Students’ Utilization of Distance Learning through an Interventional Online Module Based on Moore Transactional Distance Theory

Abuhassna, Hassan; Yahaya, Noraffandy

doi:10.29333/ejmste/91606

Cited by 39 publications

(39 citation statements)

References 22 publications

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“…This study adopts the theory of transactional distance as a conceptual framework for the development of the interactive web-based TOEIC tutoring course. This theory plays a crucial role in helping us understand the nature of online instruction and how it works (Abuhassna & Yahaya, 2018). It provides a helpful guideline for online learning and teaching practices (Garrison, 2000).…”

Section: Transactional Distance Theorymentioning

confidence: 99%

The Effects of an Interactive Web-based Test of English for International Communication Tutoring Course on Thai Students’ English Grammar Proficiency

Mayanondha¹,

Soontornwipast²

2020

AWEJ

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There has been a range of online Test of English for International Communication courses in Thailand. However, the courses lack interaction, and learners do not have enough opportunities to contact tutors when they have problems. Therefore, the interactive web-based Test of English for International Communication tutoring course was developed in this study to promote interaction in online learning. This study investigates the effects of the course on students' English grammar proficiency and explores students' opinions on the course. The participants were 40 Thai students enrolling in the course. This research employed the mixed-methods approach. The effects of the instruction on grammar proficiency were assessed by pre-and posttests. Students' opinions were explored through reflective journals, questionnaires, and semistructured interviews. The results show that students' grammar proficiency significantly improved after taking the course. All students had a positive attitude towards the course. They perceived a high level of instructor-student interaction, leading to an increase in learning motivation and eagerness to complete the course. Although student-student interaction was in a slightly lower degree, the students had a positive impact on one another. Besides, considerable course flexibility facilitated active learning and increased students' satisfaction. This course also encouraged autonomous learning as the students perceived a sense of responsibility for their study. Extrinsic incentives effectively motivated students to become more active and participate in activities. This study provides a guideline of the teaching approaches to incorporate the concept of interaction into web-based instruction to improve students' grammar proficiency.

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Section: Transactional Distance Theorymentioning

confidence: 99%

The Effects of an Interactive Web-based Test of English for International Communication Tutoring Course on Thai Students’ English Grammar Proficiency

Mayanondha¹,

Soontornwipast²

2020

AWEJ

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“…One of the most important elements when designing DL courses is the flexibility of the course, and how students would be able to utilize it. DL flexibility is related to student"s background regarding the internet and LMS system [1], [2]. DL flexibility is commonly referred to as the extent to which the course is to assist a user in accomplishing a task [6].…”

Section: Introductionmentioning

confidence: 99%

Guidelines for Designing Distance Learning Courses via Moodle to Enhance Students Satisfaction and Achievements

Abuhassna¹,

Yahya²,

Zakaria³

et al. 2021

IJIET

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This research aims to develop guidelines on designing Distance Learning (DL) courses through Moodle system to enhance student’s satisfaction and academic achievements in online learning environments. This research consists of two main phases; phase one aims to develop a DL course based on ADDIE course design strategy via Moodle system; phase two was the interview part, wherein a qualitative approach was employed to give an inclusive insight into this matter. Ten participants were interviewed. The interview group consists of two, three, and four participants in each group. Based on the interview results the researcher noted that student autonomy or self-educating is the key point for the students to overcome the challenges during the DL experience. The interviewees commented that this experience had improved their satisfaction in several ways. In conclusion, this experience provided them with a platform where they can be more active and collaborative in their own learning process.

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“…According to (Zhu, 2012), there is a positive relationship between achievement and satisfaction. Meanwhile, Abuhassna & Yahaya (2018) argues that website-based distance learning makes a significant contribution in improving distance learning and students. Learning mathematics using online learning is a form of curriculum realization in the department of mathematics education, and it was hoped that student can play an active role and learn independently in the capita selecta intermediate level' mathematics course so that it can improve students' mathematical connection skills.…”

Section: A Introductionmentioning

confidence: 99%

Inproved Math Connection Skills Through Online Learning Using MATH-UNWIR

Mulyana

Taufan

Nurafifah

2021

JTAM

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Advances in technology and learning carried out online due to the Covid-19 pandemic are the background for this research. Research objectives to determine the effectiveness of online learning using MATH-UNWIR in improving mathematical connection ability and online learning amid the pandemic Covid-19. This study uses quantitative research with a quasi-type experimental design, as well as a research design using pretest and posttest experimental classes. There are 15 students as research sample. The instruments used was connection skill test and questionare. The data obtained anylized with quantitative method. The average yield pretest was 56,33 and the posttest mean was 81,67. The results of the pretest posttest paired sample t-test showed that there was an average difference significant between pretest and posttest results, so that it brought to an effect of online learning using MATH-UNWIR on students' mathematical connections. The result of the N-Gain score was 0.57. That means it is in the medium category and shows a percentage of 57%. In this study it can be concluded that there is significant influence online learning’ using MATH-UNWIR to improve students' mathematical connections with the interpretation of the effectiveness of increasing mathematical connections quite effectively.Advances in technology and learning carried out online due to the Covid-19 pandemic are the background for this research. Research objectives to determine the effectiveness of online learning using MATH-UNWIR in improving mathematical connection ability and online learning amid the pandemic Covid-19. This study uses quantitative research with a quasi-type experimental design[L1] , as well as a research design using pretest and posttest experimental classes. There are 15 students as research sample. The instruments used was connection skill test and questionare. The data obtained anylized with quantitative method.The average yield pretest was 56,33 and the posttest mean was 81,67. The results of the pretestposttest paired sample t-test showed that there was an average difference significant between pretest and posttest results, so that it brought to an effect of online learning using MATH-UNWIR on students' mathematical connections. The result of the N-Gain score was 0.57. That means it is in the medium category and shows a percentage of 57%. In this study it can be concluded that there is significant influence online learning’ using MATH-UNWIR to improve students' mathematical connections with the interpretation of the effectiveness of increasing mathematical connections quite effectively. [L1]1. How many research subjects were involved (research sample)2. What research instruments do you use?3. How do you analyze the data you use?

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Students’ Utilization of Distance Learning through an Interventional Online Module Based on Moore Transactional Distance Theory

Cited by 39 publications

References 22 publications

The Effects of an Interactive Web-based Test of English for International Communication Tutoring Course on Thai Students’ English Grammar Proficiency

The Effects of an Interactive Web-based Test of English for International Communication Tutoring Course on Thai Students’ English Grammar Proficiency

Guidelines for Designing Distance Learning Courses via Moodle to Enhance Students Satisfaction and Achievements

Inproved Math Connection Skills Through Online Learning Using MATH-UNWIR

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