Evaluating learning outcomes of an asynchronous online discussion assignment: a post-priori content analysis

Calderon, Orly; Sood, Charu

doi:10.1080/10494820.2018.1510421

Cited by 26 publications

(14 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A pleasant learning atmosphere by using new media in it (Loughlin et al, 2013), such as the use of videos on the Youtube platform will make students have fun learning and be able to follow the flow of their minds to be ready to accept any direction from the teacher (Azor et al, 2020), including analyzing videos for their HOTs. The process of presenting learning in the form of analytical videos using the Youtube media platform is felt as a form of teacher strategy in presenting learning that is in accordance with culture (Calderon & Sood, 2018), and student habits in accessing Youtube on a daily basis (Tella et al, 2020). This makes it easier for them to learn and think at a higher level.…”

Section: Resultsmentioning

confidence: 99%

Video analysis with youtube platform for Physical Education, Health, and Recreation students’s Higher Order Thinking Skills (HOTs)

Friskawati

Supriadi

2022

j. Sport Area

View full text Add to dashboard Cite

Learning using technology-based media has become the main thing in learning in the 4.0 era to support high-level life skills, one of which is thinking skills. The purpose of this study is to re-prove the use of video analysis, especially using the Youtube platform for students' Higher Order Thingking Skills (HOTs). The study used an experimental design with a factorial design in a population of 312 PJKR level IV students who were taking Sports Pedagogy lectures. The sample consisted of 79 people in the experimental group and 80 people in the control group who were taken using cluster random sampling technique. The research was conducted from April 2020 to July 2020 when online lectures were conducted during the Covid 19 Pandemic with 12 meetings. The results show that there are differences in student HOTs in the group that uses video analysis with the Youtube platform and those that do not. The difference in HOTs is also seen in gender groups. HOTs in students can be improved through video analysis on the Youtube platform with learning stages that contain the HOTs concept, namely Concept, Analitycal, Understanding Knowlede, and Create.

show abstract

Section: Resultsmentioning

confidence: 99%

Video analysis with youtube platform for Physical Education, Health, and Recreation students’s Higher Order Thinking Skills (HOTs)

Friskawati

Supriadi

2022

j. Sport Area

View full text Add to dashboard Cite

show abstract

“…Notably, these findings contrast with those of Ogbonna et al (2019), who noticed an improvement of cognitive knowledge by asynchronous student group members and an improvement of skills acquisition through the synchronous path. They explained their findings by the fact that asynchronous e-learning enables students to work on documents or send messages to teachers or peers at their own learning pace that allows them to carefully think through their contributions before submitting them (Calderon and Sood, 2020; Ogbonna et al , 2019). The differing results may be explained by the design of the case study-course, which was pivotal for supporting (sustainability) knowledge and competences (Altomonte et al , 2016; Diamond and Irwin, 2013), particularly in its theoretical phase, which was designed in the inverted classroom format, promoting the above mentioned individual asynchronous learning (Strelan et al , 2020), as all students studied the textbook on their own.…”

Section: Discussionmentioning

confidence: 99%

“…For example, synchronous webinars enable direct exchange and foster collaborative work skills, as well as social presence (Bromley, 2013; Gegenfurtner and Ebner, 2019). On the other hand, asynchronous discussion forums and wikis can contribute to more reflective,meaningful answers, deeper (individual and community) analysis, more collaboration and better learning achievements (Almatrafi and Johri, 2019; Calderon and Sood, 2020; Ioannou et al , 2015). It has also been shown that by using Community Question Answering (CQA) – a prominent asynchronous tool, where students ask a question and share knowledge by providing an answer to questions asked by others – students acquire knowledge that can be structured more clearly.…”

Section: Literature Reviewmentioning

confidence: 99%

Towards effective e-learning on sustainability: a case study-course on participatory processes in environmental politics

Perbandt

Heinelt

Nicolau

et al. 2021

IJSHE

View full text Add to dashboard Cite

Purpose Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students’ knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students’ knowledge achievement and skills acquisition. Design/methodology/approach The empirical analysis is based on an online course “Participatory processes in environmental politics”. International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students’ knowledge and skills. Descriptive statistical analyses were carried out on this data. Findings Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on “research application” to a greater extent. Originality/value Evaluating the effectiveness of different e-learning tools on students’ sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.

show abstract

“…Furthermore, synchronous distance education makes it easier for students to ask questions, enables direct exchange (Stein et al, 2007;Perbandt et al, 2021), and provides instant feedback. However, since students have less time in synchronous discussions, the rate of meaningfully responding to comments may be lower than asynchronous (Stein et al, 2007;Calderon & Sood, 2020). The reason is that having flexible working times in distance education is liked by students (Lall & Singh, 2020).…”

Section: Asynchronous and Synchronous Learningmentioning

confidence: 99%

Using virtual reality learning environments to motivate and socialize undergraduates in distance learning

Çoban

Göksu

2022

Participatory Educational Research

View full text Add to dashboard Cite

Interest in virtual reality technologies has increased significantly in recent years, and an effort is being made to integrate it into educational environments. This study aims to investigate the impact of synchronous distance courses in the Virtual Reality (VR) learning environment (via vAcademia) and Web-based (via Adobe Connect) learning environment on undergraduate students' learning motivation and levels of perceived sociability. The sample of the study was conducted with experimental (VR) and control group (Web-based) quasi-experimental design consists of 41 undergraduate students (experimental: 21, control: 20). As a result of the t-test and two-way ANOVA analysis, there was a significant difference between the groups in favor of the VR group regarding motivation and perceived sociability. The motivation and perceived sociability in the 3D VR environment of the students in distance learning were significantly higher than in the web-based environment. It was also found out that students' motivation and perceived sociability levels did not vary depending on gender or on the technological device (smartphone or computer) that students use when connecting to online classes. The research results indicated that the VR learning environment effectively ensured students' motivation and sociability in the distance learning process. In this context, institutions should be aware of the importance of VR technologies and plan to teach accordingly which may make the process more efficient.

show abstract

Evaluating learning outcomes of an asynchronous online discussion assignment: a post-priori content analysis

Cited by 26 publications

References 16 publications

Video analysis with youtube platform for Physical Education, Health, and Recreation students’s Higher Order Thinking Skills (HOTs)

Video analysis with youtube platform for Physical Education, Health, and Recreation students’s Higher Order Thinking Skills (HOTs)

Towards effective e-learning on sustainability: a case study-course on participatory processes in environmental politics

Using virtual reality learning environments to motivate and socialize undergraduates in distance learning

Contact Info

Product

Resources

About