Engagement In Learning Activities Research Articles

The Influence of Using WhatsApp Media on Motivation and Science Learning Outcomes during Online Learning

Learning motivation serves as a significant driving force for students, as it encompasses their engagement in learning activities, ensures the continuity of these activities, and provides direction towards achieving desired goals. The primary objective of this study was to examine the impact of WhatsApp usage on students' motivation to learn science, its influence on science learning outcomes, and its effect on both motivation and learning outcomes before and after using WhatsApp. The research was conducted among 5th grade students in the Se'seng cluster, Tana Toraja Regency. The population consisted of 95 students from SDN Gugus Se'seng. The study employed a pre-experimental model with a one-group pretest-posttest design. Prior to the treatment, a pretest was administered to assess the group's initial condition, followed by a post-test after the treatment to evaluate the group's condition post-intervention. Descriptive statistical analysis and inferential statistical analysis using SPSS 24 were employed in this study. The descriptive analysis of learning motivation among 5th grade students in the Se'seng cluster indicated an average score of 54.1667 during online learning. This average score suggests that students' motivation is still below the desired expectation of 65. In accordance with the learning process and cognitive characteristics, students were evaluated to measure their learning outcomes. The students' initial abilities were determined through a pretest, with an average score of 53.3333 in the descriptive analysis. This demonstrates that students' pretest abilities were still low and did not meet the required minimum passing grade of 75. The results of the learning motivation hypothesis test showed a t-value of -5.801, with a significance of 0.000 (p < 0.05), indicating that the use of WhatsApp media in online learning did not have a significant impact on students' learning motivation. However, based on the results of the t-test, it was determined that learning through WhatsApp media had an effect on the learning outcomes of 5th grade students in the Se'seng cluster.

A Mobile Augmented Reality Application for Undergraduate Medical Students Using A Flipped Classroom Approach

The flipped classroom model enables students to acquire fundamental knowledge outside of class time; thus, include reading materials or video lectures. This will be able to free up class time for knowledge application, student engagement in active learning, and higher-order thinking. The flipped classroom model is increasingly being adopted in competency-based medical education. However, the potential of flipped classrooms for enhancing medical education has not yet been proven and it poses a major challenge to students who have not mastered self-regulated learning strategies. Thus, they may not be able to understand the information presented in the course materials or to strategically use learning resources outside of class. In this project, we have created a mobile augmented reality (AR) application for students studying anatomy to help them grasp the idea of the AR flipped classroom. Students were instructed to use the same three mobile augmented reality (MAR) applications with different design and approach. The three types of MAR applications are — those with markers and notes on printed notebooks (BARA1), those with markers and notes are on a website (BARA2), and those with all notes in the MAR application and the marker are a tangible 3D object (BARA3). From the series of experiment, we found out that most students favour the BARA3, meanwhile the medical lecturers essentially prefer the BARA1. In this research three things have been considered: interface design, the usefulness of Augmented Reality (AR), technical problems with the use of AR applications, and educators training on the use of AR applications. Without a well-designed interface and guidance for the students, AR technology can be too complicated to use, especially for those who are not familiar with the technology.

Transformation of Professionalism in the World of Education: Effective Management Strategies for Developing the Behavior and Competence of Educational and Teaching Personnel

This article discusses the importance of professional development and behavior management for educational staff and teachers in the field of education. A descriptive qualitative method is used to explore effective strategies in professional development and behavior. The analysis involves identifying individual needs and potential to formulate suitable development plans. Furthermore, integrated and sustainable training and development programs are outlined, aiming to enhance the quality of teaching and educational services. Active engagement of learners is emphasized, with a focus on ethics, attitudes, and effective communication in the educational environment. Collaborative approaches and team-based learning promote synergy among educational staff and teachers to achieve better educational goals. Continuous evaluation and feedback are crucial in enhancing program effectiveness. This article provides guidance for educational institutions and policy-makers in designing impactful professional development and behavior programs to improve the quality of education and address complex future demands.

Experimenting with GAME OVER to create processes of reflection and academic inquiry

Educations are challenged in their effort to facilitate students learning when it comes to especially processes of reflection. Also in a Problem-Based Learning context, errors often cause a lack of motivation, that gives reflection processes and academic inquiry difficult conditions Game-Based Learning is thus suggested as a learning strategy which can address these learning needs though a procedural rhetoric. Furthermore, Game-Based Learning is found to affords students risk taking and engagement in learning activities However, a literature review of empirical studies of Game-Based Learning reveals existing gaps in the literature. There are missing models for how academic activities can be enhanced through the use of Game-Based Learning, here especially the transformation of “Game Over” elements into a learning environment based on physical Game objects. This study aims to describe learning situations where the academic focal point is a reflective and innovative writing process through gaming principles. The study design aims to identify what impact Game-Based Learning have on facilitating academic literacy to create processes of reflection. Based on two cases, the empirical data are retrieved from video observations during a period of 1 year. A qualitative content analysis and interpretation of the collected data reveals how the use of “Game Over” strengthens the depth of the students' writing through a reflective and metacognitive approach to the task. As a contribution to the existing knowledge, this paper presents a Procedural Rhetoric for how to work with a “Game Over” strategy to facilitate academic literacy and thereby create processes of reflection in a physical context.

Kreativitas Guru Dalam Meningkatkan Motivasi Belajar Peserta Didik Melalui Strategi Blended Learning Pada Mata Pelajaran IPS

Fostering students' creativity through education has become increasingly crucial in the 21st century. This era demands that educators actively nurture creativity in students across all subjects. Notably, teachers play a pivotal role in enhancing students' creativity, even within the context of social studies during the transitional period of the Covid-19 pandemic. This study has two primary objectives. Firstly, it seeks to elucidate how teachers at MTS Negeri 6 Jakarta employ creativity to bolster student motivation through blended learning strategies. Secondly, it endeavors to identify the obstacles encountered during the use of blended learning in the context of social studies amid the COVID-19 pandemic transition. The research employs a qualitative approach with a descriptive method. Data collection methods encompass observations and interviews involving social studies teachers and students. The findings of this study are as follows: Firstly, the majority of students have adeptly adapted to the learning processes facilitated by teachers through blended learning during the COVID-19 pandemic transition. They exhibit active engagement in learning through activities on platforms like WhatsApp groups, Google Classroom, and Google Meet's question-and-answer sessions. Secondly, the main hindrance to effective blended learning is the insufficient availability of adequate learning facilities.

Assessing Educational Practices in Local Applied Undergraduate Universities Toward Educational Practices Modification

This study aimed to assess educational practices, including student-faculty interaction, collaborative learning, active learning engagement, feedback management, and identification of diverse learning, and identify challenges faced by senior normal students. A mixed methods research design was employed, combining a survey to assess respondents' perceptions of educational practices and an analysis of interviews to identify challenges. The sample comprised 400 senior normal students from four Chinese universities, selected through stratified sampling. The findings revealed strong agreement among the respondents in their assessment of educational practices. Regardless of sex and course, the participants shared similar perceptions of educational practices. The challenges faced by senior normal students encompassed a range of issues, including limited understanding of students' conditions, inadequate guidance, reliance on online resources without innovation, and insufficient attention to individual differences. The results provide a comprehensive understanding of the topic and highlight areas for future interventions and enhancements in the education system for senior normal students. The study's mixed methods approach, with a large and diverse sample, contributes to a robust analysis of educational practices and challenges, offering valuable insights for educational stakeholders and policymakers.

Trajectories of Low-income Mothers’ and Fathers’ Engagement in Learning Activities and Child Academic Skills

Trajectories of Low-income Mothers’ and Fathers’ Engagement in Learning Activities and Child Academic Skills

Psychometric Properties of the Quality of Undergraduate Learning Experiences in Malaysian Universities

Malaysian higher educational institutions are bracing to compete at the international level with the institutions that produce evidence of quality teaching and learning and positive students’ experiences. In this matter, students’ engagement in learning activities has been heralded as a quality indicator of the higher educational institutions’ performance as well as undergraduate students’ learning. However, there is a need to examine the level of undergraduate learning engagement based on the principles of good educational practices and a need to provide empirical evidence of the extent to which higher educational institutions in Malaysia support undergraduates’ learning and growth. For this purpose, the current study proposes a framework for quality teaching and learning in Malaysia by developing a measurement instrument to measure the quality of undergraduates’ learning experiences (QULEX) in Malaysian higher education. The current study evaluated the reliability and factor structure of the QULEX using a sample of 1,892 Malaysian undergraduate students. QULEX consists of 12 factors with 47 items to measure the quality of undergraduates’ learning experiences. The factor structure of the QULEX was examined by employing exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The findings showed that items loadings, composite reliability, convergent validity, and discriminant validity of the variables provide robust empirical evidence to support the implementation of QULEX in the Malaysian academic context. The findings from this study will inform policymakers and practitioners upon student feedback concerning the variables that will derive teaching and learning excellence.

Quizzing Students about their Writing: Implications for Deterring and Detecting Contract Cheating, and Promoting Academic Integrity and Greater Engagement

Contract cheating is a significant concern in the higher education sector, and a multi-faceted approach focusing on student learning and growth, in addition to deterring and detection cheating, is necessary to address the issue. One way to support student learning is by encouraging active engagement in learning activities and assessments. To this end, we explored the utility Auth+ by Sikanai, an authorship verification platform that auto-generates six multiple-choice questions based on students’ writing submissions and generates scores based on responses to the questions. Auth+ is designed to encourage students to engage in the learning process and to facilitate the detection of potential contract cheating. Auth+ was implemented in a third-year computer science course, and 24 students shared their perceptions of its value for teaching and learning. Only 25% of students agreed that Auth+ would be useful in their studies but 62.5% agreed it would deter contract cheating. We also found an association between Auth+ scores and individual differences in working memory (τB = .391). Our findings suggest that, with further technology development, authorship verification platforms may be useful for promoting academic integrity and deeper engagement in learning at scale. Training educators to interpret the results and use them as part of a multi-faceted strategy for promoting academic integrity and reduce academic misconduct is important.

COOPERATIVE LEARNING VS. DIRECT INSTRUCTION IN YOUTH SPORT: EFFECTS ON CHILDREN’S MOTOR LEARNING

Cooperative Learning promotes peer teaching that fosters active learner engagement and better retention and usefulness of knowledge. Research has shown that Cooperative Learning has a positive impact on motor learning in PE students. The aim of this study was to investigate whether Cooperative Learning is a more appropriate teaching approach for use in youth competitive athletics to improve children’s motor learning, compared to the Direct Instruction used so far. Using cluster random assignment, twelve Slovenian track and field groups (140 young athletes) were divided into an experimental group that completed three Cooperative Learning units (30 training sessions) and a control group. The children’s performances in four track and field skills were recorded and rated by three qualified assessors. A pretest-posttest research design was used. Nested analyses of covariance were conducted to examine whether the model (Cooperative Learning vs. Direct Instruction) affected posttest scores, adjusting for the average age of children and their track and field proficiency at baseline. Significant differences in favour of Cooperative Learning were found for three variables: track and field skills, low skipping, and crouch start. We found that Cooperative Learning is very effective in improving motor learning in youth competitive athletics and even more effective than Direct Instruction. The cooperative nature of the studied pedagogical model promotes peer teaching, giving feedback and taking responsibility, which has a more positive effect on the young athletes’ sports skills than the traditional teaching method.

Promoting Students’ Meaningful Engagement in Active Learning Within a Group Setting: Reflections on Teaching and Learning Using Brookfield’s Four Lenses Model

Promoting Students’ Meaningful Engagement in Active Learning Within a Group Setting: Reflections on Teaching and Learning Using Brookfield’s Four Lenses Model

Group Discussions Practices in Improving English Vocabulary Learning among ESL Learners

Enhancing English language proficiency, particularly in vocabulary, is vital for students' academic success. Therefore, a qualitative study was conducted to examine students' perspectives on the strategies employed by their teachers to improve English vocabulary learning through group discussions. The study included all enrolled high school students in two schools in Hyderabad, and 20 students were selected through convenient sampling for interview data collection. The findings highlight the importance of group discussions in expanding ESL learners' vocabulary knowledge through various means. These include the active engagement of learners, their exposure to different perspectives, opportunities to practice speaking, and constructive feedback they receive from teachers.Therefore, ESL instructors are encouraged to incorporate group discussion practices in their classrooms. Educators can include those activities that stimulate active involvement, allow for peer relationships, and provide constructive feedback.

Oral Participation in Class, Problems, and Solutions

In this paper, the focus is on oral participation during lectures. Oral participation refers to the active engagement of learners in the lecture by speaking, asking, giving comments, and participating in pair or group discussions. The students are supposed to participate and practice the language to improve their speaking skills. The main question in this study is: Why students do not speak and engage during lectures? Hence, the aim of the paper is to find out the factors that affect their performance. In this study, the researcher examined the main reason behind the lack of participation of English Foreign Language students in the English department at Cihan University-Erbil to find solutions for improving their speaking skills. A questionnaire was prepared based on the most common reasons affecting class engagement and it was divided into four sections: Personal factors, the role of the teacher, environmental factors, and linguistic factors. The participants were students at the English department at Cihan University-Erbil. After conducting the questionnaire, the researcher had an interview with the students and their teachers. The results showed that there are many reasons and factors that hinder learners from speaking and turn them into passive listeners. The personal factors and the effect of the teachers were the most prominent factors that had an impact on the learner’s performance.

Smart learning model in technical and vocational education training with webcast technology

This research aims to develop an e-learning strategy for the industrial revolution 4.0 era by developing an innovative and adaptable TVET learning model using Webcast technology. This approach highlights the blended learning model developed as a smart learning model featuring a balance between synchronous and asynchronous learning using webcast technology. Research and development method is used in this approach. The model design is done by literature study and focus group discussion with experts and academicians. The model effectiveness trial results were measured with an experimental design (using the one-group pretest-posttest and posttest-only method with nonequivalent groups). The results of developing a smart learning model of TVET webcast technology describe: (1) How the learning rules are used; (2) How to connect with webcasting technology; and (3) What are the stages and steps of the webcasting-based smart learning model? The proposed model approach allows for simultaneous learning interactions in synchronous and asynchronous classes in various locations, thus triggering student engagement in learning activities and enhancing different learning styles, ways of thinking, and problem-solving skills.

Augmented‐reality‐enhanced game‐based learning in flipped English classrooms: Effects on students' creative thinking and vocabulary acquisition

AbstractBackgroundAs the concept of flipped classrooms continues to gain interest across disciplines, more research is needed to strengthen the instructional design by integrating active learning strategies and emerging technologies. Among various possibilities, little is known about how game‐based learning combined with Augmented Reality (AR) can be effectively infused into language education to establish supportive flipped learning contexts.ObjectivesThis study thus proposed an AR‐enhanced game‐based learning (ARGBL) approach, featuring the use of an augmented board game to engage students actively in classroom activities. It further compared the effects of the proposed approach with traditional game‐based learning on the students' vocabulary acquisition and creative thinking as they were instructed to learn English as a foreign language (EFL) in flipped classrooms.MethodsA quasi‐experimental design was adopted to examine the effectiveness of the proposed approach to promote the students' participation in flipped in‐class activities, thereby improving their learning outcomes. Participants were recruited from two classes of the same undergraduate course, one of which was designated as the experimental group to take part in game‐based learning activities in class by playing an AR‐enhanced board game, and the other as the comparison group to learn by playing a paper‐and‐pencil game with identical puzzle content. The desired student learning outcomes were measured by pre‐ and post‐intervention vocabulary tests and creative thinking tests, supplemented by individual interviews.ResultsResults indicated that the students in the experimental group significantly outperformed their counterparts in vocabulary acquisition and creative thinking. They also expressed positive perceptions of the augmented game‐based learning experience in the flipped EFL classroom.Take AwayARGBL can be a promising approach to improving student learning, and it is particularly beneficial to the design of classroom activities in flipped learning contexts due to its affordances for enriched content visualization and active learner engagement through gameplay.

The influence of digital competence of academicians on students’ engagement at university level: moderating effect of the pandemic outbreak

PurposeThe purpose of this study is to investigate how the digital competence of academicians influences students’ engagement in learning activities in the face of the pandemic outbreak. In addition to this, the paper investigates how digital competence influences each dimension of student engagement (cognitive, affective and behavioural).Design/methodology/approachA cross-sectional, quantitative and explanatory research design was used to conduct the study. Data were gathered with an adopted questionnaire administered to a randomly selected sample of 500 university faculty members who were not digitally literate prior to the outbreak of the pandemic. Apart from the goodness of data tests, inferential statistics were applied to test hypotheses.FindingsResults indicate a significant influence of teachers’ digital competence on student engagement and the pandemic outbreak positively moderates the relationship. Digital competence equally influences all three dimensions of student engagement.Practical implicationsThe outbreak of COVID-19 made the adoption of digital life more compulsive and the nations with already available digital infrastructure and digital competence effectively minimized the adverse effect of social distancing as a result of the pandemic outbreak. Findings emphasize practitioners to focus on the digital capacity building of academicians and the provision of digital infrastructure to facilitate student engagement.Social implicationsSociety is transforming into a hi-tech lifestyle and technological advancement is penetrating almost every sphere of life at an unprecedented pace. From the digitalization of day-to-day affairs to e-governance, the adoption of technology is becoming a new normal. The outbreak of the pandemic overtook academic institutions equally. So, the social distancing compelled academicians and other stakeholders of universities to switchover from in-campus classes to online classes. The findings enrich the existing body of literature by explaining how digital competence has a determining role in ensuring student engagement amid the COVID-19 outbreak.Originality/valueThis research is a seminal work, as it tests the influence of digital competence on student engagement with the moderating role of the pandemic outbreak. To the best of the author’s knowledge, existing literature does not present this kind of research.

Improving Active Collaborative Clinical Learning Through a Mobile Application for Undergraduate Nursing Students.

Innovative teaching and learning strategies in pediatric clinical education are needed to ensure that learning outcomes are achieved efficiently and to improve students' satisfaction with the learning process. We developed a mobile application to enhance the clinical learning of nursing students during pediatric clinical practice and explored the participants' perceptions of the learning method. A mixed-method design and an online survey were used to assess participants' perceived achievement of learning objectives and satisfaction with the clinical practicum. Focus groups explored the participants' experience of using the application. The overall achievement of learning outcomes was 4.1 out of 5, and participants reported high satisfaction with the clinical practicum using the mobile application. Qualitative analysis of the transcripts revealed four major themes: (1) facilitation of collaborative learning through real-time interactions and communication; (2) engagement in active learning through an application; (3) a useful tool for enhancing critical thinking; and (4) the "curate's egg" nature of the application. The mobile application can be incorporated into the clinical education of nursing students to promote self-regulated learning and collaboration with faculty. Clear guidance on how to use the application in a clinical environment should be provided to students and preceptors to achieve better learning outcomes.

Well-structured electronic portfolio as a facilitator of engagement in EFL skills

Electronic portfolios have been widely accepted as the learning and assessment tool for enhancing language skills and competence in higher education. However, previous studies have not profoundly examined how e-portfolios with well-defined structure influences students’ engagement. More information on e-portfolios and engagement is also needed. Therefore, this study was conducted to investigate the well-structured e-portfolios on students’ engagement in learning activities as these activities consist of self-and peer-assessment. To serve this intention, an explanatory sequential mixed method with questionnaires and interviews was used to obtain data. The questionnaires and reflective notes were analyzed using descriptive statistics, and the results of the interview were analyzed based on the qualitative thematic analysis technique. The findings show that there is no difference between EFL students’ perception and language skills. It was also indicated that self-assessment plays an essential role in engagement which informs constructs of e-portfolio. Further, a wider range of information on e-portfolio structure to deepen engagement was constructed. The conclusion profoundly informs and implicates instructional design and pedagogy in further study.

Supporting Students’ Self-Regulated Learning in an Introductory Physics Course

It is often challenging for physics instructors to dedicate time during a course to engage students in developing strategic approaches to learning in addition to problem-solving skills and content knowledge. In this work, we introduce a simple modification to our teaching practice with the purpose of fostering student development of self-regulated learning (SRL). Instructional practices supportive of self-regulated learning are associated with positive academic, social, and personal outcomes in higher education. Research also indicates that students can improve in their self-regulation over time, and we demonstrate that instructors can support this development in class with strategies that require minimal class time. In the context of classroom instruction, we can think of SRL as an intentional, active, and goal-driven engagement in learning activities that relies on metacognitive knowledge and skills.

The Implementation of Flipped Classroom Learning Model assisted by Cloud Classroom in Improving Student Engagement in History Lessons

The flipped classroom learning model is an innovation that provides a new instructional pattern that is highly beneficial for changing the learning process. It not only demands learning to take place inside the classroom but also requires students to prepare the material beforehand at home or outside the classroom. This model is student-centered and aims to enhance student engagement, understanding, and retention by reversing the traditional classroom teaching approach. The flipped classroom has an impact on student engagement in learning by improving the quality of students’ efforts in effective learning activities and their overall emotional state during the learning process, which leads to learning success. The researcher using CloudClassRoom as learning media to foster student engagement in learning activities. The objective of this research is to determine the influence of the flipped classroom learning model on student engagement in the history lessons of the Grade XI Science Program at SMAN 1 Genteng. This research adopts a quantitative approach that examines objective theories by investigating the relationships between variables. Quantitative research starts with formulating hypotheses regarding the predicted relationships between two or more variables. This study utilizes an experimental method, which involves testing the effects of a controlled intervention on the research outcomes, considering other influencing factors as well.