The impact of an adaptive e-course on students’ achievements based on the students’ prior knowledge

Alsadoon, Elham

doi:10.1007/s10639-020-10125-3

Cited by 13 publications

(5 citation statements)

References 9 publications

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“…Much past research has proven that virtual collaborative learning also improves student achievement. Active learning is better than conventional learning approaches (Alsadoon, 2020;Chan et al, 2020;Mozahem, 2020;Chen et al, 2018;Lento, 2016;Olelewe & Agomuo, 2016) especially to weaker students (Almasseri & AlHojailan, 2019). Apart from the development of academic achievement, this learning approach also contributes to the development of social, psychological, and assessment aspects (Laal & Ghodsi, 2012;Sharifah Nadiyah et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Google Classroom Assisted Learning on Interest among form Six Economics Students

Sari¹,

Yin²

2021

IJARPED

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The use of online learning approaches such as Google Classroom has become a necessity since the Covid-19 pandemic. Through the Jalinan Digital Negara (JENDELA) plan (2020-2022), the digital learning approach is expected to be strengthened with better improvements postpandemic in Malaysia. In line with the development of technology, collaborative learning is no longer limited to face-to-face but virtual. However, it has become common for collaborative learning approaches to be conducted face-to-face. To date, there is still a lack of Google Classroom-assisted collaborative learning research on economics subjects. This study aims to test the effect of Google Classroom-assisted learning on non-cognitive aspects, namely the interests of economics students. This quasi-experimental study used pre and postquestionnaire instruments to collect data on 207 form six economics students through cluster random sampling. Descriptive analysis and ANOVA were performed after data were collected and coded. The results showed that the group of students who were exposed to the collaborative approach (GCDK) showed a better interest in economic learning than the group of students who were not exposed to the collaborative approach (GCTK and KPK). The implications of this study contribute to teachers, administrators, and policymakers being prepared with the implementation transformation of the futuristic pedagogical methods. It is recommended for future researchers to conduct further research to identify the readiness and acceptance of educators towards the implementation of this learning approach. The learning approach is also recommended to be implemented on other subjects with a larger number of students.

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Section: Introductionmentioning

confidence: 99%

The Effect of Google Classroom Assisted Learning on Interest among form Six Economics Students

Sari¹,

Yin²

2021

IJARPED

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“…However, some researchers proved the effectiveness of online teaching in terms of students' achievement. Elham Alsadoon mentioned in the article that the impact of an adaptive e-course on students' achievement is not correlated with prior knowledge (6) .…”

Section: Discussionmentioning

confidence: 99%

“…Wahab Ali presented Online and remote learning in Higher Education Institutes, a necessity in light of COVID 19 pandemic (5) . Alsadoon, E. published an article on the impact of an adaptive e-course on students' achievements based on the students' prior knowledge, Education and Information Technologies (6) . Eman Walabe submitted a Postdoctoral thesis to the University of Ottawa regarding E-Learning Delivery in Saudi Arabian Universities (7) .…”

Section: Background Of Studymentioning

confidence: 99%

A study on faculty perspective towards alternative teaching practices (E-Learning — Blackboard) during COVID 19

Auguskani¹

2020

IJST

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Background/Objectives: The novel coronavirus causing COVID 19 has emerged at the end of 2019 as a threat to the health and wellbeing of millions of people within a few weeks of its outbreak. Globally, many institutions replace traditional teaching with online mode. A sudden transition of teaching has its merits and demerits. Keeping this in view, the present study is focused to assess the perception of the faculty Alternative teaching practices (E-Learning-Blackboard) concerning COVID 19. Methods: A semi-structured survey questionnaire was used for data collection. The analysis was based on 42 faculties who had been working in selected colleges at Jizan province, Kingdom of Saudi Arabia. Descriptive statistics are used to analyze the data. Findings: The findings of the study related to the faculty perspective were grouped into four categories. In the first category of analyzing perception of faculties towards the E-learning platform, it was found that all the faculties were using university platforms for E-learning. Due to a lack of previous experience nearly half of them experienced technical difficulties. In the second category, the perception of faculties about E-learning course delivery. It was mentioned that the student's response was found less in the online class. It was further noted that online teaching was least effective for laboratory-based and clinical based courses. The third category emphasized E-learning difficulties experienced by faculties. The fourth category was the faculties' perception of effective teaching mode. Majority of them disagreed to the statement that "Classroom teaching could be completely replaced by online teaching mode". Novelty: While E-learning is on its pace in the field of education in the present generation. It may be a supplement for regular classroom teaching rather than a complete replacement, particularly practical oriented subjects.

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“…In the literature, several approaches have used learner model in order to personalize learning (Ahmed et al 2017;Khamis 2015). The goal of personalization is to fit the learners' needs and their learning goals (Jalal and Mahmood 2019;Alsadoon 2020).…”

Section: Introductionmentioning

confidence: 99%

Learner modeling in cloud computing

Ghallabi¹,

Essalmi²,

Jemni

et al. 2020

Educ Inf Technol

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With the emergence of technology, the personalization of e-learning systems is enhanced. These systems use a set of parameters for personalizing courses. However, in literature, these parameters are not based on classification and optimization algorithms to implement them in the cloud. Cloud computing is a new model of computing where standard and virtualized resources are provided as a service through the Internet. This paper proposes an approach that allows learner modeling in the cloud where these parameters are integrated. The suggested approach is based on the support vector machine algorithm, which analyzes the learners' traces to find the best classification of learners through selected parameters with a low cost. An experimentation is conducted to validate this approach. This experimentation is based on the produced traces for learner modeling. The obtained results show that this approach represents the learner model with low operation costs compared to classic systems (no cloud).

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The impact of an adaptive e-course on students’ achievements based on the students’ prior knowledge

Cited by 13 publications

References 9 publications

The Effect of Google Classroom Assisted Learning on Interest among form Six Economics Students

The Effect of Google Classroom Assisted Learning on Interest among form Six Economics Students

A study on faculty perspective towards alternative teaching practices (E-Learning — Blackboard) during COVID 19

Learner modeling in cloud computing

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