Using the SAMR Model to transform mobile learning in a History of Art and Architecture Classroom

Nakapan, Walaiporn

doi:10.52842/conf.caadria.2016.809

Cited by 3 publications

(2 citation statements)

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“…The SAMR model, in its function as a framework for designing learning (Howlett et al, 2019), is used in designing learning activities (Djiwandono, 2020) and evaluating student learning (Castro, 2018). Various disciplines use the SAMR model to design learning, both in the field of language learning (Azama, 2015;Lievens, 2018) and in other fields (Kriek et al, 2016;Nakapan, 2016;Zhai et al, 2019). In learning English, the SAMR model is also used to design learning (Harmandaoğlu Baz et al, 2018;Indratno, 2017;Jati, 2018) and evaluate the achievement of students' English skills (Lobo & Jiménez, 2017;Shouman & Momdjian, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Application of Samr Model and Self-Efficacy on Critical Thinking and Procedural Knowledge

Alfiana,

Karyono,

Gunawan

2022

LLT Journal

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The use of e-learning presents new challenges for students in terms of improving their critical thinking skills and procedural knowledge in grammar learning. As a result, lecturers need a specific framework while creating an e-learning course. The application of SAMR model is a solution. One of the most dominant traits among students is and self-efficacy. The level of student self-efficacy was controlled in this study to measure the effect of using the SAMR model. This study uses a quasi-experimental design with a factorial design. This study involved 152 students in the experimental and control groups. The research analysis technique was tested using MANOVA. The results and conclusions show that: (1) the SAMR model has a significant effect on students' critical thinking skills and procedural knowledge; (2) self-efficacy significantly affects students' critical thinking skills and procedural knowledge; and (3) a combination of learning models and self-efficacy has a significant effect on procedural knowledge, but does not significantly affect critical thinking skills. This study contributes and improves the quality of e-learning implementation techniques, particularly in the area of English learning.

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Section: Introductionmentioning

confidence: 99%

The Application of Samr Model and Self-Efficacy on Critical Thinking and Procedural Knowledge

Alfiana,

Karyono,

Gunawan

2022

LLT Journal

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“…The other two levels are referred to as Transformation, this is where the real metamorphosis of the classroom takes place and technology allows creative tasks, which are very different to those found in traditional classrooms. The SAMR Model is like a lens, which allows instructors to look at how they use technology in the classroom (Nakapan, 2016).…”

Section: A Introductionmentioning

confidence: 99%

A Descriptive Study on the Implementation of SAMR Model in English Language Teaching of Eleventh Grade Students in Banyuwangi Senior High Schools

Ekawati

Mulyati

Halim

2021

LUNAR

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This is descriptive qualitative research design. The respondent of the research were taken by using purposive sampling. The respondent were three English teachers in SMAN 1 Banyuwangi, SMAN 1 Giri and SMAN 1 Glagah. The data were taken by using documentation, interview and questionnaire. The researcher analyzed the data of questionnaire by using Likert scale. The result of the data analysis was determined based on the SAMR model. Based on the data analyzed by using Likert scale, the English teachers in Banyuwangi high schools often implemented SAMR in English language teaching and the index percentage was 60%. The percentage of substitution level was 67%, as a result the respondents often used technology in substitution level. The percentage of augmentation was 62%, so the English teacher in Banyuwangi high schools often implemented technology in augmentation level. In Modification level, the percentage was 62%, it means the English teachers in Banyuwangi senior high schools often used technology in modification level. The percentage of the redefinition was 50%, as a result, the English teachers of Banyuwangi high schools seldom implemented technology in redefinition level. The English teachers used technology to design the material, so students can understand the material easily. The technology mostly used was LCD and laptop as the tools, also power point and video as the media. the problem that was faced by the respondents was the weakness of WIFI signal. The teachers often used technology in substitution level, augmentation level, and modification level. Yet, the teachers seldom used technology in redefinition level. So, the English teachers are suggested to redesign the material creatively and attractively by using varied application in order to make students more creative and used internet for education by using varied application.

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Use of mobile touch device for knowledge retention

Klubal

Kostolányová

2018

AIP Conference Proceedings

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Using the SAMR Model to transform mobile learning in a History of Art and Architecture Classroom

Cited by 3 publications

References 0 publications

The Application of Samr Model and Self-Efficacy on Critical Thinking and Procedural Knowledge

The Application of Samr Model and Self-Efficacy on Critical Thinking and Procedural Knowledge

A Descriptive Study on the Implementation of SAMR Model in English Language Teaching of Eleventh Grade Students in Banyuwangi Senior High Schools

Use of mobile touch device for knowledge retention

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