The impact of student-generated digital flashcards on student learning of constitutional law

Colbran, Stephen; Gilding, Anthony; Colbran, Samuel; Oyson, Manuel Jose; Saeed, Nauman

doi:10.1080/03069400.2015.1082239

Cited by 7 publications

(5 citation statements)

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“…A VFT offers convenience and active approach which exposes students to realworld learning experiences, enables a richer and more authentic understanding to build upon theoretical knowledge (Smith et al, 2015;Zahra, 2012). Thereby promoting active learning that enables students to engage in realistic tasks providing opportunities for collaboration and deep learning (Colbran et al, 2015;Tigelaar et al, 2004). Furthermore, the application of VFT of hotels food and beverage operations functioning can provide students with a context for assessment in a more authentic manner and help them master some of the key employability skills (e.g., problem solving, team-work, interpersonal skills).…”

Section: Hospitality Education and International Studentsmentioning

confidence: 99%

“…A good quality e-learning system would increase students' frequency of use, provide knowledge support and would enhance students' satisfaction and overall experiences with learning. For this reason, eventually improve the graduate's employability skills (Colbran et al, 2015;Tigelaar et al, 2004).…”

Section: Students Perception Of Quality and Satisfaction With Technologymentioning

confidence: 99%

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Students' perceptions of quality and satisfaction with virtual field trips of hotels

Patiar

Kensbock

et al. 2017

Journal of Hospitality and Tourism Management

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This paper examines hotel management students' perceptions of the quality aspects of a Virtual Field Trip (VFT) technology based learning and teaching tool, and its effect on their satisfaction. With the help of an online VFT tool, students were familiarized with the theoretical concepts of hotel operations, and then exposed to the insights of the actual operations of two hotels. To assess satisfaction, 182 undergraduate students in a large public university in Australia responded to a self-administered questionnaire. Data was analyzed using descriptive statistics, principle component factor analysis and multiple regression techniques. The results suggest that there are three factors of quality promoting students' satisfaction, however, the factor of 'system quality' was found to be the most important predictor for satisfaction when using the technology based learning and teaching tool. Further analysis revealed that international students' satisfaction with the factor of 'content quality' was higher than domestic students.

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Section: Hospitality Education and International Studentsmentioning

confidence: 99%

Section: Students Perception Of Quality and Satisfaction With Technologymentioning

confidence: 99%

Students' perceptions of quality and satisfaction with virtual field trips of hotels

Patiar

Kensbock

et al. 2017

Journal of Hospitality and Tourism Management

View full text Add to dashboard Cite

show abstract

“…It has pointed earlier that digital flashcards is interactive study set that can be used by teachers in learning English (Colbran et al, 2017). Digital flashcards are used by teachers in increasing vocabulary, practice word pronunciation through audio from native speakers, and increasing the skill of speaking.…”

Section: Using Digital Flashcards (Dfs) To Enhance Students' Speaking...mentioning

confidence: 99%

“…On the other hand, digital flashcards has revealed in in boosting speaking skill of university students through Quizlet application (Kurniawan et al, 2020;Lutfi, 2020). In this research, digital flashcards are considered as tools that raises students' enthusiasm since it is a learning aid as picture card form that can be used as a stimulus for students to practice their speaking skills by describing an image with related vocabulary (Bueno-Alastuey & Nemeth, 2022;Colbran et al, 2017).…”

Section: Using Digital Flashcards (Dfs) To Enhance Students' Speaking...mentioning

confidence: 99%

Using Digital Flashcards (DFs) as a Learning Media to Enhance Students’ Speaking Skill

Luthfillah,

Fauzia

2023

JETLAL

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The aim of this study was to investigated the effect of using Digital Flashcards (DFs) on improving junior high school students’ speaking skill. This study employed pre-experimental design method in one group pre-test and post-test design. The researcher gathered the data by providing pre-test and post-test which are formulated the sepaking test about describing person. The sample of this study was seventh grade of junior high school in Gresik. The test was tabulated and analyzed by using SPSS 23. The results of this study showed that the use of Digital Flashcards is effective to improve students’ speaking skill in junior high school. It was proven by the result of the data that there was a significant difference between the pre-test and post-test scores. The mean score was 38.15 in the pre-test and 49.57 in the post-test, thus the average found is in the large effect category (0.625). The results also showed significant progress among four criteria assessment by IELTS under investigation, pronunciation (0.629) and lexical resource (0.623) were the most noticebly increased after the treatment of Digital Flashcards. In conclusiom, the current study suggests the Digital Flashcards media can be applied towards junior high school level to improve students’ speaking skill.

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“…The Thirty-Seventh AAAI Conference on Artificial Intelligence video (Jordan et al 2016), direct instruction of others (Alaimo et al 2010;Hickey and Pontrello 2016), storyboards (Colbran and Gilding 2014), and flashcards (Colbran et al 2017).…”

Section: Student-generated Instructional Materialsmentioning

confidence: 99%

Context-Aware Analysis of Group Submissions for Group Anomaly Detection and Performance Prediction

Norouzi

Mazaheri

2023

AAAI

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Learning exercises that activate students’ additional cognitive understanding of course concepts facilitate contextualizing the content knowledge and developing higher-order thinking and problem-solving skills. Student-generated instructional materials such as course summaries and problem sets are amongst the instructional strategies that reflect active learning and constructivist philosophy. The contributions of this work are twofold: 1) We introduce a practical implementation of inside-outside learning strategy in an undergraduate deep learning course and will share our experiences in incorporating student-generated instructional materials learning strategy in course design, and 2) We develop a context-aware deep learning framework to draw insights from the student-generated materials for (i) Detecting anomalies in group activities and (ii) Predicting the median quiz performance of students in each group. This work opens up an avenue for effectively implementing a constructivism learning strategy in large-scale and online courses to build a sense of community between learners while providing an automated tool for instructors to identify at-risk groups.

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The impact of student-generated digital flashcards on student learning of constitutional law

Cited by 7 publications

References 0 publications

Students' perceptions of quality and satisfaction with virtual field trips of hotels

Students' perceptions of quality and satisfaction with virtual field trips of hotels

Using Digital Flashcards (DFs) as a Learning Media to Enhance Students’ Speaking Skill

Context-Aware Analysis of Group Submissions for Group Anomaly Detection and Performance Prediction

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