Technology-based Learning Strategies Research Articles

The Influence of Technology-Based Learning Strategies on Student Performance/Motivation in Primary Schools

In today's digital era, the use of technology in education is becoming increasingly important. Technology-basedlearning strategies (e-learning) have become an effective method for improving student performance, especially in elementary schools. This journal aims to explore and analyze the influence of technology-based learning strategies on the performance of content data from surveys and interviews with teachers and students. The research results show that students in elementary schools are able to use technology . This study uses literature review methods and qualitative methods, including analysis of student use of technology in learning can increase student motivation and engagement, thereby improving their academic performance. Apart from that, technology-based learning strategies can also help in preparing students for an increasingly digital future. However, this research also found several challenges, such as limited access to technology and difficulties in integrating technology into the school curriculum. Therefore, this research suggests that the development of technology-based learning strategies must be adapted to school needs and conditions, and ensure that all students have equal access to technology. The research method chosen was the document review method. Data collection was carried out by recording and reviewing research articles related to the use of technology-based learning media in elementary schools, which were then analyzed and appropriate conclusions were drawn. with research objectives. The conclusion of this research is that the benefits of implementing e-learning now can be felt so that teachers and students feel the need to study the Koran in depth.

Practice and barriers of technology integrated pedagogy in teaching EFL young learners: A critical analysis

Young learners' characteristics, which differ from those of young adolescents, adolescents, and adults, encourage EFL instructors to implement technology-based learning strategies with high consideration. If EFL teachers fail to implement the appropriate strategy for teaching English, young students may likely encounter academic difficulties in subsequent years. Teachers of English as a foreign language (EFL) have implemented technology-based learning strategies to improve students' literacy, vocabulary, and critical thinking abilities. There are also implementation obstacles. This article aims to identify the types of digital-based learning strategies implemented by Indonesian EFL teachers for teaching English to young learners, as well as to identify the challenges faced by Indonesian EFL teachers when implementing digital-based learning strategies for young learners.The findings indicated that EFL teachers in Indonesia employed a variety of technological approaches to develop their students' language and critical thinking skills. EFL teachers utilized multimodal e-books to improve reading skills; animated e-books were employed to enhance literacy skills; flipped classroom was utilized to augment vocabulary; and digital folklore was used to foster analytical and critical thinking skills among EFL young learners.

Technological Pedagogical Content Knowledge (TPACK) and Digital E-Scaffolding for Special School Teachers

21st century learning requires Special School teachers to have knowledge and skills in implementing technology-based learning strategies to facilitate and facilitate student learning and improve learning outcomes. This study aims to analyze the ability of Technological Pedagogical Content Knowledge (TPACK) and digital e-scaffolding in Special School teachers. This type of research used descriptive quantitative. The sample in this research is Special School teachers. Data collection using a questionnaire. Data analysis using descriptive statistics. The results showed that the ability of Special School teachers to integrate and utilize TPACK and computer and internet-based digital e-scaffolding for learning students with disabilities was in the good category. The results of this study show that 78% of Special School teachers have been able to utilize TPACK and digital e-scaffolding in learning for students with disabilities. TPACK skills and digital e-scaffolding are needed by Special School teachers to integrate and utilize technology that supports the learning of students with disabilities. The novelty of this research is to simultaneously analyze TPACK and e-scaffolding because much research has been done on TPACK but research on TPACK and digital e-scaffolding is still limited.

Technology-based learning strategies in Digital Madrasah Program

This study aimed to demonstrate the Research-based Digital Madrasah history and technology-based learning strategies and developments. It is a qualitative descriptive study that uses in-depth interviews for collecting data from informants, including the head of a madrasah, educators, and students, which are analyzed by N-Vivo Software. The results indicated several learning strategies in Research-based Digital Madrasah that were applied and integrated with technology. This includes the use of the tablet in the learning process, especially for the seventh-grade students who were directed at 100% digital-based learning processes. They utilized the technology application in learning, including the Arabic language learning, such as the Alef application, and digital-based academic and non-academic service management. The result confirms that the implementation of strategies in technology-based learning significantly supports madrasah development in the future. Keywords: Digital Madrasah, strategy, technology-based learning, development, learning application.

Digital learning designs in occupational therapy education: a scoping review

BackgroundDigital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited.MethodsWe conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes.ResultsTwenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning.ConclusionsIn OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

Persepsi dan Pengetahuan Siswa terhadap Modul Ajar Ilmu Pengetahuan Alam (IPA) Berbasis Augmented Reality (AR)

This study aims to observe students' knowledge of using Augmented Reality (AR)-based teaching modules in science education through their perceptions. The research employs a quantitative descriptive approach, utilizing questionnaires and interviews as research instruments. Data analysis is conducted using the Interactive Model of Miles and Huberman. This research was conducted in one of the junior high schools in Pekanbaru, with 24 research subjects. This study's findings indicate that most students know about Augmented Reality (AR)-based teaching modules. Most students agree that using AR-based teaching modules as a learning medium assists them in understanding science materials. These findings indicate the positive potential of using AR technology in the context of science education. In the future, this technology integration can be further developed to enrich student's learning experiences and enhance their understanding of scientific concepts. These findings are expected to provide valuable insights for developing technology-based learning strategies in education.

Technology Integrated Online Classrooms and the Challenges Faced by the EFL Teachers in Saudi Arabia during the COVID-19 Pandemic

It is a widespread and strongly supported assumption in the educational arena that the integration of technology into language classrooms can lead to improved teaching and learning with a positive impact on language learners’ proficiency level. The current situation with the COVID-19 pandemic has provided language teachers with great many potential opportunities to implement online applications and instruments to develop learners’ language proficiency. In contrast to the previous norms of EFL classrooms, where technology integration used to be an important albeit a subsidiary component, the current COVID-19 state has put online teaching on the foreground as it is purely a techno-led teaching scenario. However, with the integration of technology-based learning strategies, challenges faced by EFL teachers have also increased. The current study aims to study technology-integrated classrooms and address the challenges before EFL teachers in Saudi Arabia during the COVID-19 pandemic. To have a clear instrument development of data and research findings, the Exploratory Sequential Mixed Method Design was selected by the researcher after using a blend of questionnaires and online interview techniques. For data collection, 50 language instructors at the English Language Institute (King Abdulaziz University) participated in the research. Due to the pandemic control lockdown state, these teachers were teaching an online Module from March-May 2020. The research design was focused on obtaining data based on two aspects: 1. Investigating the positive impact of technology integration in online EFL classrooms during the COVID-19 pandemic. 2. Addressing the challenges faced by the teachers in techno-led online classes during the COVID-19 era. The research findings indicated that despite having access to various techno-led applications and techniques including the blackboard ultra, podcasting, vodcasting etc., still there were many challenges faced by Saudi language instructors. The most common challenges included, but were not limited to, the inability to have access to the modern equipment, interrupted or weak internet connection, learners’ low motivation level and attention deficit. Despite these issues, however, many language instructors reported a positive inclination towards the use of technology in EFL online classes. The findings of the study shed light on the productive use of techno-led online EFL classrooms, focusing on strategic skill-based learning taking place and establishing a strong virtual link between the instructors and learners. Furthermore, the results of this study would help policymakers, trainers, EFL teachers and professional development experts with the current aspects of COVID-19 and the pending issues determining technology integration in EFL online classrooms, thus enabling them to make better-informed decisions.

Learning Personalization Based on Learning Style instruments

Adaptive education systems (AES) are considered one of the most interesting research topics in technology-based learning strategies. Since students have different abilities, needs and learning styles, we should fit the curriculum and teaching activities to these different learning styles. This study investigates the impact of using LAES (Libyan Adaptive Education System) on the performance of students. An ALSI (Arabic Learning Style Instrument) was integrated into the LAES system to investigate learning preferences of students. The student models are constructed according to the results obtained using this instrument (ALSI). Three experimental studies were then conducted to investigate the impact of the LAES system on the performance of students. The results reveal the students who have learnt using the LAES system were more successful than others who learnt without, in terms of the knowledge gained.

Students' perception of e-classroom and their motivation in learning computer science in Bauchi State, Nigeria

Several studies have established relationship between nature of learning environment and students' learning outcomes. In favour to this, teachers are ardently called upon to create favourable learning environment for attainment of educational objectives. Students' perception of learning environment was confirmed to have direct bearing to their learning outcomes. Incorporation of technology-based learning strategies has today made investigations into relationship of learning environment and other classroom variables very crucial. Teachers, employers, administrators and stakeholders in educational research and development can use the results of such studies to improve teaching and productivity. This research work aimed at investigating the relationship between students' perception of e-classroom and their motivation in learning Computer Science. Three research questions were stated to guide the study. The study was carried in Bauchi State, Nigeria, involving 100 Senior Secondary II students drawn from ten senior secondary schools using stratified proportionate random sampling technique. The design of the study was correlation survey and data were collected using two instruments. These were Students Perception of E-classroom Inventory (SPEI) and Computer Motivation Questionnaire (CMQ). The data collected were analyzed using SPSS version 17. The analyses of the data revealed that the students' perception of e – classroom was favourable and students from female schools perceived e-classroom more favourably than students from male schools. The analyses also showed that students' motivation in learning Computer Science was relatively high. Generally, the students gave more emphasis to computer learning value “an aspect of motivation”. In addition, male students were highly motivated in learning Computer Science than female students. Further, the analysis had confirmed that there was no relationship between students' perception of e-classroom and their motivation in learning Computer Science. Based on the findings, some recommendations were given. Some of them include Computer Science teachers should regularly assess students' perception of e-classroom purposely to ascertain which aspect of the e - class is not influential in their learning of Computer Science. In addition investigation into aspects that promote students' motivation in learning Computer Science should be encouraged

Using blended learning to implement evidence-based psychotherapies.

SUMMARY AND RECOMMENDATIONS FOR FUTURE RESEARCH This article explored the concept of BL and examinedhow it can be useful in facilitating the implementation ofEBPs. This article distinguished the concepts of dissemi-nation and implementation to highlight the distinctionbetween traditional efforts of distributing informationabout EBPs to providers and the complexities involvedin promoting the implementation or sustained adoptionof such practices. Traditionally, delivery mechanisms,such as therapy manuals or training workshops, havebeen used as the primary method by which EBPs aredisseminated. Recent research shows that these methods,when used alone, are not sufficient to ensure the sustainedadoption of EBPs (Miller et al., 2004; Sholomskas et al.,2005). In contrast, research shows us that blendingmechanisms known to be useful in knowledge and skillsacquisition can be more effective in changing clinicians’behavior in the long term when compared to using asingle learning strategy alone (e.g., workshop). BL offerssuch advantages as increasing the extent to which skillsand information are acquired, extending the reach ofinformation, optimizing costs and time, and, perhaps insome instances, providing a more cost-effective way toimplement EBPs. Using BL can also require additionalresources and skill sets that can limit both the size ofthe learning system and which components are chosento be included (e.g., BL systems that focus more heavilyon traditional versus technology-based learning strategies).With regard to future research, the outcome studiescited in this article are excellent examples of how onemight systematically evaluate the effectiveness of BLsystems in facilitating aspects (e.g., provider training)important to the implementation of EBPs. There arecurrently no empirically based guidelines for recom-mending how to optimally integrate various learningstrategies into BL systems for training providers in EBPs.However, studies, such as Miller et al. (2004), providesome evidence for the integration of workshops, personalfeedback of taped sessions, and telephone coaching, andperhaps more crucial, how one might optimally configurethese strategies to optimize the implementation of EBPs,such as MI. Furthermore, based on the findings of Milleret al. (2004) and Sholomskas et al. (2005), it appears thatBL systems that provide learning opportunities for mentalhealth providers focused on (a) acquiring basic knowledgeabout EBPs, (b) practicing relevant skills and techniques,and (c) receiving some form of ongoing supervision/feedback play an important (and perhaps necessary) role inoptimizing the sustained adoption (or implementation) ofEBPs.Future research should also consider additional outcomeswhen studying various BL systems in the context ofimplementing EBPs and attempt to answer such questionsas “which learning strategies are most effective for theimplementation of EBPs and how should these strategiesbe arranged to optimize training?” and “what are thecosts associated with delivering these blends relative totheir success in implementing various EBPs?” (i.e.,cost-effectiveness analysis). The latter question wouldrequire researchers to provide cost data in their outcomestudies associated with the many aspects of implementingEBPs. Some of these cost aspects include hiring trainers,printing materials, time away from work (for both trainersand trainees), and renting space. These outcomes arerarely reported in the empirical literature on the trainingof EBPs, and providing them may help us understandhow to most successfully design BL systems for imple-menting EBPs in a wide variety of clinical settings andwith various practitioner groups.

Using computer technology in support of teaching and learning.

The past 10 years have seen prodigious efforts by many institutions to make use of the potential benefits of computer technology for teaching. One serious obstacle to the wider uptake of these benefits is a lack of knowledge of the specific technology-based learning strategies that can be adopted. This article describes six ways in which the computer can be used as a valid tool in the teaching and learning process. These include the use of the computer as an aid to presentation, using it to organize and access information, interactive computer-based learning, computer communications, discipline-specific applications and course management. Some of the advantages and constraints of computer-based learning are discussed.