E-Learning Systems, Environments and Approaches: Theory and Implementation

Isaías, Pedro; Spector, J. Michael; Sampson, Demetrios G.

doi:10.1007/978-3-319-05825-2_1

Cited by 16 publications

(14 citation statements)

References 17 publications

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“…These necessitate the use of technological advances. Moreover, some consider the integration of technology in the classroom essential given the reliance on and high consumption of technology outside of the classroom by most students (Brandtzaeg and Heim, 2011; Isaías et al, 2015; Lichy, 2012; Mott, 2010; Mutekwe, 2015; Taylor and Keeter, 2010). This has inspired instructors to employ social media such as twitter (e.g.…”

Section: High-technology Active Learning Classroomsmentioning

confidence: 99%

Comparison of high-technology active learning and low-technology active learning classrooms

Nicol

Owens

Coze

et al. 2017

Active Learning in Higher Education

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Many academic institutions are investing thousands of dollars in technology-based classrooms to market themselves as modern and adapt to the new generation of students for whom technology forms part of their everyday lives. This technology is also believed to provide the added benefit of better knowledge acquisition, improved critical thinking and greater engagement with the material. However, not many studies have examined their effectiveness in comparison with active learning classes that do not employ a lot of technology. An evaluation of a high-technology-based active learning classroom environment and a low-technology-based active learning classroom for the same organizational behaviour and leadership course is presented in this article. Results revealed no significant differences for grades between the two. However, several problems emerged with the high-technology active learning classroom. Examination of the instructors' experiences suggests that a variety of obstacles need to be dealt with if this type of classroom is to be adequately utilized and assessed.

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Section: High-technology Active Learning Classroomsmentioning

confidence: 99%

Comparison of high-technology active learning and low-technology active learning classrooms

Nicol

Owens

Coze

et al. 2017

Active Learning in Higher Education

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“…Isaias states that digital technology and information systems play a role that increasingly enhances planning, design and implementation of systems and the use of elearning in learning [2]. Learning is further facilitated by the internet as a learning resource.…”

Section: Introductionmentioning

confidence: 99%

Utilization of Schoology for the Development of PPKn Teaching Materials Based on E-learning

Rinenggo¹,

Murdiono²

2020

Proceedings of the 2nd International Conference on Social Science and Character Educations (ICoSSCE 2019)

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This article aims to describe the use of Schoology for the development of e-learning based PPKn teaching materials. The research method uses literature study. The results showed that the use of Schoology for the development of e-learning based PPKn teaching materials could strengthen the aspects of civic knowledge, namely understanding the PPKn learning material and aspects of civic skills, namely digital literacy skills.

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“…E-learning dapat diartikan sebagai penggunaan teknologi web atau internet untuk membuat pengalaman belajar. Dari dua pendapat tersebut mempunyai kesamaan yakni sama-sama menggunakan teknologi komputer, dan memanfaatkan jaringan internet dalam proses pembelajaran Isaías, Ifenthaler, Spector, & Sampson. (2015, p.2) menjelaskan bahwa e-learning mempunyai sifat fleksibilitas, dan pilihan serta dinamis.…”

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Pengembangan E-Learning Berbasis Moodle Untuk Meningkatkan Pemahaman Isi Teks Anekdot Pada Siswa Sma Kelas X

Munandar

Surjono

2018

JTIKP

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Abstrak: Penelitian ini bertujuan untuk: (1) menghasilkan e-learning berbasis Moodle untuk meningkatkan pemahaman isi teks anekdot pada siswa SMA Kelas X; (2) mengetahui kelayakan e-learning; (3) mengetahui efektivitas pembelajaran Bahasa Indonesia setelah menggunakan e-learning. Model pengembangan yang digunakan adalah model pengembangan yang diadaptasikan dari model Alessi dan Trollip. Prosedur pengembangan meliputi tahap perencanaan, desain dan pengembangan. Hasil penelitian menunjukkan bahwa: (1) produk e-learning berbasis Moodle untuk meningkatkan pemahaman isi teks anekdot anekdot pada siswa SMA Kelas X dihasilkan sesuai dengan model pengembangan Alessi dan Trollip (2001) melalui tiga tahap, yakni perencanaan, perancangan, dan pengembangan; (2) produk e-learning berbasis Moodle untuk meningkatkan pemahaman isi teks anekdot pada siswa SMA kelas X dinyatakan layak digunakan dalan proses pembelajaran ditinjau dari media, materi, dan penilaian siswa; (3) Produk e-learning yang dikembangkan menggunakan aplikasi Moodle dinilai efektif karena dapat meningkatkan pemahaman isi teks anekdot. Hal ini dibuktikan dengan hasil nilai pretest dengan rata-rata 66,88, dan nilai posttest dengan rata-rata nilai 93,63. Porsentase ketuntasan belajar siswa 100% (32 siswa). Dari hasil penelitian tersebut, dapat disimpulkan bahwa e-learning yang dikembangkan layak, dan efektif digunakan dalam pembelajaran khususnya pada materi teks anekdot. Kata Kunci: e-learning, moodle, efektivitas, teks anekdot Abstract: This study aims to: (1) produce e-learning based on Moodle to increase the understanding of the anecdotes text content of senior high school students class X; (2) determine the feasibility of e-learning; (3) determine the effectiveness of learning Indonesian after using e-learning. The development model used a model adapted from the Alessi & Trollip. The procedure included the development of planning, design, and development. The result shows that: (1) the product Moodle-based e-learning inproved the understanding of the text content of anecdotes in SMA students class X is produced in accordance with the development model Alessi and Trollip (2001) through three stages: planning, design, and development; (2) the product Moodle-based e-learning improved the understanding of the anecdotes text content in SMA students class X and is declared eligible for use in the leaning process in terms of media, materials, and student’s assessment; (3) e-learning products development using Moodle application is considered effective because it could improve the understanding of the text content of anecdotes. This is evidenced by the result of the pretest with an average of 66.88, and posttest volue with an average of 93.63. The precentage of complete mastery of the student learning is 100% (32 students). From these results, it could be concluded that the e-learning developed is feasible, and effective to be used in learning, especially on anecdotes text material. Keywords: e-learning, moodle, effectiveness, anecdotes text

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E-Learning Systems, Environments and Approaches: Theory and Implementation

Cited by 16 publications

References 17 publications

Comparison of high-technology active learning and low-technology active learning classrooms

Comparison of high-technology active learning and low-technology active learning classrooms

Utilization of Schoology for the Development of PPKn Teaching Materials Based on E-learning

Pengembangan E-Learning Berbasis Moodle Untuk Meningkatkan Pemahaman Isi Teks Anekdot Pada Siswa Sma Kelas X

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