕТЕНТНОСТІ З ВЕБ-ДИЗАЙНУ ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ ЗАКЛАДІВ ПРОФЕСІЙНОЇ (ПРОФЕСІЙНО-ТЕХНІЧНОЇ) ОСВІТИ

Relevance: in modern conditions, teachers are actively involved in the creation of electronic textbooks, interactive notebooks, various forms and test tasks, etc. All this means developing and designing objects of the Internet information environment from the standpoint of user-friendliness and meeting the user's aesthetic needs. The web design competence development of teaching staff at vocational education institutions is an urgent need in the context of digitalisation of education. Aim: defining the structure of competence in web design for teaching staff of vocational education institutions and substantiating the methodology for its development. Methods: analysis and synthesis – to determine the development state of the problem under study and the list of competence in web design of teaching staff; generalization – to formulate conclusions and recommendations for the web design competence development of teaching staff at vocational education institutions; diagnostic (testing, conversation) – to find out the level of competence in web design of teaching staff. Results: it was found that more than 17% of teachers design and create websites and web pages that combine text with sounds, pictures, graphics and video; 5-7% use various graphic editors and image processing services; about 80 % of respondents carry out independent design development of electronic publications (a product containing information in electronic form); less than 6 % of respondents indicated that there is a unified approach to the design of educational materials on hard copy and for posting on the Internet. The structure of competence in web design for teaching staff of vocational education institutions consists of technical skills (basics of composition, typography, colour science, graphic design, design software, user interface (UI), user experience (UX), responsive design) and soft skills (project management, time management, copywriting, web design awareness, creative thinking, critical thinking, attention to detail, communication, self-reflection). To assess this competence, four levels (initial, low, medium, high) have been developed, taking into account the indicators of motivational, cognitive, activity and reflective criteria. Taking into account the specifics of the teaching staff activities at vocational education institutions, a methodology for their design education has been developed, which is aimed at developing competence in web design and includes seven stages. Conclusions: Teaching staff of vocational education institutions are involved in the development of e-learning content, but have a low level of competence in web design. The web design competence of a teaching staff member of a vocational education institution is a combination of knowledge, skills and attitudes to web design technologies to create educational content for performing tasks, solving problems, communicating, managing information, working together in the information and educational environment of a vocational education institution, doing it effectively, appropriately, safely, critically, creatively, independently and ethically. At the same time, the teacher does not have to be a web designer, he/she uses the tools and ready-made algorithms of the services he/she works with, the basis of his/her training in this field is graphic design, typography, copywriting, etc. for the effective presentation of electronic content.

Appliying The Influence of Problem Based Learning (PBL) Applications Using Lectora Inspire Media on Student Problem Solving Ability

One of the mathematics learning successes is that students are able to complete mathematical problem solving. Existing conditions that students are still unable to complete mathematical problem solving. Learning models combined with learning media are expected to enable students to solve mathematical problems. The purpose of this study was to determine the effect of the application of Problem Based Learning (PBL) on the material of ruang sisi datar (kubus) with the help of Lectora Inspire media on students' geometry problem solving abilities. Lectora inspire is an e-learning content development tool that is easy to use as an online learning. This research was carried out in SMPN 1 Cilimus, Kabupaten Kuningan. The research method used is quantitative method while the research design used is Posttest-only Control group design. The study population was all student class VIII and the sample used was class VIII4 as an experimental class and class VIII2 as a control class. Based on the acquisition of research data obtained the average mathematics posttest of the experimental class students was 72.75 and the posttest control class was 47.47. Student responses to the application of problem based learning learning models with an average score of 78.13, the average student response to the Lectora Inspire media was 78.7. Based on the data analysis test, it is known that tcount <ttable or 1.570 < 2.024 so it can be concluded that there is no influence of the use of Lectora Inspire media on students' geometry problem solving ability on the subject of the cube

E-Learning Content Development as a Training Optimization Effort at PT. Summarecon Agung, Tbk

This report contains the author's activities while participating in Magang Bersertifikat Kampus Merdeka program initiated by the Ministry of Education, Culture, Research, and Technology, the main objective of this program is to provide direct work experience mentored by practitioners who are experts in their fields. In this report, the author will explain about the company, daily activities carried out include training administration and also projects regarding e-learning content development and the learning management system during participation as part of the corporate training division at PT Summarecon Agung Tbk. As a result of this program, the author was able to develop competencies from a technical point of view which includes administration, learning management system operation and e-learning content production for non-technical competencies development which include teamwork, problem solving, communication and adaptability in the workplace.

Methodology for the Formation of Digital Accessibility Competences: Development and Trial on a Russian Sample

Digital accessibility of e-learning provides an opportunity to fully participate in the educational process for all students, including persons with disabilities. Each specialist involved in the development of e-learning content and resources should be competent in digital accessibility and universal design. The authors propose a methodological approach to the development of digital accessibility competencies and present the results of testing this approach in practice. In 2021, on the basis of one of the Russian universities, a methodology for the formation of digital accessibility competences was developed and tested, including a system of competences, tools for testing formed competences, a curriculum and an appropriate online course. In addition, a study sample was formed (177 undergraduate and graduate students), a training course was conducted, and training outcomes were analyzed. It is for the first time that a methodological approach to the formation of digital accessibility competences has been proposed in the Russian Federation. The training outcomes confirmed the efficiency of the proposed approach: 96% of the students successfully completed the training, of which more than 67% achieved intermediate and advanced levels of the competences. A significant positive correlation was found between the successfully completed current tasks and the results of the final tests of self-assessment and formal assessment. It was shown that the training efficiency did not depend on how (voluntarily or compulsorily) the students were enrolled in the course, whether there were pedagogical disciplines in their curricula and what was the level of their university education. The relationship found between the results of final self-assessment and the results of formal assessment can be interpreted as consistency between satisfaction with the training and its success. The developed methodological tools, including the online course, can be used for the professional training of teachers, the formation of professional competences of IT specialists as well as the improvement of the overall digital literacy of specialists involved in the development of digital content.

Development of E-Learning Content by Lab Rotary Inquiry Learning on Support Solution Materials for Senior High School

Chemistry as an everyday science, students first need to understand everyday chemistry. Inquiry learning is a learning model in which students acquire the necessary knowledge through direct thinking, questioning, inquiry or research, experimentation or independent research. This study aims to help high school students understand chemistry learning during the Covid-19 pandemic. The study was conducted using a research and development (R & D) model using a 4D development model. Verification of e-learning products was performed by two chemistry teachers using Kappa Cohen's analytical formula. Content validity and composition validity are in a very high range, with k values ​​of 0.87 and 0.84. The program performance k-value is in the very high category of 0.82, and the last aspect is the e-learning design and the very high k-value category of 0.84. Based on the results of the data analysis, we can conclude that e-learning is effective and can be used in the learning process.

Development of Chemical Equilibrium E-Learning Content Based on Guided Discovery Blended Learning for Senior High School

The Covid-19 pandemic suddenly hit Indonesia so the situation was out of control, including in the world of education. The government through the Ministry of Education and Culture, the education office, educators and education staff, students, and the public are confused because they must carry out distance learning online, offline, and a combination. In this study, the development of E-learning on chemical equilibrium material based on guided discovery learning was carried out using the Plomp development model. Three high school chemistry teachers validated E-learning. The practicality test carried out in class XI SMAN Mapat Tunggul Selatan. This study aims to help the learning process in the era of the covid-19 pandemic. Content and construct validation obtained scores of 0.86 and 0.88. Based on the practicality test, this e-learning was declared valid and feasible with the support of Aiken’s test of 0.83. The result of e-learning can be used in teaching and learning activities. E-learning can also be accessed easily anytime, anywhere, and with anyone with full use of internet access.

Development of E-Learning Content on Corrosion Based on Flex Discovery Learning Approach for Senior High School

The COVID-19 pandemic has affected the education system in Indonesia, one of which is the implementation of learning from home policies. To assist the learning process, corrosion e-learning based on flex discovery learning has been developed for senior high school. This research is a research and development with 4D model. E-learning has been validated by three validators and tested for practicality by 10 students of SMA Negeri 2 Pasaman, West Sumatra, Indonesia. Data were analyzed by Aiken V and the percentage of students' understanding, using instruments in the form of validity and practicality questionnaires. the average value of V content and construct validity test results was 0.86 and 0.88 and for practicality the average value was 0.83. These data prove that the developed e-learning is valid and practical so that it can be used in the learning process.

A Model for e-Learning Based on the Knowledge of Learners

Abstract The presented work examines the existing approaches to providing e-Learning content based on learners’ prior knowledge. An analysis of the existing tools for the development of e-Learning content is performed and their suitability for creating personalized learning content, reflecting the previous competencies of the learners, is carried out. In the paper we have used a step-by-step process of creating and providing personalized knowledge. For data analysis, an approach of describing small structural units of knowledge through competencies is used. As a result of our study we have proposed a conceptual model including interactive resources for analysis of the accumulated prior knowledge and tools for providing personalized content to the learners. Perspective directions for future work are also outlined.

PENINGKATAN KOMPETENSI GURU DAERAH TERPENCIL MELALUI PELATIHAN PENGEMBANGAN KONTEN E-LEARNING

This Community Service activity was backgrounded by three things namely 1) obtained SPADA Grant for the development and impelementation of online learning in 2018; 2) the results of evaluation of devotion activities in 2018 and 2019 namely 80% of teachers understand mobile learning based on Augmented Reality; 3) the fact that there is a gap in the quality of education that occurs in remote areas with urban areas, so it is necessary to increase the competence of teachers in terms of learning innovation through the development of e-learning content for teachers in remote areas of Bawean Island located 80 miles or 135 km north of Java island. The geographical location and transport conditions connecting Bawean island with Gresik are the main obstacles for teachers on Bawean island to keep up with the development of science and technology.This Community Service Program was implemented through the stage of Strengthening the concept of e-learning followed by needs analysis workshop, e-learning system design workshop, e-learning content development workshop, Upload development results to LMS system, then implementation with assistance from the service team and continued implementation independently by the school. The result of this activity were 1) increased teacher understanding of e-learning and examples of its implementation; 2) produced an e-learning design consisting of the design of the materials of each meeting, video tutorials, discussion activities for students, and evaluation tools; 3) teachers are able to implement e-learning independently.

Development of e-learning content in educational program evaluation courses

This study aimed at developing learning products that can be used to overcome some of the problems that exist in the Education Program Evaluation course at the Masters level education, namely creating content that can be applied or applied to the e-learning platform of the Ganesha University of Education, so that learning activities can be assisted by the use of technology, and to find out the feasibility of the content that has been created. The method used in this research was the ADDIE model method which consists of Analyze, Design, Development, Implemenation, and Evaluation. The type of data in this study was quantitative data or data presented in the form of numbers. The instrument used in data collection was a questionnaire in the form of a questionnaire. The percentage result of the evaluation of the content expert test of the learning material was 98.07% or stated “Very Good”. The results of the assessment by instructional media experts, e-learning learning content obtained a percentage of 93.05%. which when converted states that the learning content applied to e-learning media was “Very Good”. The results of the target test assessment stated that the e-learning learning content was “Very Good” with a percentage of 93.2%. Based on the results of this assessment, the e-learning learning content is declared suitable for use.

Development of e-Learning Content in Visual Design Education for Scientific Researchers

Development of e-Learning Content in Visual Design Education for Scientific Researchers

Development of e-learning content with H5P and iSpring features

E-learning is currently a fast-developing learning method. Interactive multimedia technology, which combines computer technology, video, and audio, is needed to support this e-learning system. The objective of this study is to develop e-learning content based on interactive multimedia to support the effectiveness of a learning system. SDLC (System Development Life Cycle) method with the waterfall model was used in this study. The output of this study is developed e-learning with additional content that utilizes interactive multimedia features, H5P, and iSpring. Through this system, the teacher can create content improvement in the learning model. The system provides various learning sources and activities to support a more interactive teaching and learning process. This e-learning can ease students in understanding the materials and motivates them in learning through this multimedia learning media.

Factors on Learning Satisfaction with a Focus on E-learning in the Military

The Department of National Defense in South Korea is taking steps to develop smart learning to prepare for the information age, but as of yet there have not been any sufficient empirical analyses on learning satisfaction. The Department of National Defense in South Korea is taking steps to develop smart learning to prepare for the information age, but as of yet there have not been any sufficient empirical analyses on learning satisfaction. The findings of this study showed the following factors as positively affecting learning satisfaction with e-learning in the military: learning motivation, ease of the use environment, learning support level of the organization, content feasibility, and instructor-learner interaction. Similarly with the official education centers and universities, learning motivation was proven to be the most important factor in e-learning education in the military. Also, as factors that reflect the nature of the military, ease of the use environment and learning support level of the organization were identified as factors that affect learning satisfaction. This result suggests the importance of the infrastructure and setting for e-learning in the military. The factors of content feasibility and infrastructure-learner interaction were also shown to affect learning satisfaction. Suggesting further investment in the design and development of e-learning contents and an increased proactiveness of the instructors to improve learning satisfaction.

PENGEMBANGAN KONTEN E-LEARNING MATAKULIAH MEDIA DAN SUMBER BELAJAR BERBASIS PROBLEM BASED LEARNING

This study intends to develop the potential of digital-based learning resources. This research aims to: a) Knowing the process of developing E-learning content course of Media and Learning Resources based on Problem Based Learning, b) Knowing the appropriateness of E-learning content course of Media and Learning Resources based on Problem Based Learning. This research is research and development. The object of this research is media and learning resources course based on problem based learning. The data collection method used was an assessment sheet, supported by the results of interviews with education experts and practitioners. The data in this study are the results of assessments from experts. The results of the research data were processed using descriptive statistical data. The results are: a) E-learning content development procedures through four stages: preliminary study, development of learning design, product development and product evaluation. b) Assessment results by material experts is 3,4 (good category), media expert judge by 3,5 (good category), and prospective users judge by 4,3 (very good category). Based on the assessment result E-learning quality course of Media and Learning Resources based on problem based learning for learning materials in elementary schools are considered suitable for use as learning resources.

INVESTIGATING KEY FACTORS FOR SUCCESSFUL E-LEARNING IMPLEMENTATION

Majority of educational institutions have begun venturing into e-learning. Although the e-learning market is growing rapidly, it cannot be denied that the failure rates are increasing in the implementation and usage of e-learning. The Critical Success Factors (CSFs) are the foundation of success behind the implementation of e-learning (Frimpon (2012). Based on the literature analisis, five main factors and eighteen sub-factors were identified as a CSFs for successful e-learning implementation. The CSFs are teacher’s characteristics (teacher's attitude, teacher's computing technical skills, interaction among teaches-students, teaching style, knowledge in e-learning content development and self-efficacy), student’s characteristics (attitude, computer competency, interaction, self-efficacy, motivation and cultural and social norms), information technology infrastructure (internet accessibility, reliability and availability), design and content (perceived ease of use and perceived usefulness) and organization characteristics (training and support).

"GBS(목적기반시나리오)이론을 활용한 NCS 기반 이러닝 콘텐츠 개발에 대한 연구 ; 사이버대학 색채디자인 교육을 중심으로"

"GBS(목적기반시나리오)이론을 활용한 NCS 기반 이러닝 콘텐츠 개발에 대한 연구 ; 사이버대학 색채디자인 교육을 중심으로"

E-learning Contents for Foreign Language Communication Skill in Vocational Education and Training

The digital and ICT revolutions have had a significant influence on foreign language learning and teaching (FLLT). One of the remarkable innovations they have brought to FLLT is the virtual learning environment, where online resources are used to facilitate asynchronous and synchronous learning to promote student-centered learning in numerous ways. In this study we explore how ICT is integrated into the development of individually customized English language e-learning programs - particularly about preparing learners for the job market. A conceptual framework is provided to orient to the whole process of e-learning contents development. We elaborate how a learning content management system (LCMS) is made use of to create tailored e-learning contents for learners with different levels of need. Focus is given to the environment where subject matter experts, instructional designers, and developers work collaboratively to achieve the goal in hand. It also shows how the resulting e-learning contents are delivered to students via a learning management system (LMS), which is designed and built to manage and track individual users’ progress and performance. We made some suggestions for the effective implementation of e-learning contents in these contexts, drawing managerial and pedagogical implications for the application of elearning contents to other contexts.

Development of E-Learning Content and Delivery for Self-Learning Environment Action Case Study at Martyrs of Uganda RCJHS

Development of E-Learning Content and Delivery for Self-Learning Environment Action Case Study at Martyrs of Uganda RCJHS

Методически проблеми при разработване на адаптивно електронно учебно съдържание

Методически проблеми при разработване на адаптивно електронно учебно съдържание

조경실무 교육수요 수준별 이러닝 콘텐츠 개발 방법론† - 모듈형 학습객체 개발과 재사용을 중심으로 -

Landscape Architecture is a minority manpower field that requires wide knowledge and experience. Therefore, the service market is narrower than other fields, and education service for practitioners is lacking. The purpose of this study is to propose e-learning content development methodology that can provide customized landscaping practical education according to the level of education and increase the economic efficiency of the development process. First, in theoretical review, the ADDIE model was modified to select the curriculum development model that pursues efficiency and introduced the concept of reusing learning objects in the SCORM-based model. In particular, to overcome the problems presented in the precious studies, the analysis and design stages have been strengthened and faculty designers with integrated knowledge of Landscape Architecture and ICT have led the overall phase. The actual development process is based on a step by step procedure--analysis of landscaping practitioners needs and environments, etc., teaching and learning procedures and the design of activities considering contents reuse, the first development such as actual shooting and editing, and the second development reusing the first development content--and was done in the order of evaluation and revision of professionalism and satisfaction. As a result of the study, the space-based courses composed of modular learning objects were first developed as 216 courses in 8 subjects, as 208 courses in 3 subjects in total, in which the modularized learning object are crossed and combined in units and difficulty-based courses were second developed in 216 courses with 3 subjects in total. As a result of the evaluation the satisfaction assessment of the overall satisfaction was 4.20 and the average value of the eight measures was 3.97, both being close to 4.0. For the professional assessment, the scores of 8 subjects were very high at 84.8 to 96.4 points. in context, the scores of 5 subjects were equal to from 89.9 to 96.4 points. In conclusion, as the study was conducted based on a clear understanding of the digital characteristics of e-learning contents and general characteristic of the landscaping industry, it was possible to develop a curriculum by developing a course composed of modular learning objects and reusing learning objects by unit. In particular, it has been proven to be effective in conveying professional knowledge and experiences via general procedures and provided an opportunity to overcome some analog problems that may occur in offline education. In the future, further studies need to be done by expanding the content and by focusing on segmented subjects.