Portraying the Performance of Indonesian’s Massive Open Online Course Facilitators

Ginting, Daniel; Woods, Ross; Tantri, Niki Raga; Rahayu, Puji; Asfihana, Raida

doi:10.1177/21582440221116601

Cited by 6 publications

(4 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They can allocate cognitive resources more efficiently, fostering a deeper understanding of the subject matter. Thus, this reduction in cognitive load enhances the learning experience, promoting a more seamless and effective acquisition of knowledge [36,37]. Our findings align with existing research supporting the idea that pre-reading activities, like video-based approaches, can activate relevant schemas, contributing to enhanced comprehension, retention, and recall of information [38][39][40].…”

Section: Plos One Classes I'm Going To Start Incorporating Video Lear...supporting

confidence: 85%

Untitled

View full text Add to dashboard Cite

Section: Plos One Classes I'm Going To Start Incorporating Video Lear...supporting

confidence: 85%

Untitled

View full text Add to dashboard Cite

“…They can allocate cognitive resources more efficiently, fostering a deeper understanding of the subject matter. Thus, this reduction in cognitive load enhances the learning experience, promoting a more seamless and effective acquisition of knowledge [ 36 , 37 ]. Our findings align with existing research supporting the idea that pre-reading activities, like video-based approaches, can activate relevant schemas, contributing to enhanced comprehension, retention, and recall of information [ 38 – 40 ].…”

Section: Resultsmentioning

confidence: 99%

The impact of flipping class intervention on reading comprehension: Different approaches and proficiency levels

Fahmi,

Mukminatien,

Ginting

et al. 2024

PLoS ONE

Self Cite

View full text Add to dashboard Cite

Flipped classes can improve English language teaching and learning, especially reading outcomes, by enhancing student engagement and motivation through interactive and captivating educational materials. The goal of this study is to examine the effects of different schema activations in different English flipped class formats in pre-reading activities on the reading comprehension of students with different reading proficiency levels. A quasi-experimental research design was employed involving 30 first-year students from the first university and 28 first-year students from the second university in Surabaya, Indonesia, who were studying English as a general course at an intermediate level. The study used informed consent and two different formats, A and B, where pre-reading tasks were completed in class or asynchronously online, respectively. The study found that using video-based pre-reading activities in flipped class can improve comprehension and schema acquisition. Flipped classes can provide personalized learning experiences, but its effectiveness varies depending on the strategies and delivery methods used. While most students benefit from flipped classes, those who struggle with self-discipline and time management may find it challenging to adapt to the online component and may experience lower performance as a result.

show abstract

“…Furthermore, research has shown that individual learning styles can also affect learners' engagement with language learning activities (Ginting et al 2022c). For example, some learners may have more visual or kinesthetic styles, and may require more hands-on or interactive activities to stay engaged.…”

Section: The Limitations Of Story Tellingmentioning

confidence: 99%

The Place of Storytelling Research in English Language Teaching: The State of the Art

Ginting,

Sabudu,

Barella

et al. 2023

VELES

View full text Add to dashboard Cite

Storytelling techniques serve as dynamic tools for enhancing language skills, encompassing both receptive (listening, reading) and productive (speaking, writing) proficiencies. In contrast to their non-narrative counterparts, these techniques offer a more potent array of teaching methodologies. This study aims to elucidate the current landscape of research concerning the efficacy of storytelling techniques. Initially, the investigation delves into the cognitive processing of narratives. Stories engage language processing centers, invigorate the visual cortex, evoke emotive responses, and facilitate comprehension of intricate information. Subsequently, the study explores linguistic processing theory and embodied cognition theory. Through an exhaustive literature review, this research applies a rigorous evidence synthesis method to assess selected studies, culminating in the amalgamation of findings when comparability permits. The study unveils that storytelling techniques foster reading and listening comprehension, bolster speaking and writing skills, and kindle creativity and imagination. Moreover, enhancements span vocabulary, grammar, and syntax. Nonetheless, while generally efficacious, the uniformity of effectiveness across diverse learners remains a nuanced aspect.

show abstract

Portraying the Performance of Indonesian’s Massive Open Online Course Facilitators

Cited by 6 publications

References 27 publications

Untitled

Untitled

The impact of flipping class intervention on reading comprehension: Different approaches and proficiency levels

The Place of Storytelling Research in English Language Teaching: The State of the Art

Contact Info

Product

Resources

About