Elements of Electronic Teaching Materials with Respect to Student's Cognitive Learning Styles

Klement, Milan; Dostál, Jiřı́; Marešová, Hana

doi:10.1016/j.sbspro.2014.01.1186

Cited by 13 publications

(10 citation statements)

References 8 publications

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“…Diantara jenis-jenis bahan ajar tersebut, bahan ajar yang berbasis dengar, pandang dengar, dan multimedia interaktif menjadi bahan ajar yang bisa dimanfaatkan oleh guru ketika pembelajaran diadakan secara jarak jauh seperti saat ini. Hl tersebut diperkuat dengan pendapat Klement yang menyatakan bahwa materi pembelajaran elektronik, sebisa mungkin tidak hanya teks, tetapi juga elemen yang mampu menarik perhatian dan juga terus menerus memotivasi peserta didik serta mempertahankan perhatiannya dengan gambar, video, rekaman suara, dan sebagainya [6]. Sesuai dengan pendapat Kantun [7] bahwa keberagaman bahan ajar akan mempengaruhi proses pembelajaran bagi guru dan siswa karena akan memperoleh dan memperkaya ilmu pengetahuan dari berbagai sumber [8].…”

Section: Pendahuluanunclassified

Kesesuaian Isi Bahan Ajar Daring dengan Kurikulum pada Laman Sumber.belajar.kemdikbud.go.id Sebagai Penunjang dalam Proses Pembelajaran Jarak Jauh

Soleh

Purnomo

Pratiwi

2021

UJET

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Penelitian ini bertujuan untuk mengidentifikasi kesesuaian isi bahan ajar yang terdapat pada lama sumber.belajar.kemdikbud.go.id dengan cakupan materi yang terdapat pada kurikulum, khusunya pada kompetensi inti dan kompetensi dasar mata pelajaran Bahasa Indonesia. Penelitian ini menggunakan jenis penelitian kualitatif dengan menerapkan metode deskriptif. Pengumpulan data yang digunakan dalam penelitian ini yaitu menggunakan teknik simak, catat, dan dokumentasi. Analisis data dalam penelitian ini menggunakan teknik analisis isi (Content Analysis). Hasil dalam penelitian ini menunjukkan bahwa isi bahan ajar dengan kurikulum yang terdapat pada lama sumber.belajar.kemdikbud.go.id khususnya pada mata pelajaran Bahasa Indonesia tergolong dalam kategori yang cukup sesuai. Hal tersebut terlihat dari materi-materi yang disajikan sudah cukup banyak yang sesuai dengan cakupan materi yang terdapat dalam kompetensi inti maupun kompetensi dasar mata pelajaran Bahasa Indonesia yang ada pada kurikulum, di samping terdapat beberapa sajian materi yang kurang sesuai dengan cakupan kompetensi inti maupun kompetensi dasar mata pelajaran Bahasa Indonesia dalam kurikulum.

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Section: Pendahuluanunclassified

Kesesuaian Isi Bahan Ajar Daring dengan Kurikulum pada Laman Sumber.belajar.kemdikbud.go.id Sebagai Penunjang dalam Proses Pembelajaran Jarak Jauh

Soleh

Purnomo

Pratiwi

2021

UJET

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“…As suggested by Ali (2018), e-teaching can include asking learners to find things online before the next class and creating platforms for learners to communicate their ideas with each other. According to Klement et al (2014). e-teaching brings together all the preferred learning styles, i.e.…”

Section: E-education: a Brief Overviewmentioning

confidence: 99%

“…For optimal effect, the variety of tools, materials and resources for e-teaching have to be operationalised in a Learning Management System (LMS). Klement et al (2014) mention that the LMS platform in itself represents a virtual classroom environment that has to include e-learning materials, sample tests, academic instruction, exercises, discussion forums, etc. For these to come together meaningfully, it is still the preserve of the e-teacher to select, plan and programme the set of tools and resources, meaningfully cascaded, with ample suggestions for learners to take advantage of.…”

Section: E-education: a Brief Overviewmentioning

confidence: 99%

The status of electronic teaching within South African LIS Education

Majanja

2020

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PurposeTo determine the perceived self-efficacy of South African LIS academics in e-teaching as a co-requisite to imparting relevant ICT knowledge and skills to LIS students.Design/methodology/approachThe study was underpinned by the pragmatic world view, which allows a researcher to choose a combination of methods, techniques and procedures that best meets the needs and purposes of the study. Based on the purpose and objectives of the study, and the type of data needed, a quantitative approach, employing the descriptive survey design was used. An online questionnaire with both structured and unstructured questions was distributed to 79 LIS academics in 8 universities and attracted a 68.4% response rate. Structured responses were computed directly as quantitative data, while the unstructured answers were aggregated under themes and analysed quantitatively.FindingsThe findings show that LIS academics in South Africa have not been left behind in the trends regarding e-teaching, and most of them feel quite confident about their self-efficacy in e-teaching. A variety of Learning Management Systems and e-tools are in use and relevant policies and technical support available. Most LIS academics, to re-/up-skill themselves, employ diverse heutagogical strategies. However, the e-teaching support in terms of resources and technical support are inadequate because some universities are deficient in their provision of ICTs and e-learning guidelines.Research limitations/implicationsThe limitations of the study is that this was a time-bound study that focused merely on the basic level investigation A further in-depth probing of the real (as opposed to self) levels of e-teaching efficacy and how heutagogy can be explored or advocated is necessary.Practical implicationsThe implications of the results are that (1) South African LIS academics are well fairly well prepares to face the impact of COVID-19, which has forced universities to turn to virtual/online education (2) Heutagogical approach should be explored as a method of further improving the capabilities of e-teachers, in order to (3) pass forward a positive impact on LIS graduates by preparing them to be agile for a modern work environment. (4) universities have to provide sufficient resources to support academics in their endeavour to continually improve their teaching.Social implicationsTopical in the face of the novel coronavirus.Originality/valueOptimal

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“…Stevens, Kitterlin and Tanner (2012) assessed the LS of hospitality majors. In studies by Klement, Dostál and Marešová (2014) and Klement (2014), they requested education students to complete the VARK questionnaire. Ocepek, Bosnić, Ŝerbec, and Rugelj (2013) utilised the VAK questionnaire; their sample consisted of computer science, mathematics, primary teacher education, science, and art pedagogy students.…”

Section: Previous Research On Varkmentioning

confidence: 99%

Learning style preferences of logistics learners

Lambert

2018

SAJHE

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The VARK model categorises learners as V (visual), A (aural), (R) (read/write) and K (kinaesthetic). The visual, aural, read/write and kinaesthetic (VARK) learning style preference of logistics students has previously not been assessed. For this study the learning style preferences of logistics final year Diploma students from Tshwane University of Technology were therefore determined. Eighty questionnaires were distributed with 78 being received back, (a response rate of 97.5%). Of which, two could not be used as they were not completed in full, giving 97.4 per cent of useful questionnaires (76 from 78). The dominant learning preference amongst the Logistics III students was a K (kinaesthetic) learning preference (21 out of 76, or 27.6%), followed by R (read/write) learning preference (15 out of 76, or 19.7%). VARK learning preference was third with 10 of 76 (13.2%). In the study 56.6 per cent of the learners preferred a unimodal learning experience, and 43.4 per cent of the learners preferred multimodal learning styles.

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Elements of Electronic Teaching Materials with Respect to Student's Cognitive Learning Styles

Cited by 13 publications

References 8 publications

Kesesuaian Isi Bahan Ajar Daring dengan Kurikulum pada Laman Sumber.belajar.kemdikbud.go.id Sebagai Penunjang dalam Proses Pembelajaran Jarak Jauh

Kesesuaian Isi Bahan Ajar Daring dengan Kurikulum pada Laman Sumber.belajar.kemdikbud.go.id Sebagai Penunjang dalam Proses Pembelajaran Jarak Jauh

The status of electronic teaching within South African LIS Education

Learning style preferences of logistics learners

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