Learning Experience Of Learners Research Articles

온라인 수업 환경에서 대학생이 지각하는 온라인 수업 장점, 교수자와의 상호작용, 도전적 학습경험, 역량 향상 인식 및 기대 간의 관계

This study is a study conducted based on the learner's learning experience in the context of online class. As a result, it was found that the interaction with the professor had a significant effect on the level of competency improvement and the expected level of competency improvement. Second, it was found that the recognition of the advantages of online classes affects the challenging learning experience. Third, it was found that the challenging learning experience mediates the content of interaction with the professor and the degree of competency improvement, the content of interaction with the professor, and the expected degree of competency improvement. Fourth, it was found that the challenging learning experience mediates the recognition of the merits of online classes and the degree of competency improvement, the recognition of the advantages of online classes, and the expectation of capacity improvement. Finally, it was found that the degree of competency improvement mediates the content of interaction with professors, the expected level of competency improvement, the challenging learning experience, and the expected level of competency improvement. The results of this study can be significant in deriving considerations to improve the quality of online classes.

Effects of online platforms on learner's satisfaction: a serial mediation analysis with instructor presence and student engagement

PurposeThis research aims to examine the impact of virtual learning platforms and instructor presence (IP) on learner satisfaction (LS). Further, this study examines the role of learner engagement (LE) in order to improve the LS.Design/methodology/approachThis research uses both primary and secondary data sources to compile the research's findings. The primary source of data includes 610 responses from various higher education institutes in India. The collected data were analysed using the partial least square structural equation modelling (PLS-SEM) technique.FindingsThis research provides evidence that the theoretical model is accurate with the gathered data sample. In the model, online platform (OP) is an independent variable, whereas LS is a dependent variable, and IP and LE are the mediating variables. The outcomes demonstrated that OP has a positive impact on IP and LE. Also, the relationships between IP and LE, IP and LS and LE and LS are significantly positive. The mediation analysis validates the importance of the IP and LE for relationships.Originality/valueThis investigation presents a comprehensive model, which demonstrates the relationship between OP, IP, LE and LS. The study makes a unique reference to several theories in order to boost interaction and IP in virtual learning, the learner's learning experience can be enhanced. The model helps teachers and educational institutions formalise strategies to boost interaction and examine the institutions' pedagogy to enhance satisfaction.

KONSEP KURIKULUM MUATAN LOKAL KEAGAMAAN SOLUSI PENINGKATAN PEMAHAMAN AGAMA ISLAM

This local Islamic religious content is an evolution of the learning system that is generally implemented in all Tsanawiyah madrasas, because from the start it was implemented in a special way. To maintain the madrasah tradition in maintaining the mastery paradigm of "Understanding of Islamic Religion". The research method uses literature research. With analytical content. The new view assumes that the curriculum is not only limited to a number of subjects. However, the curriculum is considered as a learner's learning experience. The curriculum is all activities carried out by students both inside and outside the school as long as these activities are under the responsibility of the teacher and the school. The new view in terms of learning psychology assumes that learning is not just gathering a number of knowledge. However, it is more to the process of changing behavior. The concept of Islamic religious understanding in junior high school is an educational concept that reforms the previously existing pesantren education concept by prioritizing the concept of making the Al-Qur'an the main source of study in learning and making the Al-Qur'an the main source of study. epistemology development of local content development.

The Influence Mechanism of Virtual Experiment Teaching on the Behavioural Intention of Distance Learners

Distance education is restricted by the physical isolation of time and space. Without the ability to communicate face-face with teachers, the learning experience of learners is reduced, which has an impact on their behavioural intention. Virtual labs offer students the chance to be free from the constraints of time and place and conduct the required experiments at anytime and anywhere. To explore the influence mechanism of virtual experiment teaching on the behavioural intention of distance learners from three aspects, including self-efficacy, collaborative learning and teacher guidance, a questionnaire is designed, and the mediating effects of perceived ease-of-use (PEOU) and perceived usefulness (PU) on the relationship between virtual experimental teaching and the behavioural intention of distance learners are analysed. Results show that self-efficacy, collaborative learning and guidance from teachers have a notable frontage influence to the behavioural intention of students. PEOU and PU act as different mediators on the relationship between self-efficacy, collaborative learning and guidance from teachers and the behavioural intention of students. Conclusions obtained from this study can be used to improve the design of the learning process of a virtual experimental platform for related subjects and the promotion of the platform. Moreover, these will be of great reference value to the reform and practice of teaching methods for the practical links.

Influences of Learning Emotion on Learning Outcome in Online Teaching Mode

Online learning becomes one of the major learning modes and ways of learners due to the comprehensive integration of Internet and artificial intelligence (AI) technology into the education field. Users who adopt online and mobile learning mode present explosive growth. Due to free of time and space limits like traditional classroom teaching and possessing of rich education video resources, online learning is attracting many learners to engage in studies independently. In the future, intelligent and individualized online education development shall pay more attention to influence factors of learners’ learning outcomes, especially learning emotion of learners, except for knowledge teaching and acceptance. In this study, a questionnaire concerning influences of learning emotion of learners on learning outcome was designed based on existing studies. Learning emotion of learners influences learning outcome through four aspects, including learning interest, learning attitude, learning belief and learning motivation. Results demonstrate that learning interest, learning attitude and learning motivations can improve learning outcomes significantly. There are significant differences of learning outcomes among different grades and the latest comprehensive assessment levels. Conclusions can provide important references for universities to make scientific reforms in online teaching mode to increase learning experiences of learners.

PUTTING EMPATHY AT THE CENTER OF INSTRUCTIONAL DESIGN PROCESS IN EARLY CHILDHOOD: DISMANTLING AND RE-CONSTRUCTING PERSONAS

Putting empathy at the center of instructional design process is considered to result in superior learning experiences for learners as the materials designed this way address their specific learning and developmental needs. Designing with empathy requires the use of realistic personas in order to keep the exercise focused, and to enable the designer to “walk in the shoes” of the intended learners. But personas are versatile constructs that need to be constantly revised and updated to reflect the evolving needs of the people they represent. This is particularly true in early childhood where changing environmental factors due to the restrictions imposed by the covid-19 pandemic have led to changes in the social development of preschoolers, changes in teaching strategies, and a requirement for a dispersed, individually-focused approach to teaching and learning. The framework proposed here will enable instructional designers to construct relatable personas that reflect realistic learner needs as well as identify pain/need areas in individual learners that would require that materials and teaching strategies be tailored to address them.

Pembelajaran Berkarakteristik Pembelajaran Inovatif Abad 21 pada Materi Transformasi Geometri dengan Model Pembelajaran discovery Learning di SMK Bina Nusa Slawi Kabupaten Tegal

21st century innovative learning is a series of activities undertaken and developed by educators in designing learning to facilitate learners in acquiring knowledge through the achievement of innovative skills of the 21st century. Geometric transformation is one of the subjects in mathematics. Based on the 2013 curriculum, geometric transformation is delivered to students of class XI vocational high school level. In this subject there are many formulas or concepts that require visualization to help learners understand these concepts. This causes learners to have difficulty understanding the material in the subject of geometric transformation. Basically learners learn through something concrete. To understand abstract concepts learners need concrete objects as intermediaries or visualizations. In learning mathematics, the learning experience of learners is very important. For that, a learning innovation is needed that can provide direct experience to students. One such innovation is the use of the Discovery Learning (DL) learning model. In this study discusses the analysis of learning plans, especially discovery learning in geometric transformation materials. In addition, it also discusses the analysis of other Learning Plans included in 21st century learning innovations including learning plans using problem based learning (PBL) and Project Based Learning (PJBL) models. Beerdasarkan the results of analysts to RPP that the three RPPs analyzed have met the characteristics of 21st century learning which includes collaboration with learners, the application of HOTS and integrated with IT.

Innovative Research on the Construction of Learner’s Emotional Cognitive Model in E-Learning by Big Data Analysis

This article first addresses the problem that the unstructured data in the existing e-learning education data is difficult to effectively use and the problem that the coarser granularity of sentiment analysis results in traditional sentiment analysis methods and proposes multipolarized sentiment based on fine-grained sentiment analysis evaluation model. Then, an algorithm for behavior prediction and course recommendation based on emotional change trends is proposed, and the established multiple linear regression equation is solved with an improved algorithm. Finally, the method in this paper is verified by a comprehensive example with algorithm comparison analysis and cross-validation evaluation method. The research method proposed in this article provides new research ideas for evaluating and predicting the learning behavior of e-learners, which is conducive to timely discovering learners’ dropout tendency and recommending relevant courses of interest to improve their graduation rate, so as to optimize the learning experience of learners, promote the development of personalized education and effective teaching of the e-learning teaching platform, and provide a certain reference value for accelerating the reform process of education informatization. In order to improve the speed of searching for parameters and the best parameters, this paper proposes a particle swarm algorithm (to improve the support vector machine parameters in a sense) and finds the best parameters which also achieved the goal from academic expression to academic performance.

Exploring the Impact of Animal Involvement in the Learning Experiences of Learners Mainly With Autism in the English West Midlands Region: A Qualitative Study

Learners with autism are affected by different challenges during learning. There is a growing focus on education to facilitate learners to become more self-resilient by involving animals in learning spaces. This qualitative study explored the impact of animal involvement on the learning experiences of learners with autism. Twenty diaries, 32 questionnaires, and 40 guided narratives and pictorial voices were used to collect data. The study found that learners demonstrated improved communication, imagination, empathy, motivation, calculation skills, responsibility, and well-being while interacting with animals. The study concluded that involving animals in the learning spaces has significant positive impact on learners.

A Case Study on an Online Dance Class at a University of Education and the Learning Experiences of Learners

A Case Study on an Online Dance Class at a University of Education and the Learning Experiences of Learners

Design of a Hybrid Classroom Teaching Quality Evaluation System Based on Information Technology

With the rapid development of today’s information technology, it is an inevitable trend for the reform and development of education and teaching in colleges and universities to promote education modernization through education informatization. Information management has penetrated into the teaching and management of colleges and universities. Based on information technology, this paper studies the design of a data mining algorithm-based hybrid classroom teaching quality improvement evaluation system model, which fully reflects the quality of hybrid classroom teaching based on information technology in universities. In order to accurately grasp the current status of the current mixed classroom teaching quality, this experiment has been collected, sorted, and studied in recent years for analysis. A neural network algorithm is used to construct a model for it. This algorithm is combined with a questionnaire survey method to screen the mixed classroom teaching quality evaluation indicators of college information technology. Finally, a BP model is constructed through the classroom teaching quality and the model calculation samples are selected., The teaching quality can be obtained after calculation. Experimental research results show that with the advent of the information age, the development of blended teaching is divided into three stages. The first is based on technology, and the second is based on the interactive method of online and offline technology teaching. The third is to focus on the learning experience of learners. Blended teaching is a sublimation of traditional teaching mode and a return to traditional concepts. This brand-new teaching model will surely become the new normal of the education model in the future.

The effects of socio-economic drawbacks on second language learning in Bangladesh

The Second Language (L2) research has presented vast curiosity to learners and their judgments on L2. The numerous directions of learner-focus study, however, have not been sufficient to emphasize the learning experiences of learners in relation to their social and economic context, particularly in third world countries. This research explores the perspectives and experiences of school learners in second language learning in the peripheries of Bangladesh. In addition, this research demonstrates how socio-economic drawbacks of students’ family affect their English subject scores in secondary school certificate examination. Educational background of parents also contributes to achieve the better scores in L2. A close relationship is found between learners’ family education, parents’ occupation, and family income and their achieved scores in English in board examination.

EXCLUSION IN INCLUSION: EXPERIENCES OF LEARNERS WITH ALBINISM IN SELECTED MAINSTREAM AND SPECIAL SCHOOLS IN ZAMBIA

Albinism is an inherited skin pigmentation condition which affects all races in the world. However, the condition is more conspicuous among the black population because of the absence of pigmentation which leads to some whitish appearance. This condition also leads to multiple disabling experiences to the individuals with albinism. The overriding aim of the study was to establish the learning experiences of learners with albinism in both regular and special schools. The study was located within an interpretive qualitative paradigm and used a phenomenology research design. The Interpretive Phenomenological Analysis (IPA) was used to explore in detail how participants made sense of their personal and social world with regard to learners with albinism in regular and special schools. The researchers conducted one-on-one interviews with the participants and content – analyzed the data. Parents of learners with albinism, teachers, school administrators and learners with albinism participated in interviews. The findings revealed that in regular schools’ learners with albinism tended to exclude themselves from other learners so as to avoid discrimination and stereotypes surrounding their condition. The findings also confirmed the existence of myths and stereotypes regarding albinism. The findings further revealed that teachers in regular schools were not patient with learners with albinism and did not give them extra attention and that some teachers used negative comments and did not want learners with albinism in their classes. It was observed that the majority of learners with albinism felt more secure in special schools rather than regular schools. Parents of children with albinism supported the idea of learners with albinism learning in special schools where the learning environment was conducive for them. The study recommended inter alia that government through the Ministry of Education should enhance teacher education programmes by providing requisite knowledge and skills to trainee and serving teachers on handling learners with albinism and other disabilities. School administrators, teachers, learners and the community should raise sensitization and awareness campaigns on disability issues.
 
 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0790/a.php" alt="Hit counter" /></p>

Multimodal input during technology-assisted teacher instruction and English learner's learning experience

ABSTRACT The proliferation of educational technologies has had a profound impact on the dynamics of education and has raised questions regarding how the nature of teaching and learning should be conceptualized. This study explores how the use of technology mediates class interaction, shapes class discourse, and supports the English learners’ language development. This study's findings show that technology worked as a mediational tool in the classroom to influence class interactions and student learning experience. The study also draws our attention to the important role of the teacher in orchestrating multimodal interactions and providing learners with clear intentions of multiple modes and with necessary linguistic scaffolding, suggesting that teachers should be mindful of the role that social interactions play in achieving an intended pedagogical purpose with the use of computer tools.

Enhancing the learning effect of virtual reality 3D modeling: a new model of learner’s design collaboration and a comparison of its field system usability

Knowledge of 3D modeling design is crucial for industrial designers. Therefore, 3D modeling learning is a crucial subject in industrial design education. In this study, a 3D modeling practice field based on virtual reality (VR) technology was constructed to modify the traditional 3D modeling learning model. Students can learn 3D modeling under a new VR design collaboration framework and complete design goals. This new design collaboration model includes the concept of a learning community. The learning experience of learners in the VR field was explored through this new design collaboration model. A total of 60 college students from the Department of Industrial Design were invited to participate in VR modeling learning experience experiment. The field system usability of traditional 3D modeling and VR 3D modeling was investigated using the system usability scale. In addition, designs produced using the two aforementioned fields were evaluated and compared. The results indicated that the system usability of the VR modeling practice field (VRMPF) was significantly superior to that of the traditional modeling learning field (p < 0.01). The learners were more creative and motivated in the VRMPF and emphasized that through the new design collaboration model, they could effectively learn 3D modeling in VR. VR technology brings different learning experiences to the 3D modeling learning process. This study also proposes a 3D modeling design collaboration model in the VR field.

WhatsApp with English language teaching Some practical ideas and strategies

Mobile assisted language learning offers tremendous opportunities for language learning. The use of short message service and, more recently, integration of the WhatsApp application into language classrooms has generally been reported to positively impact on language learning and learning experience for learners as well as for teachers. As a result, use of WhatsApp is gaining immense popularity in English as a foreign language classrooms across the globe. However, it is important to acknowledge that, while technology plays a critical role, it is how the tool is utilised per se that determines the successful integration of the new technology. How to use technology is pre-requisite to successful integration. Despite the popularity of the potential use of WhatsApp in language learning, currently there are no guidelines on how to use it for language teaching and learning. This paper attempts to offer some practical ideas and strategies for using WhatsApp for teaching English as a foreign language as well as for teaching other languages.

WhatsApp with English language teaching Some practical ideas and strategies

Mobile assisted language learning offers tremendous opportunities for language learning. The use of short message service and, more recently, integration of the WhatsApp application into language classrooms has generally been reported to positively impact on language learning and learning experience for learners as well as for teachers. As a result, use of WhatsApp is gaining immense popularity in English as a foreign language classrooms across the globe. However, it is important to acknowledge that, while technology plays a critical role, it is how the tool is utilised per se that determines the successful integration of the new technology. How to use technology is pre-requisite to successful integration. Despite the popularity of the potential use of WhatsApp in language learning, currently there are no guidelines on how to use it for language teaching and learning. This paper attempts to offer some practical ideas and strategies for using WhatsApp for teaching English as a foreign language as well as for teaching other languages.

A Study of EFL Saudi Students' Use of Mobile Social Media Applications for Learning

This research addresses the gaps in the literature on m-learning approaches in Saudi Arabia, with a focus on English as a Foreign Language (EFL) students studying at university level. The research aimed to explore university students’ use of social media applications and their role in language learning, with a focus on how mobile devices can best be utilised. It analysed the attitudes of 102 learners towards the use of social media to improve language learning both inside and outside the classroom setting. Students of both genders completed a questionnaire, and five students engaged in semi-structured interviews. The aim was to discover whether the students are currently using social media applications to enhance their language skills, and what the students’ attitudes are towards the use of social media via mobile devices inside and outside the classroom. Prior to designing the research instruments, the literature was reviewed, including examining the attitudes of learners in different countries towards mobile technologies, and to decide on the best approach to take in examining attitudes towards new forms of learning. Based on the findings from the literature, appropriate questions were devised, and these reveal an overall positive response towards from the student participants towards using social media and mobile technologies to facilitate learning English. The results of this research are positive, and it is important that Saudi Arabia keeps up to date with advancements in technology to ensure the best learning experience for learners and maximise their potential.

A Study of EFL Saudi Students' Use of Mobile Social Media Applications for Learning

This research addresses the gaps in the literature on m-learning approaches in Saudi Arabia, with a focus on English as a Foreign Language (EFL) students studying at university level. The research aimed to explore university students’ use of social media applications and their role in language learning, with a focus on how mobile devices can best be utilised. It analysed the attitudes of 102 learners towards the use of social media to improve language learning both inside and outside the classroom setting. Students of both genders completed a questionnaire, and five students engaged in semi-structured interviews. The aim was to discover whether the students are currently using social media applications to enhance their language skills, and what the students’ attitudes are towards the use of social media via mobile devices inside and outside the classroom. Prior to designing the research instruments, the literature was reviewed, including examining the attitudes of learners in different countries towards mobile technologies, and to decide on the best approach to take in examining attitudes towards new forms of learning. Based on the findings from the literature, appropriate questions were devised, and these reveal an overall positive response towards from the student participants towards using social media and mobile technologies to facilitate learning English. The results of this research are positive, and it is important that Saudi Arabia keeps up to date with advancements in technology to ensure the best learning experience for learners and maximise their potential.

Japanese Informatization Teaching Model Based on MOOC

In view of the lack of evaluation of learning effectiveness in Japanese MOOC teaching, the students' primary data on the effectiveness of Japanese learning on the MOOC platform were collected. Combined with the ques-tionnaire and the learner's learning experience, a Japanese language in-formatization teaching effectiveness model based on MOOC was construct-ed. The effectiveness of learning Japanese in MOOC learning mode was demonstrated. The results showed that the MOOC-based Japanese informati-zation teaching effectiveness model could accurately reflect the learner’s learning effectiveness of online Japanese learning. It also has certain refer-ence value for the demonstration of the effectiveness of MOOC in other are-as of teaching and learning.