Effective Learning Resource Research Articles

Ways and needs of transition from monolingual to multilingual teaching model in the Georgian education system

In the contemporary field of education, instituting a multilinguistic education model is one of the prioritized aims for any multilingual and multiethnic society. Among these is Georgia, a diverse country in terms of ethnicity and language, where minorities cannot fully integrate in political, economic, social, and cultural life due to gaps in their knowledge of the national language. The state has taken important steps and carried out several events and programs since 2005 to address this issue. Local and international organizations are active collaborators in this process; yet, according to recent studies, the language competency level of minority groups remains as an ongoing challenge. Currently, monolingual schools where the language is not Georgian are transitioning into bilingual institutions. This process involves a myriad of obstacles that are connected to human, material, and educational resources, as well as teaching methods and the level of involvement on behalf of minorities. The paper describes and analyzes the current situation from 2005 to the present day, identifies strong and weak points of the multilingual education model, and offers specific recommendations that will contribute to its effective implementation. First, it is necessary to formulate a specific strategy and an institutional vision, which will consider both international experience and existing research and local data. It is also vital to train teachers and conduct targeted training programs. In addition, it is essential to develop effective learning resources, work closely with school administration and teachers and the local community, and collaborate with media platforms to raise public awareness and disseminate information. Most importantly, the CLIL approach must be implemented. This study is based on a qualitative research method that aims to present descriptive data. The data collection techniques used in the given study are as follows: observation, documentation, and processing of primary and secondary sources to identify general trends./ Keywords: ethnic minority, bilingual education, integration

Little Dim Sum Warriors: Translanguaging of Chinese and English in Educational Comic Books for Bilingual Children

Comic books used to serve the purpose of entertainment; nowadays, they also provide one of the most innovative ways of learning. Not only do they stimulate brains with the visual mode, but they can also function as more effective teaching and learning resources with the usage of two modes: text and image. Referring to Kress’ (2010) framework on modes, this study investigates the translanguaging aspects of Little Dim Sum Warriors, a series of educational comic books with young bilingual or multilingual speakers as the target audience. This study focuses on how translanguaging, that is the fluid language practices of bilingual speakers (Wei, 2018), is present effectively in comic books by making use of Chinese culture (the learners’ home culture) when targeting English (learners’ target language) proficiency. In conducting the study, we analysed two storybooks of the series and collected the translanguaging practices found in both text and image formats. In our analysis we use Royce’s (1998) Intersemiotic Complementarity framework to assess the relation between verbal and visual modes. The results show that the translanguaging practices in comic books are divided into three forms: text, visual, and context-meaning. These practices help the audience understand foreign language and culture in a creative way, which fits the traits of young learners. Hence, keeping their attention in language learning intact. Keywords: comic books; language learning; intersemiotic complementarity; multimodality; translanguaging

Lecturers’ technostress at a South African university in the context of coronavirus (COVID-19)

The COVID-19 pandemic has forced all universities to move fully online and adopt more technological resources for effective online learning (e-learning). Lecturers have become frustrated, anxious and rebellious because they are bombarded with different technological demands and contexts, ranging from learning management systems to social media sites, video communication technologies and others. Availability of various technological resources is the only solution to enhance e-learning during the COVID-19 lockdown period, but it can sometimes lead to throughput losses due to technostress. To bridge this gap, the current qualitative case study utilises the person-environment fit framework of stress to explore lecturers’ technostress during e-learning during the COVID-19 shutdown/lockdown. E-reflective journals and Zoom one-on-one semi-structured interviews were used to generate data from 13 lecturers who were conveniently and purposively selected because they were accessible and used various technological resources to offer online lectures during the COVID-19 shutdown/lockdown. Findings showed that information, communication, and technology features mainly caused technostress to lecturers, and they were unable to deal with it because of pressure to meet due dates stipulated by university management. This study concludes by recommending lecturers to teach from the inner-self/self-identity in dealing with levels of technostress (institutional, social and technological resources) and for universities to provide possible control measures to deal with lecturers’ technostress.

STUDENTS’ PERCEPTION OF SPADA UWGM AS LEARNING MANAGEMENT SYSTEM (LMS) IN WIDYA GAMA MAHAKAM SAMARINDA UNIVERSITY

Lecturers and students must be prepared to have technical knowledge and skills about easy applications and features that can accommodate online learning needs. It has been notified based on the researcher in pre research with the students. During the learning activities, the students find particular problems in learning online through SPADA as the LMS. However, they should know the system characteristic and functions to use the system effectively. Therefore, based on the background above, the researcher examined EFL students’ perceptions of the SPADA as a learning management system. The objectives of this research study are to find out what are students’ perception of SPADA UWGM as Learning Management System (LMS) in Widya Gama Mahakam Samarinda University. This study used qualitative research with case study approaches. The result showed that perception of using SPADA as the learning management system in the fifth semester of Class a English Education Department in Widya Gama Mahakam Samarinda University divided into three indicators of perception that are acceptance, understanding, and evaluation. Furthermore, from the student’s perception of acceptance the students stated that online learning can be said to be an effective learning resource when supported by adequate infrastructure such as good networks and the SPADA as the Learning Management System but the students still have difficulties in acceptance the material with SPADA as the Learning Management System

Tourism Objects as Social Studies Learning Sources in Elementary School

Objects tourism in premises increasingly growing and provide impacts positively on the economy of the community. The existence of tourist attractions can also contribute to the world of education, especially as a source of learning. Purpose research is the exploration use of tourism attractions in learning in Elementary School Education. The method of research that is used is research qualitative study of the case. The data collection technique used two steps, namely questionnaires and semi-structured interviews. The participants were 89 elementary school teachers in 6 cities of East Java who filled out a questionnaire and 12 people were willing to do semi-structured interviews. The findings in this study are 59% of teachers use the type of natural tourism object in learning, 55% of teachers choose tourism objects based on teaching materials, 55% of teachers use tours to make learning more fun, and 52% of teachers explain the obstacles to learning by utilizing these attractions come from costs. The study is expected to give a contribution positive to the development of learning that is based on experience in the School Elementary with tourism objects. This study also emphasizes the importance of providing effective learning resources for social studies learning in elementary schools.

Data-Driven Artificial Intelligence Recommendation Mechanism in Online Learning Resources

This study attempts to reveal the intelligent recommendation mechanism of online learning resources. The “multimodal data fusion” aspect is adopted, illustrating online learning resource modeling, learning preference modeling, learning preference evolution, and referral engine smart design. Multimodal learning resources are key constituents of multidimensional intelligent recommendation services. The learner model that integrates multimodal preference data is the key to implementing smart recommendations. Learning preference evolution is a key factor in sustaining learner model robustness. The intelligent recommendation engine is the technical guarantee for developing an intelligent recommendation. Providing learning resources is an important part of online learning services, which mediate online learning processes. Intelligent recommendation, as an effective personalized servicing strategy, recommends differentiated, personalized, and precise learning resources to learners, thereby promoting the effectiveness of online learning performance. This study constructs a framework that reveals an intelligent recommendation mechanism for online learning resources.

Nursing students’ attitude towards problem-based learning in the classroom

Nursing students in Universitas Syiah Kuala using Problem Based Learning (PBL) worked in small groups to achieve learning outcomes by solving case studies in seven PBL steps. Although PBL is a popular educational method in the health profession, its effectiveness in helping students solve problems is debatable. The aim of this study is to assess the nursing students’ perception of teaching quality and their course satisfaction using the PBL approach. By using the proportional random sampling technique, a total of 84 students participated in this study. The Course Experience Questionnaire (CEQ) was employed. The CEQ consisted of 33 items which are grouped into eight domains of students’ teaching and learning experiences. For statistical data analysis, mean percentage agreement is counted from the Likert scale score. The results indicate that when the LRS components are negative, the GTS, GSS, CGS, AWS, ASS, and IMS are all positive. The GTS element has the highest mean percentage score of the eight CEQ elements. Two-thirds of PBL participants were satisfied with the PBL approach. Nevertheless, there are still some defects in the learning process, such as students’ perceptions that they don’t have enough time to understand a topic. Also, when learning topics are related to field facts, students are not ready to discuss them. The learning resources are severely limited. The use of e-learning must be properly managed, and students must be regulated in order to have the ability to find effective learning resources and share them with their peers.

Designing multimedia development for English language learning: Resources of effective instructional process

Innovation in learning media development to facilitate students in supporting optimal learning outcomes is essential. This study aims to design mobile learning multimedia development production related to the mastery of English as a communication tool at the secondary level. It applies the following (4D) procedure: 1) define, which includes theoretical and need analysis; 2) design, which contains an identification of core competencies and basic competencies, selection and collection of materials, making flowcharts and storyboards; 3) develop, which includes the stages of media production, validation of media experts, validation of material experts and student response questionnaires and product trials; and 4) disseminate, which covers the activity of spreading the final validated product to the affiliated users used as learning media and or resources in the instructional process. The product development being tested has gone through several stages: a review from a media expert that includes aspects of software engineering and visual communication and a review from a material expert that contains parts of material and learning design. Students’ responses include technical and interesting aspects, limited trials, extensive trials and are feasible for medium learning, resulting in effective and efficient online learning resources. 
 
 Keywords: Innovation; design; development; learning multimedia

Improving understanding of pancreatic cancer among patients using an animated patient’s guide to benefit informed decisions and health outcomes.

e16282 Background: Pancreatic cancer (PC) outcomes continue to be dismal in the United States with an estimated 48,220 deaths in 2022. Patients have limited knowledge regarding their management options making informed decisions difficult. Health literacy (HL) is a major barrier confronting patient understanding and visual formats of learning have been shown to help overcome HL barriers to enable informed patient understanding. Effective PC learning resources can mitigate poor disease understanding, and reduce HL impediments essential to patient decisions and best outcomes. In this study, we evaluated patient knowledge improvement, engagement, and participation in decisions with their oncology providers using National Pancreas Foundation’s (NPF) ‘An Animated Patient’s Guide to Pancreatic Diseases (APG)’ . Methods: NPF introduced APG in 2013, as an educational resource to address patient needs, informed decisions, barriers to HL and gaps in understanding. Using visual formats of learning (animations, videos, slide shows), we monitored metrics and learner feedback from September, 2013 to September 2021 (8 years). We evaluated learner activity, number of views with highest retention in the US and globally. Results: We gathered learner data on APG from 4,551,079 learners from over 100 countries. Most learners (60%) were from the US with 54% being patients, 17% family/caregivers, 16% healthcare providers and 13% other. The top 3 animations “ Understanding Clinical Trials”, “ Pancreatic Cancer: Treatment and Outcomes”, and “ Pancreatic Cancer: Signs, Symptoms and Risk Factors” had 182,217; 82,585; and 64,970 viewings respectively. Top 3 expert videos viewed most were “ What are the different stages of pancreatic cancer?”, “ What are the symptoms of pancreatic cancer?”, and “ What is a “Placebo” in a clinical trial and is it always used?" with 15,357; 12,475; and 5,282 views respectively. Conclusions: Our study shows that visual formats of education provided by APG were effective in improving patient understanding, enabling informed decisions, and addressing needs of PC patients with poor understanding and HL. Pancreatic cancer education utilizing visual formats has great potential to provide effective learning for patients. Continued efforts should be made to address HL barriers, inform patients, and provide resources that address needs in PC to achieve best healthcare outcomes.

Pengembangan Chem-Magz Berbasis Flipbook Maker sebagai Sumber Belajar Mandiri Peserta Didik Kelas XI MIPA

This study aims to describe the profile of Chem-Magz colloid system based on Flipbook Maker as a learning resource for high school students and produce a colloidal system Chem-Magz product based on Flipbook Maker as a valid, practical, and effective learning resource for high school students. The type of research used in this research is development research or R&D with the ADDIE development model. This research was conducted at SMA Negeri 1 Kalukku in class XI MIPA students. The data collection technique uses an instrument in the form of a product assessment questionnaire to assess aspects of validity, assess aspects of practicality, and to assess aspects of the effectiveness of learning media. The results of the study show that the development profile of Chem-Magz based on flipbook maker consists of 1) Cover or cover designed using Adobe InDesign with a background image related to colloidal material 2) Supporting Information related to brief information about Chem-Magz 3) Contents or table of contents according to sub main subject of colloid system 4) Content of material consisting of colloid system material which is equipped with supporting images and videos 5) The tasks listed in the design are as attractive as possible and 6) Cover Cover with background images related to the material and contains a cover about colloid system material and in general, the results of the flipbook maker-based Chem-Magz development in this study are valid, practical and effective. (a) Valid, based on the results of validation by experts at Chem-Magz based on flipbook maker obtaining an average score of 3.76 with a very valid category which lies in the range of 3.5 X/Y/Z 4 with a very valid category, (b) practical, based on observations by observers that the learning device was "completely implemented" during the trial with an average value of 1.96 which was in the range of 1.5 M 2.0, while the overall response of teachers and students was in the category of "Very Positive" and (c) effective, the classical completeness of student learning outcomes is achieved which shows that the percentage of student learning outcomes of 40% is in the very good category, 48% is in the good category, 4% is in the sufficient category, and 8% in the less category. Table 4.12 shows that of the 25 students who took the learning outcomes test, there were 90% who achieved classical completeness, namely 23 students who completed and 10% who did not achieve classical completeness, namely 2 students who did not complete.

Community Based Resources as Educational Inputs in the Teaching and Learning of Agricultural Science in Public Secondary Schools in Osun State

Educational inputs such as community-based resources are important in the teaching and learning processes because they facilitate the learning of abstract concepts and ideas, keep the learners active and busy thus increasing their participation in the lesson. However, students offering Agricultural Science tends to perform poorly in their academic pursuit in terminal examination not because they do not have the mental ability to do well but because their teachers fail to use effective community-based learning resources to help them build a sense of connection that challenges them to develop intellectual and academic skills. To this end the study examined community-based resources that are available and used as well as determined whether the use of community-based resources for teaching Agricultural Science will improve the academic performance of students in selected public secondary schools in Osun State. The study adopted a descriptive survey research design. The population of the study consisted of 37,740 teachers and students in the 79 public secondary schools in Osun Central Senatorial Districts. The sample consisted of 320 respondents which included 20 high school teachers and 300 high school students selected through multi-stage sampling procedure. One self-designed instrument titled “Community-Based Resources Questionnaire (CBR-Q)” was used for the study. Descriptive statistics of simple percentage and frequency count were used to analyse the data pertaining to the research questions. The study concluded that, community-based resources are available (market places, resources persons, banks and farms) but were not in used for teaching Agricultural Science in selected secondary schools in Osun State.

Development of Pterintifier (Pteridophyta Identifier) Based on as a Learning Source and to Train Digital Literacy for 10th Grade in Senior High School

Digital literacy is a student's ability that must master in the 21st century. One of the efforts to practice digital literacy is to use social media as a learning resource. Pterintifier (Pteridophyta Identifier) ​​uses Instagram as a learning resource with the account name Pterintifier.id, presenting information on ferns. The purpose of this study is to produce a Pterintifier as a learning resource for the diversity of ferns to practice digital literacy that is feasible theoretically, empirically, and effectively. This study uses a 4D model without the stage of being disseminated. The pterintifier eligibility parameters are based on validation results from 3 validator (botanist, education expert, biology teacher), student responses, and user effectiveness. The research instruments are validation assessment instruments, student response questionnaires, and the point of the Pterintifier. The validation assessment includes aspects of content, presentation, learning resources, and digital literacy, while the response questionnaire consists of 20 statement items related to aspects of concept presentation and physical presentation. The data analyzed by descriptively quantitatively. The results showed that the validity of the Pterintifier was 3,69 (very valid). The effectiveness of Pterintifier to train digital literacy based on student success and student responses. Based on the success of using the Pterintifier, the results were 98,3 (very good), and positive student responses were 98,3 (very good). Thus, this development research resulted in the Pterintifier as a theoretical, empirical, and effective learning resource as learning resource for fern diversity to practice digital literacy.
 Keywords: Instagram, learning souce, digital literacy, fern diversity.

Development of an electronic learning resource on programming languages and research of its effectiveness

The issue on the agenda of the new era, when the mainstay of an independent country is the educated generation, is the development of education and science. Today, one of the most promising ways to get an education is distance learning. In online education, the main task of teachers is to create the necessary and effective learning resources. In this article, an electronic educational resource on programming, created by the authors for university students and a survey of students in order to determine its effectiveness is described. In the course of the article, the authors demonstrate the interface of the educational resource, describe the content and analyze the results of the survey of students. The training resource consists of theoretical material on programming languages, a test task and training tasks based on the C++ programming language. The created educational resource was given for testing first — year students in the specialty 6B06103 — "Information Systems". A survey of students was conducted and the results were obtained. The research considered by the authors contributes to the provision of high-quality education in the field of programming in the online learning, the development of students' independent learning abilities and the development of new technologies.

Pengembangan Buku Ajar Matematika Materi Bilangan Bulat dengan Metode Penemuan Terbimbing untuk Siswa Kelas VII SMP

The purpose of this study was to produce a product in the form of a mathematics textbook using the guided discovery method of the subject matter developed, namely integers for class VII-A students at SMP Bhakti Terpadu Malang. This research is a development research with ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation). This study aims to produce textbooks using the guided discovery method on the subject of integers for grade VII-A students at SMP Bhakti Terpadu Malang. The results of the study from textbooks that were developed using the guided discovery method were declared valid using a scale of 4 with an average score of 3.11 validator 1 good category, average score 2.94 validator 2 good category and average score 3.58 validator 3 categories are very good. So that the total average score obtained from the three validators is 3.21 with good classification, then the textbook is declared valid. Based on the data analysis of filling in the student response questionnaires, the results obtained that the textbooks developed were in the very good category with an average score of 3.56. This shows that the textbook that was developed is feasible to be used as a learning resource. The conclusion from the results of the research above is that mathematics textbooks using the guided discovery method on the subject of integers can be declared very valid and feasible to be used by teachers and students as an effective and fun learning resource.

Analysis of the Utilization of Nature as a Learning Media in the Covid-19 Pandemic Era

Nature is a very effective learning resource in learning in the pandemic era, the use of nature or the environment is the main capital for teachers to create interesting learning. Different natural conditions and situations provide an interesting experience for elementary school students to add new knowledge in the pandemic era. The purpose of this study was to determine the benefits of nature as a learning medium in the pandemic era. This type of research is descriptive analysis with a qualitative approach. Data collection techniques used are observation, interviews and documentation. The results showed that. 1) nature is the best medium during a pandemic; 2) the use of Nature as a learning medium provides a new nuance for the student learning process; 3) good use of nature for the learning process has a positive impact on interest, motivation and student learning outcomes.

Utilization of the Educational Environment as Media Learning in the 2013 Curriculum Implementation

This research aims to explore the use of the school environment as a learning medium in the context of implementing the 2013 Curriculum in class IV at SDN 55/1 Sridadi. Using a descriptive qualitative approach, data was collected through observation, interviews and documentation. The research results show that teachers have actively used the school environment and used items as effective learning resources, by applying a scientific approach to increase student interaction and involvement in learning. The uniqueness of this approach is that it integrates the concept of a scientific approach from the 2013 Curriculum with the use of the school environment as a learning medium, which provides a more comprehensive and involved learning experience for students. The implications of this research are increasing the effectiveness and efficiency of learning as well as developing a learning environment that is more conducive to students' holistic development. In addition, these findings also open up space for further research in developing learning strategies that are relevant to the context of the school environment, which can enrich students' learning experiences and improve the overall quality of education.

Promoting Water Efficiency and Hydrocitizenship in Young People’s Learning about Drought Risk in a Temperate Maritime Country

Engaging young citizens with drought risk and positive water behaviours is essential in domestic water demand management within the wider climate crisis. This paper evaluates a new research-informed, picture book—‘DRY: The Diary of a Water Superhero’—that explores UK drought. The book’s development was underpinned by research within the Drought Risk and You (DRY) project. The book’s concept and storyline were co-produced by an interdisciplinary team, including a creative practitioner. This focused on key themes: drought definitions and types; drought myths; adaptation and young people’s (YP) agency. Characters and storyline were co-created to promote YP’s autonomy as change agents, and to encourage intergenerational and community learning. This paper evaluates the book from three perspectives: of YP, trainee teachers (TT) and teachers. Emergent themes are triangulated: drought as a sensitive issue, subject knowledge and changes in behaviour, and YP’s misconceptions about drought and place. TT also contemplated their improved subject knowledge and barriers to engaging with positive water behaviours. Teachers reflected on classroom use of the book, prior experiences about teaching drought, curriculum context and st/age of YP engaged. This paper reflects on how these insights feed into school practice and water industry outreach, in developing effective learning resources that promote a valuing of water, behaviour change and wider hydrocitizenship among YP and their communities.

Literature Study: Diversity level of coastal echinoidea as a source of biology learning materials for biodiversity

The diverse learning resources around students' lives have not been optimally utilized in learning. Learning resources are one of the important things in improving the learning process, the surrounding environment can be used as an effective and efficient learning resource because it provides a hands-on experience to students. Learning activities that utilize the environment either directly or not are biodiversity materials. Learning resources from the surrounding environment are also expected to make students more sensitive and easy to understand lessons. This study aims to determine the level of diversity of Echinoidea in the intertidal zone and analyze the needs of learning resources. The research method uses a literature study by searching for eight relevant articles related to the level of diversity of Echinoidea in the coastal intertidal zone on several accredited science journal websites as a source of study and then reviewing and analyzing the requirements as a source of biology learning. This study uses a narrative review design with the research instrument, namely the researcher himself. The data analysis technique used descriptive analysis. The results of the literature study showed that the diversity index of Echinoidea had a moderate diversity index. The results of the analysis of potential needs for learning resources that have been carried out show the results of research on Echinoidea diversity meet the requirements as a source of study material for high school biological diversity.

TOOLS SUPPORT E-LEARNING: A REVIEW

Nowadays, the internet is becoming more user-centric, allowing for two-way information exchange. The term of Web 2.0 means internet applications which allow sharing and collaboration opportunities to people and help them to express themselves online. e-Learning is a term used in education to describe web 2.0 technologies and applications into educational and institutional activity. In the meantime, providing complete strategy to provide an effective learning environment that includes various courses, software, and infrastructures. Meanwhile, e-Learning is a popular method of imparting training in today's world. However, a large percentage of e-learning content fails to fulfil successful teaching and learning standards, emphasizing the need for guidelines on how to structure online resources for effective learning. Therefore, this paper has reviewed tools such a Gamification, Learning Management System (LMS), HTML-5 package (H5P) that will support e-learning to develop effective learning.

English for Geotourism Speaking Achievement of the Youth Guides at Khorat Geopark Area in Nakhon Ratchasima via Language Instruction Innovation

This study aims to compare the youth guides’ speaking scores before and after learning through English for Geotourism Instruction Innovation at Khorat Geopark Area in Nakhon Ratchasima, investigate the differences among their tasks’ mean scores and their speaking components. The sample group consists of 109 youth guides who are Grade 11 English-major students from, Mueang Nakhon Ratchasima, Sung Noen and Chaloem Phrakiat Districts. The instruments include lesson plans for English for Geotourism Youth Guides, Students Manual, English Instruction Innovation for Geotourism Communication at Khorat Geopark Area Nakhon Ratchasima, and Pre-post speaking tests for English for Geotourism Youth Guides. Paired-samples t-test, One-Way ANOVA, descriptive statistics including minimum, maximum, means and standard deviations are used in data analysis. Results showed that the youth guides had a significant difference between pre-and post-test scores at.00 level in English for Geotourism. They gained significantly higher post-test scores than that of the pre-test scores. A significant difference indicates that learning through English for Geotourism Instruction resulted in higher post-test tasks scores. The significant differences are also found in pre- and post-task scores and the speaking components’ scores at.00 level. These findings confirm that this language innovation instruction is an effective open learning resource that can facilitate self-regulated learning and languages used in English for Geotourism. The findings can be applied to construct language innovation instruction to exclusively develop speaking skill in other English for specific purposes field.