The effect of online learning in modern history education

Malysheva, Olga; Tokareva, Elena; Orchakova, Larisa; Smirnova, Yulia

doi:10.1016/j.heliyon.2022.e09965

Cited by 21 publications

(14 citation statements)

References 45 publications

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“…Shirish, Chandra and Srivastava (2021) argue that IT mindfulness has significant positive relationships with both productivity-and creativity-in-learning. Research conducted by Malysheva, Tokareva, Orchakova and Smirnova (2022) also proves that online courses improve creativity, critical thinking, strategic thinking and practical skills according to the student's assessment.…”

Section: Literature Reviewmentioning

confidence: 83%

Peculiarities of Bulgarian universities' digitalization during the Covid-19 pandemic

Stoyanova¹,

Angelova²,

Parushev³

2022

JESI

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The COVID-19 pandemic forced the education system to transform quickly from a straightforward traditional process to an online one. Both schools and universities, including their management and administration) were challenged to maintain the quality of the educational service they provided, but this time under completely different conditions and in a new and unfamiliar online environment. In Bulgaria, due to the rules of the systems and the academic autonomy, each university had the opportunity to decide how to deal with these force major circumstances. Along with the technical challenges, professors have to overcome the difficulties related to the motivation and engagement of the students in such a mediated environment. The main objective of the current article is to evaluate the results of the online learning process during the COVID-19 pandemic in Bulgaria. The results from empirical research (N = 140) clearly show that most Bulgarian lecturers prefer face-to-face learning. At the same time, they admit the necessity of specific training for technical skills improvement and different approaches for students' attention and engagement in online learning. According to the professors, the overall assessment for the level of satisfaction from online learning during the COVID-19 pandemic is in the golden mean -3 on a scale of 1 -"not at all effective" to 5 -"it is effective".

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Section: Literature Reviewmentioning

confidence: 83%

Peculiarities of Bulgarian universities' digitalization during the Covid-19 pandemic

Stoyanova¹,

Angelova²,

Parushev³

2022

JESI

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“…The authors [33] researched the impact of online learning on historical education; from the results of such research, the use of online media learning can increase students' motivation for historical knowledge. The author [34] developed a Social Science learning model based on e-learning using two systems, the Content Management System (CMS) and the Learning Management System (LMS), as well as using the ADDIE development model in its development process.…”

Section: Review Of Literaturementioning

confidence: 99%

“Let’s Go,” A Mobile Learning Application for Social Studies Subjects: Prototype of Application Development

Bekti Aprilia,

Maria Paristiowati,

Muhammad Japar

2023

Int. J. Interact. Mob. Technol.

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The value of social studies learning for junior high school students in several schools still needs to be higher. One of the factors of low student scores is the need for more variety in learning methods used by teachers, low student motivation, and the use of learning media that could be more optimal. One way to do this is to develop a learning model with engaging learning media. This research aims to develop mobile understanding by integrating artificial intelligence at the evaluation stage. The methodology used in this research is the waterfall approach method with requirements analysis, design, implementation, testing, operation, and maintenance. The mobile learning prototype was tested on media experts and junior high school student respondents. The dimensions of expert assessment are reviewed from media appearance, quality and use of media, navigation, product strength, media interface, product attractiveness, and material delivery in the media. The dimensions of questions for students consist of 4 points: content, interface, feedback and assessment, and personalization. The research results show a mobile application’s results, including a brain gym menu, problem identification, materials, discussion forums, assignment results, and quizzes. The menus presented make it easier for students to learn. The questionnaire results from experts show that the highest average is 5.00, with a standard deviation of 0.00. The questionnaire results from student respondents had the highest average of 49.714, with a standard deviation of 0.169. The results of the scores obtained in the expert and student respondent questionnaires show that mobile learning is acceptable.

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“…The use of learning models can increase motivation and student learning outcomes [24]. The right learning model can make students pay more attention when the lesson progresses, learning conditions are more conducive, and student learning enthusiasm increases [25].…”

Section: Introductionmentioning

confidence: 99%

Model to increase motivation and learning outcomes in learning history

2023

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Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: i) The differences in student learning outcomes using the VCT model and the CTL learning model; ii) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; iii) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and iv) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level (α) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: i) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; ii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; iii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and iv) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.

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The effect of online learning in modern history education

Cited by 21 publications

References 45 publications

Peculiarities of Bulgarian universities' digitalization during the Covid-19 pandemic

Peculiarities of Bulgarian universities' digitalization during the Covid-19 pandemic

“Let’s Go,” A Mobile Learning Application for Social Studies Subjects: Prototype of Application Development

Model to increase motivation and learning outcomes in learning history

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