The Effect of Multimedia Technology Integration on Students’ Academic Achievement

Ismail, Al Emran; Masek, Alias; Rozali, Mohd Zulfadli; Hashim, Shahrin; Dauman, Maya Sarina; Azizi, Iqmalhakim

doi:10.1109/icsgrc.2019.8837091

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…Positive effects were seen such as mastery of techniques and skills as well as having an exciting and effective impact on teaching and learning (Ismail et al, 2019).…”

Section: Examples Of Best Practicesmentioning

confidence: 99%

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

2024

SEACE Official Conference Proceedings

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This practitioner research in education paper is based on the experiences of two English language educators taking part in a collaborative online international learning project, otherwise known as COIL. Synchronous and asynchronous teaching methods were used for English language learners to meet and work with students from other countries. The collaboration took place virtually between two institutions of higher education, located on different sides of the globe, namely Mexico and Singapore. Students met to work in groups on a project, in an authentic situation to practice the target language. The experience provided students with intercultural and transnational learning through interaction, collaboration and taking ownership of their learning. With little or no experience of taking part in COIL projects, the practitioners investigated three key questions: 1. What are the benefits to students of taking part in international collaboration? 2. What are the challenges of such a project? 3. How do students cope with misunderstandings resulting from cultural and ethnic differences? Data was collected through the analysis of written online learning logs using thematic coding to create a survey given to participating students at the end of the project. The benefits, as well as the challenges, are considered followed by recommendations based on first-hand experiences and reflections to offer a practical reference for colleagues and educators who may wish to explore the feasibility of taking part in such a project.

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“…Positive effects were seen such as mastery of techniques and skills as well as having an exciting and effective impact on teaching and learning (Ismail et al, 2019).…”

Section: Examples Of Best Practicesmentioning

confidence: 99%

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

2024

SEACE Official Conference Proceedings

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“…Only a few resources available that reveals the approaches and strategies, using digital learning platforms but not necessarily from a distance. For instance, [11] the most effective strategy for teaching skills using online is involved conducting group exercises and role plays synchronously in the chat room, with a good interaction [11], [12], was, however, infusing soft skills instead of hard skills (i.e. Welding, wiring, sewing, cooking, etc.)…”

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confidence: 99%

Learning Skills from Distance: A Solar Photovoltaic Site Survey from Students’ View

Masek,

Nurtanto,

Kholifah

et al. 2022

IJIET

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This study was to investigate the effectiveness of teaching skills using online medium for solar site survey, as well as students perceived on learning site survey using online medium. A survey study was conducted that involved 30 students who enrolled in a solar PV installation and maintenance course. An online questionnaire consists of eight items using five points Likert Scale were adapted from previous study, gauging students perceived on learning site survey using online medium (i.e. online lecture, WhatsApp, chat, voice, picture, short video clips, and learning management system-LMS). An assignment was used to indicate students’ performance in site survey skills, including a short test to gauge students’ technical skills knowledge, consisting of a total of 10 Multiple Choices Questions (MCQ), were developed by referring to the syllabus, under subtopic of solar site survey. Technical knowledge questions were divided into two types namely, items for testing concept (i.e. tools), principles (i.e. relationship of sunlight and shading) and procedures (i.e. application of knowledge). The result: Student average achievement in technical knowledge test was 68.3% (M = 6.83, SD = 1.64); student average achievement mark in a solar site survey sketch is 62.8%; and students perceived on learning solar PV site survey was at high level (M = 3.99, SD = 0.69). It is concluded that solar PV site survey skills are possible to be implemented from distance through online medium, and it can be improved through a more video packaged in the form of live sessions.

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ICT Enabled TVET Education: A Systematic Literature Review

Hassan

Naseer

et al. 2021

IEEE Access

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Economies of the world and workforce level of skills are changing rapidly. Industrial revaluations and knowledge economies have raised the demand for a knowledgeable and digitally equipped skilled workforce. Technical and Vocational Education and Training (TVET) is an educational stream that provides vocational skills to youth and produces a skilled workforce for the industry. The role of Information and Communication Technologies (ICT) in the TVET pedagogy, training delivery, teachers training, curriculum, and labs is need of the day to meet current era challenges. In the TVET education training cycle, the level of ICT enablement is required to be reviewed. This Systematic Literature Review (SLR) evaluates literature for innovation of ICT in TVET education for the last ten years. This study aims to identify and present ICT-based technology innovations, research, and applications used in TVET training cycle system components / functional areas to identify gaps for future research directions/agenda. This gap identification will help (i) TVET training institutes to upgrade their teachers, curriculum, labs and, equipment, (ii) policymakers to devise technology-oriented skilled workforce development policies, (iii) to provide guidelines to industry, researchers, and academics to focus on gaps to address future challenges of workforce development. Based on the search string, we found 2,445 relevant documents and after applying quality assurance and inclusion/exclusion criteria, finally, 134 documents were selected for the study and analyzed. The result of this systematic literature review identifies that ICT technologies and application dispersion into TVET training cycle system components / functional areas is very low particularly in monitoring and evaluation, career guidance and job placement, trainee's assessment, and teacher's training. TVET Technology index suggests that much focus is needed on IoT, Robotics, Data Science, Artificial intelligence, cloud computing, and other similar technology induction to all TVET training.

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The Effect of Multimedia Technology Integration on Students’ Academic Achievement

Cited by 3 publications

References 7 publications

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

The Southeast Asian Conference on Education 2024: Official Conference Proceedings

Learning Skills from Distance: A Solar Photovoltaic Site Survey from Students’ View

ICT Enabled TVET Education: A Systematic Literature Review

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