Learning Technologies and Globalization

Dabbagh, Nada; Benson, Angela D.; Denham, André R.; Joseph, Roberto; Al‐Freih, Maha; Zgheib, Ghania; Fake, Helen; Guo, Zhetao

doi:10.1007/978-3-319-22963-8

Cited by 28 publications

(8 citation statements)

References 2 publications

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“…Penyajian media pembelajaran dalam format permainan akan memberikan kesan menyenangkan bagi penggunanya karena aktifitas pembelajarannya dilakukan dengan bermain. Berdasarkan hasil penelitian dari beberapa ahli, permainan/game berdampak positif dalam pemahaman konseptual, pemecahan masalah, kemampuan spasial, berpikir kritis, dan kemampuan berpikir tingkat tinggi (high order thinking) lainnya (Dabbagh, Benson, Denham, et al, 2016) sehingga sangat cocok diterapkan dalam pembelajaran matematika.…”

Section: Gambar 8 Growth In Key Marketunclassified

Media Edutainment Segi Empat Berbasis Android: Apakah Membuat Belajar Matematika Lebih Menarik?

Setyaningrum¹,

Waryanto²

2017

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Media edutainment merupakan media yang menggabungkan sisi edukasi dan hiburan secara harmonis yang dilengkapi dengan fasilitas audio, visual, dan animasi yang diharapkan dapat menumbuhkan semangat belajar siswa. Artikel ini mendiskusikan peran media edutainment dalam proses belajar siswa, dengan fokus kepada bagaimana tingkat ketertarikan dan keingintahuan dalam mempelajari materi matematika dengan menggunakan media berbasis Android. Data didapatkan menggunakan angket dan wawanara kepada 15 siswa SMP di Yogyakarta yang dipilih menggunakan teknik convenience sampling. Data menunjukan bahwa media game edutainment yang dikembangkan dapat membantu siswa belajar matematika menjadi menarik dan membangkitkan rasa ingin tahu siswa baik terhadap materi yang dipelajari maupun terhadap game tersebut.

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Section: Gambar 8 Growth In Key Marketunclassified

Media Edutainment Segi Empat Berbasis Android: Apakah Membuat Belajar Matematika Lebih Menarik?

Setyaningrum¹,

Waryanto²

2017

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“…Since this course was offered to anyone that wanted to register, the total number of participants swelled to well over 2,300 (Rodriguez, 2012). The success of CCK08 led Dave Cormier to coin the term Massive Open Online Course in order to later describe the course (Dabbagh et al, 2016). For the following few years, most MOOCs were connectivist in nature (Daniel, 2012).…”

Section: Introductionmentioning

confidence: 99%

Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Crosslin

Dellinger

Joksimovíc

et al. 2018

OLJ

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Dual-layer MOOCs are an educational framework designed to create customizable modality pathways through a learning experience. The basic premise is to design two framework choices through a course: one that is instructor centered and the other that is student determined and open. Learners have the option to create their own customized pathway by choosing or combining both modalities as they see fit at any given time in the course. This exploratory mixed-methods study sought to understand the patterns that learners engaged in during a course designed with this pathway framework. The results of the quantitative examination of the course activity are presented, as well as the categories and themes that arose from the qualitative research. The results of the analysis indicate that learners value the ability to choose the pathway that they engage the course in. Additional research is needed to improve the technical and design aspects of the framework.Various approaches have been undertaken in Massive Open Online Courses (MOOCs) to transfer control over the learning experience to MOOC participants in a manner that allows these participants to create a personal learning pathway. A dual-layer MOOC design is one approach that involves creating two complete and complementary learning pathway "layers" for the course, with each pathway focusing on different epistemological modalities. The intent is to allow MOOC

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“…In this course, 24 fee-paying oncampus students and approximately 2,200 students from the general public were enrolled, which was then considered a massive number (Mackness, Mak & Williams, 2010). This initial surprising numbers led Dave Cormier, from the University of Prince Edward Island (Canada), to coin the term "massive open online course" (Dabbagh, Benson, Denham, Joseph, Al-Freih, Zgheib, & Guo, 2016). Siemens and Downes had designed the course to be an experiment in a new learning theory that they had recently begun working out, called connectivism (Kovanović et al, 2015).…”

Section: Background Of Moocsmentioning

confidence: 99%

Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades

Abdel-Maksoud

2019

IER

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Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the ‎experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.

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Learning Technologies and Globalization

Cited by 28 publications

References 2 publications

Media Edutainment Segi Empat Berbasis Android: Apakah Membuat Belajar Matematika Lebih Menarik?

Media Edutainment Segi Empat Berbasis Android: Apakah Membuat Belajar Matematika Lebih Menarik?

Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades

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