Learning Approach and Learning: Exploring a New Technological Learning System

Aflalo, Ester; Gabay, Eyal

doi:10.20429/ijsotl.2013.070114

Cited by 7 publications

(10 citation statements)

References 25 publications

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“…On the other hand, the use of media in the learning process is believed to be an effort to provide a meaningful learning experience for students (Aflalo & Gabay, 2013;Isaacs, 2012;Ismail, Harun, Zakaria, & Salleh, 2017). Technological developments, including in the education fields and learning, have an impact on how efforts need to be made to develop media based on science and refer to the latest developments (Leow & Neo, 2014;Mehdipour & Zerehkafi, 2013;West, 2015).…”

Section: Introductionmentioning

confidence: 99%

Developing digital multimedia of human anatomy and physiology material based on STEM education

Hidayati

Irmawati²

2019

JPBI

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The development of multimedia based on science, technology, engineering, and mathematics (STEM) to empower students critical thinking skills has not been optimally carried out. The purpose of this research was to develop multimedia of human anatomy and physiology material based on STEM which improve students' critical thinking skills. This research and development (R&D) used 4D Thiagarajan development model which consisted of define, design, develop, and disseminate. The instruments used were interview guidelines, observation sheets, questionnaires, and test. The data obtained consisted of quantitative and qualitative data. The quantitative data was obtained from the test results and the assessments of respondents using a Likert scale, while the qualitative data in the form of experts recommendations. The results showed that the media developed were classified as valid with the scores were 96.89% (media aspects), 97.53% (usefulness), and 85.22% (readability). Furthermore, the prerequisite test results showed that the data are spread normally (p>0.05) and homogeneously (p>0.05) so that the ANACOVA test is continued. The ANACOVA test results showed that students' critical thinking skills taught with multimedia were significantly difference (sig <0.05).This study recommends the use of multimedia in learning human anatomy and physiology.

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Section: Introductionmentioning

confidence: 99%

Developing digital multimedia of human anatomy and physiology material based on STEM education

Hidayati

Irmawati²

2019

JPBI

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“…The philosophically based experimental approach provides opportunities for students to study comprehensively (Madhuri, Kantamreddi, & Prakash-Goteti, 2012;Newman, 2015). The orientation of learning in the experiment-based approach mainly emphasizes knowledge (Syla & Hodolli, 2017), reconstruction (Iversen, Pedersen, Krogh, & Jensen, 2015;Thompson, 2011), application (Gultepe, 2016), understanding (Cremin, Glauert, Craft, Compton, & Styliandou, 2015), observation from various perspectives (Rahmasiwi et al, 2015), and built the new concepts (Aflalo & Gabay, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…This approach focuses on philosophical concepts and didactic learning methods. Learning objectives and orientations primarily emphasize knowledge, repetition and reconstruction, application, understanding, observations from various perspectives, and thought formation (Aflalo & Gabay, 2013). However, research that examines the starter experiment approach and the development of science process skills is still limited.…”

Section: Introductionmentioning

confidence: 99%

Teaching science process skill using guided inquiry model with starter experiment approach: an experimental study

Wardani¹,

Djukri²

2019

JPBI

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Numerous challenges occur in education field require effective solutions to encounter. The aim of this research was to investigate the effectiveness of guided inquiry model with starter experiment approach in teaching science process skill. This quasi-experimental research employed non-equivalent control group design. A total of 64 students of X MIPA1 and X MIPA5 was selected as the sample. In selecting the sample, the researchers applied cluster random sampling while the data was collected by using test. The data was analyzed using ANCOVA after underwent prerequisite normality and homogeneity tests (α = 0.05). The results showed that the mean of posttest was 79.33%. The improvement of science process skill was 44.88%, compared to the pretest results. The results of ANCOVA revealed that the significance value was of 0.025. This means that the guided inquiry model with starter experiment approach in teaching science process skill of the students is effective.

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“…Additionally, the literature study found three perspectives on the use of vignettes in experiential learning, including behaviorist, cognitive, and humanist perspectives (Aflalo & Gabay, 2013;Kidwell & Valentine, 2009). According to the behaviorist approach, vignettes integrate corporate experiences to inspire constructive conversations aimed at resolving underlying problems.…”

Section: Literature Reviewmentioning

confidence: 99%

Utilisation of Vignettes Instructional Method and Ethical Sensitivity in Decision-Making among Business Studies Teacher Trainees at the University of Nairobi, Kenya

Oluoch

Odundo

Mwangi

2021

JLE

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Vignettes have been applied in many academic disciplines over time, as an essential element of experiential learning. At the Department of Educational Communication and Technology, adoption of vignettes instructional method by instructors remains slow, while application by early adopters remains inconsistent. Despite this, little is known about how utilisation of vignettes to teach business ethics at the Department influences teacher trainees’ ethical sensitivity in decision-making. The cross-sectional survey design guided the research process, and primary data were sourced in 2018 from 116 learners. Both quantitative and qualitative analysis techniques were applied. Key results show that trainees who strongly agreed that utilisation of vignettes influenced their ethical sensitivity in decision-making had about 2 times the odds of being ethically sensitive in their decisions as their colleagues who expressed strong disagreement about the same. Besides, those who agreed that utilisation of vignettes influenced their ethical sensitivity in decision-making were about 1.9 times as likely to make ethically sensitive decisions as those who indicated strong disagreement. On aggregate, utilisation of vignettes caused a positive and significant influence on trainees’ ethical sensitivity in decision-making. It also emerged third in the order of relative importance. Notably, the more the trainees appreciated that utilisation of vignettes influenced their ethical sensitivity in decision-making, the higher odds of making ethically sensitive decisions. Thus, improving trainees’ knowledge on the various parameters of vignettes’ utilisation is likely to enhance their ethical sensitivity in decision-making. This may be achieved by dedicating a section of training modules on optimisation of vignette utilisation.

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Learning Approach and Learning: Exploring a New Technological Learning System

Cited by 7 publications

References 25 publications

Developing digital multimedia of human anatomy and physiology material based on STEM education

Developing digital multimedia of human anatomy and physiology material based on STEM education

Teaching science process skill using guided inquiry model with starter experiment approach: an experimental study

Utilisation of Vignettes Instructional Method and Ethical Sensitivity in Decision-Making among Business Studies Teacher Trainees at the University of Nairobi, Kenya

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