Support Learning Processes Research Articles

Development of ontology-based model to support learning process in LMS

<p>E-Learning is an important support mechanism for educational systems to increase the efficiency of the education process including students and teachers. The current e-learning systems typically lack the level of metacognitive awareness, adaptive tutoring, and time management skills and have not always met the expectations of the learners as required. In this study, we introduce a novel ontological model for the learning process in the e-learning domain. In the framework, we have built a domain ontology that represents knowledge of the learning, the outcome domain ontology covers the whole learning process. We focused on the learning process ontology model conceptualizing knowledge constructions, such as learning courses, and we present the created course and learning process ontology in detail. In this work, we considered three layers of learning process. The top layer defines a general framework of learning process, conceptual model layer, defines the framework of the actual process of the learning process and course ontology model contains the knowledge unit of the learning process. The prototype ontology is constructed in protégé and managed by Java web ontology language-application programming interface (OWL-API). As a result, our model can solve the problems of current e-tutor systems. Also, it can be used for different domain in e-tutor systems. It can reach the characteristics of standardization, reusability, flexibility, and open knowledge. By applying this model, we can avoid applying isolated databases. The constructed ontology can be used in the future to control adaptive intelligent e-tutor frameworks.</p>

THE STUDENTS' PERCEPTION ON THE USE OF PADLET IN IMPROVING WRITING SKILLS

Technology use in teaching and learning process had become very popular especially in the 21st century. Padlet is one of online platforms which have simple design and well-integrated features to support learning process. The implementation of Padlet turns the learning process becomes students-centered. This study discusses the use of Padlet in improving students’ writing skills. It mainly describes how the Padlet affect students’ interest in the learning process especially writing. This study is a qualitative research which using questionnaires to gather the data. The questionnaires given to students are divided into two types, namely yes-no question and yes-no question with reason. Students were given six questions related to their experience in using Padlet. Based on the results, most of students agree that the implementation of Padlet in writing class can improve their interest and writing skills. Students give positive responds towards the use of Padlet because of the great features provided in Padlet and immediate feedback they get from teacher and peers.

Coursevo: A Multimedia Online Learning Platform to Support Onlife Communities and its Extension with Gamification Facilities

Coursevo (http://coursevo.com/) is a multilingual multimedia information system for managing courses, supporting learning processes and learning communities through the Web. Its multi-tenant architecture supports multiple instances of the underlying server infrastructure using the same core to serve the needs of multiple communities. An advantage of Coursevo in comparison with other eLearning systems is the emphasis that is given in the use of multimedia as a powerful learning means. Learning activities using multiple media can be more effective than doing it through a single medium (such as text), but what is important is combining media effectively. Coursevo is used in several vocational training and life-long-learning initiatives to establish and continuously support Onlife Communities. An Onlife Community is an aggregation that emerges in hyperconnected spaces when humans engage with other humans as well as with machines and natural entities in mindful interactions with sufficient human feeling to form webs of personal relationships. The paper presents how Coursevo is extended with gamification facilities to enable game-based learning scenarios within the context of the GAME IT project and beyond.

Power to the facilitated agricultural dialogue: an analysis of on-farm demonstrations as transformative learning spaces

ABSTRACT Purpose It remains a critical question how to support farmers to develop towards more sustainable practices. Earlier experiences reveal that on-farm demonstrations (OFDs) can be part of the answer. Therefore, we investigate OFDs as potential transformative learning spaces. Methodology We apply a mixed methods approach, using an observation tool, participant surveys and telephone interviews. We compare 15 different OFDs, divided into two groups: OFDs with and without facilitated dialogue. We investigated differences based on core inducing processes of transformative learning: disorienting dilemma and (self-)reflection. Additionally we investigated the adoption decision making process half a year after the OFD took place. Findings Participants in facilitated dialogue OFDs agreed significantly more on experiencing surprise, an indication of disorienting dilemma, and on having reflected and learned. Most mentioned adoption barriers are a lack of relevance for the specific situation and a need for more information. Most mentioned suggestions indicate a request for more real life application. Practical implications This research indicates that OFDs with facilitated dialogue can trigger more cognitive conflict and reflection processes of attendees, and thus support learning processes on (more) sustainable agricultural practices, as opposed to OFDs without deliberate dialogue facilitation. Theoretical implications Our study demonstrates that transformative learning theory can inform research on agricultural learning spaces, such as OFDs, on effective triggers to support learning and competencies towards more sustainable agriculture. Originality Based on rich empirical quantitative and qualitative data we reveal that facilitated dialogue enhances learning during OFDs, but this does not seem to be a common practice.

Investigation of University Students’ Smartphone Usage Levels and Effects

Smartphones are among the most used devices. Considering the high rate of usage by university students, these devices' intended usage is a matter of curiosity. The purpose of this study is to determine the smartphones usage duration and purpose of using for university students. The study was carried out with a qualitative design. In the first stage of the study, smartphones' usage duration were obtained from 29 participants via a smartphone application. Considering these data, in the second stage, data were collected from seven participants via semi-structured interview form. Among the study results, it was determined that smartphones and smartphone applications were used extensively. Although this intensive usage causes on students' physical problems, there is no change in use intensity. According to the results, it was determined that the level of use of smartphones for following the educational processes or for improving learning is in the last place. Besides, problems were identified in students' participation in learning processes and focusing on lessons. The most used application types are messaging, social networks, video watching and editing, and game applications. Among the study's suggestions, reducing students' intensively usage and guiding students for using smartphone applications that support learning processes are stated.

Metacognitive strategies for the development of teaching vocabulary in English

Metacognitive strategies are tools that enhance the construction of meaningful knowledge by inducing reflection on it, proving to be ideal to support learning processes within the framework of the demands of the current knowledge society, where greater training in skills that allow "learning to learn" is required. In this sense, do the teachers of the Language Center of the Catholic University of Cuenca [UCACUE] use metacognitive strategies? What are they and how often do they use them? This study aims to determine to what extent these strategies are used for teaching English vocabulary by the teachers of the center in question. The information was collected through a semi-structured survey created ad hoc, and it was possible to verify the total absence of the use of these strategies within the didactic repertoire of the teachers.

LEVEL STUDENTS INTEREST IN LEARNING SPEAKING BY UTILIZING PODCASTS THROUGH INQUIRY STRATEGYAT SMKN 4

Technology has produced prominent contribution on education in this information age, it is well known as Edu technology. The researcher tries to introduce an alternative media, namely podcasts. Podcast is one of interactive media applied to support learning process in the classroom in developing listening and speaking skills. A descriptive quantitative method was conducted by the researcher in this study. The population was the XI Grade of SMK 4 Sidrap. Due to this semester only consisted one intact class (20 students), the researcher used the cluster sampling method in deciding the research sample. The instruments that were used in collecting the data Liker’s scale questionnaire. The result of the data found was analysed by using SPSS Application. The students stated interested in learning speaking toward podcast. It was proved by the mean score of students’ interests was 55.40 and considered as moderately interested.

When It’s More Difficult, I Just Cram More! An Exploratory Interview Study on Students’ Mindsets in Physics

In the US, Dweck’s research has shown that learners’ beliefs about their own capability are crucial for the learning success of children and adolescents. Two ends of this spectrum can be identified: learners who believe that they need an innate talent have a so-called fixed mindset. When difficulties arise, students with a fixed mindset typically do not see any purpose in continuing to try and fail because they believe they lack the necessary talent. On the other hand, learners who believe effort and hard work are key factors to success, have a growth mindset. They typically perceive difficulties as opportunities to improve their skills and therefore, the growth mindset supports learning processes and outcomes. While there are several surveys on this general concept of mindsets, an examination within the context of physics learning has not yet taken place. For this purpose, an exploratory interview study on students’ mindsets in physics was conducted in a total sample of N = 51 middle school students in Germany and Austria using a standardised interview structure. The interviews were analysed using qualitative content analysis. The results show that the concept of mindsets according to Dweck can be applied to students’ beliefs about learning physics, although a majority of 60 % of the students appear to be classified best as a hybrid between the fixed and the growth mindset.

Chatbots as a Tool to Scale Mentoring Processes: Individually Supporting Self-Study in Higher Education.

Like most curricula in the humanities and social sciences, the curriculum of pre-service teacher training in educational sciences often includes time-consuming reading and writing tasks, which require high quality support and feedback in a timely manner. A well-known way to provide this support to students is one-to-one mentoring. However, limited time and resources in the German university context require to effectively scale the benefits of individual feedback. The use of scalable technologies to support learning processes seems to be promising, but its development usually requires a deep technical understanding. With an interdisciplinary approach, this contribution investigates how personal mentoring can be made available to as many students as possible, taking into account the didactic, organizational and technical frameworks at universities. We describe the development and implementation process of two chatbots that both aim to support students of educational sciences in their self-study of the seminar topics and literature. The chatbots were used by over 700 students during the course of 1 year and our evaluations show promising results that bear the potential to improve the availability of digital mentoring support for all students.

Basic Locomotor Motion Characteristic Design Using Games Model for Elementary School Student

Locomotor is a fundamental aspect of learning to move effectively and efficiently. For children, locomotor motion becomes a variety of movement activities in daily activities so that this movement becomes a fun learning process if done through activities. The study aimed to get the concept of basic locomotor motion characteristic using games. Locomotor motion learning increases the students' endurance and academic achievement. The method used to research and development is Dick and Carey procedure. Data are collected using observation, interview, questionnaire, and test. The data analysis used judgment expert and the result of the test using the independent sample t-test. The findings show that students need some variation of basic locomotor motion using traditional games. The motion is walking, running, and jumping which creates 14 basic locomotor motions. They have differences in goals and objectives motion. This model is feasible and effective, which can be used in the school. Also, it can use for the public elementary school in Indonesia because all motion with the traditional games is familiar games for Indonesia children. It is easy to do at school. In Indonesia, many traditional games are used to support learning process in physical activity. Thus, the learning activity can do in the class or out of class.

Learning in Virtual Reality: Bridging the Motivation Gap by Adding Annotations.

One challenge while learning scientific concepts is to select relevant information and to integrate different representations of the learning content into one coherent mental model. Virtual reality learning environments (VRLEs) offer new possibilities to support learners and foster learning processes. Whether learning in VR is successful, however, depends to a large extent on the design of the VRLE and the learners themselves. Hence, adding supportive elements in VRLEs, such as annotations, might facilitate the learning process by guiding attention and supporting the selection of relevant information. Additionally, the mapping of pictorial and verbal information is eased by these annotations. The beneficial effect of annotations is highly dependent on learners' intrinsic motivation as intrinsic motivation while learning also affects the information selection and visual search patterns. In our experimental study (N = 61), we compared two conditions: learning in a VRLE with or without annotations. We measured the learning outcome on three different levels (knowledge, comprehension, and application). Additionally, we investigated intrinsic motivation as a moderator for the effect of annotations on learning outcome. We found no significant main effect of annotations on learning outcome. The moderating effect of intrinsic motivation for annotations on the overall learning outcome was significant. Our results imply that learners are either intrinsically motivated or need additional support by annotations as these support the selection of relevant information in the VRLE and therefore enable them to learn successfully. Which type or quantity of annotations supports learning processes best needs to be explored in future research.

Learning in, and from, practice-based professional development initiatives in ECEC: a research agenda in Denmark

ABSTRACT Quality in early-childhood education and care is a decisive element in children’s development and learning, with professional standards of practitioners a critical element in ensuring quality provision. An on-going research project into professional development (PD) initiatives for ECEC practitioners in Denmark focuses on a practice-based initiative engaging with the Abecedarian Approach to adult–child interactions. This considers the facilitation of collaborative learning, as well as how the influence of such initiatives may be studied. A mixed-method’s pilot study shows an innovative implementation framework inspired by principles of organisational learning, coupled with content from Abecedarian, encouraged practitioners’ reflection on and in specific work practices. Insights from the pilot inform the on-going research agenda, in the design of a model for sustainable practice-based PD geared towards improving the quality of ECEC provision, enabling further contemplation on how to support and study practice-based collaborative learning processes.

The Implementation of Educational Facilities and Infrastructure Management in Supporting Learning Process during Pandemic Covid-19 (Study at SMA Plus As-Salaam Bandung)

Talking about the world of education was certainly not be separated from the facilities and infrastructure that available in schools. So, it can be achieve an optimal and maximum learning process. Educational facilities and infrastructure in a school are very supportive of the development and construction of a superior and quality educational institution. In today's modern era, all educational institutions are competing to complement existing educational facilities and infrastructure in order to support a good and optimal learning process, especially during pandemic Covid-19. Educational institutions or schools as much as possible provide good and quality learning supported by educational facilities or facilities and infrastructure to support learning during the Covid-19 pandemic without reducing the quality of the learning process itself.. This research aims to determine the extent of management of educational facilities or facilities and infrastructure in supporting the learning process during the Covis-19 pandemic at SMA Plus As-Salaam Bandung. This research was conducted by means of interviews or observations about the implementation of educational facility management in supporting the learning process at SMA Plus As-Salaam which is located at the Cibaduyut canal road, Dayeuh Kolot sub-district, Bandung Regency, West Java.
 Keywords: Supporting Learning Process, Learning of Pandemic Covid-19, Management Education

Influence of e-learning to support learning process in higher education

Influence of e-learning to support learning process in higher education

Online Integrated Development Environment (IDE) in Supporting Computer Programming Learning Process during COVID-19 Pandemic: A Comparative Analysis

COVID-19 has spread to various countries and affected many sectors, including education. New challenges arise in universities with study programs related to computer programming, which require a lot of practice. Difficulties encountered when students should setting up the environment needed to carry out programming practices. Furthermore, they should install a text editor called Integrated Development Environment (IDE) to support it. There is various online IDE that supports computer programming. However, students must have an internet connection to use it. After all, many students cannot afford to buy internet quotas to access online learning material during the COVID-19 pandemic. According to these problems, this study compares several online IDEs based on internet data usage and the necessary supporting libraries' availability. In this study, we only compared eleven online IDEs that support the Python programming language, free to access, and do not require logging in. Based on the comparative analysis, three online IDEs have most libraries supported. They are REPL.IT, CODECHEF, and IDEONE. Based on internet data usage, REPL.IT is an online IDE that requires the least transferred data. Moreover, this online IDE also has a user-friendly interface to place the left and right sides' code and output positions. It prevents the user from scrolling to see the results of the code that has been executed. The absence of advertisements also makes this online IDE a more focused appearance. Therefore, REPL.IT is highly recommended for users who have a limited internet quota, primarily to support the learning phase of computer programming during the COVID-19 pandemic.

The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis

This thematic synthesis aims to analyze the qualitative evidence provided by earlier empirical studies to achieve a comprehensive and up-to-date understanding of the factors influencing students’ online learning experiences through the lens of the Community of Inquiry framework. Following a three-stage procedure specified by Thomas and Harden (2008), we started with 3641 potential studies and then (1) coded all studies meeting inclusion criteria (n = 35); (2) developed descriptive themes based on the codes; and (3) generated analytical themes based on the descriptive themes. The results revealed ten descriptive themes that can be grouped into three overarching categories (i.e., course design, instructor actions, and student actions) that are related to the Community of Inquiry framework. Analytical themes included accountability, being real, and supporting learning process. These conceptual insights provide both theoretical and practical implications as well as directions for future research.

INTERACTIVE AND EDUCATIVE LEARNING MEDIA IN ENGLISH LANGUAGE TEACHING AT SENIOR HIGH SCHOOLS

This research aims to describe senior high school students’ perspectives about the use of learning media in English language teaching context and to investigate the sorts of interactive and educative learning media in English language teaching. This research worked on descriptive research design, both qualitative and quantitative data were collected through a questionnaire. This study involved 171 senior high school students who voluntary filled in the questionnaire. The research findings reveal that the use of learning media to support learning process needs to be improved since the media used needs to be adjusted with the current trend of learning that is technology-based learning media. In addition, Powerpoint slides, video, film, online or traditional games were found as interactive and educative learning media from the students’ perspectives. The students are excited when the teachers are presenting media in their learning process, even though it only simply presented through Powerpoint. In other words, learning media has an essential role to support effective learning atmosphere for the students.

Hospital managers’ perspectives with implementing quality improvement measures and a new regulatory framework: a qualitative case study

A new regulatory framework to support local quality and safety efforts in hospitals was introduced to the Norwegian healthcare system in 2017. This study aimed to investigate hospital managers’ perspectives...

Improving Self Independence and Adjustment-based Students' Language Competence through Self Access Center

Self-Access Centre (SAC) originating from self-access language learning is expected to be an explorative learning that can make students content with learning language about new literacies and it is also easy for them to understand. In terms of independence concept, SAC is equipped by the facilities that support learning process consisting of applications and equipment. In related to the samples, the fourth-grade students are more interested to explore the learning process by using visual media and facilities that are packaged to attract their attention. The application of SAC facilities becomes a source of current information and an embodiment of technological integration with literacy that is easy for students to understand. The observation of such application is conducted every day in six months and the interview session is done in certain times when the students are free. This study uses qualitative methods aimed at knowing and understanding occurring phenomena, the learning process, or the views and input of the research subjects involved. The data collection is considered to be finished. On the research evidence evaluation stage, the NUD*IST software is implemented to search for emerging and developing themes and the evidences are collected based on these themes. Three categories, namely the construction of knowledge, language learning and the theories of listening and reading become more evident. In terms of knowledge construction, the sub-category of clarification, association and development is determined. The category of reading contains process and product. Its sub-category is problem solving. The third category, the independent learning through SAC contains the sub-category of simplifying the learning style and independence. Based on the categories above, the theory of knowledge construction, learning & problem solving, and learning through SAC is related to the students' experiences. The fourth category, integration of subjects, is intended to be an evidence containing reading skill. The fifth category, students' independence, is also influenced intentionally by the SAC program.

Mobile augmented reality using 3D ruler in a robotic educational module to promote STEM learning

Robotics education is gaining popularity among school children in line with the government desire to promote creative thinking in students through STEM based activities. However, the robots for educational games are usually made up of components and its description is usually one-way and static. Additionally, students find it difficult to visualize distances from robot movements when playing educational robotic games. Augmented reality (AR) technology is a viable tool to connect between in-context information and physical activities. The objective of this research is to design and develop an AR based application that can visualize the distance between two robots for supporting learning process in a game-based module. The application consists of three parts; the first part use AR in identification of components related to robots, while the second part involves the addition of real-time visualization in the form of AR, enabling students to learn the distance from the robot's movements. The third part used AR in providing the description of the robotic games through videos. The development of the application is based on the Agile model. The results show that the application has received positive feedbacks from students as it can increase their interest in playing robotic educational games.