Associations between E-remedial instruction and learning outcome on E-learning

2008 ◽  
Author(s):  
Su-Sui Lin ◽  
Kwo-Ting Fang ◽  
Chien-Chung Tu
Keyword(s):  
Learning Outcome ◽  
Remedial Instruction ◽  
E Learning ◽  
Instruction And Learning

Influence of e-Learning contents type on learning outcome

2008 ◽  
Vol 4 (1) ◽  
pp. 75-94
Author(s):  
Hye-Jung LEE ◽  
TaeHyun KIM
Keyword(s):  
Learning Outcome ◽  
E Learning

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

scholarly journals Scenario Based E-Learning in Electrical Engineering Education

2017 ◽  
Vol 10 (3) ◽  
pp. 26
Author(s):  
Hamonangan Tambunan ◽  
Amirhud Dalimunte ◽  
Marsangkap Silitonga
Keyword(s):  
Engineering Education ◽  
Communication Technology ◽  
Electrical Engineering ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Information Communication ◽  
Electrical Engineering Education ◽  
E Learning ◽  
Teaching Learning ◽  
Better Than

The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of Problem Based Learning (PBL) and Contextual Teaching Learning (CTL), by supporting of Information Communication Technology (ICT) to establish the competence of the students, from beginners to become proficient, as the teachers of electrical engineering, and the electrical technicians. Based on the analysis, it obtained the students’ learning motivation, the lecturers’ attitude in teaching, and the students’ learning outcome are tend to be high, and the competence of the students who used the model are better than not use.

A Review of Emerging Technological Trends in E-Learning

2011 ◽  
pp. 729-740
Author(s):  
Furkan Tari
Keyword(s):  
Information Technology ◽  
Semantic Web ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Learning Technologies ◽  
Web Content ◽  
Holistic View ◽  
Behavioral Issues ◽  
E Learning

Advances in information technology and the redefined web trigger a holistic view of learning process. The objective of this study is to provide a conceptual view of how various technologies can be used to maximize learning outcomes through e-learning. Among the trends investigated in this study are, XML and semantic Web, content-based video indexing, personalized, intelligent Web tutoring, and m-learning. In addition to these technologies, a brief review of some of the key behavioral issues is presented. For researchers and developers interested in maximizing the learning outcome through e-learning technologies, the paper provides a taxonomy of these trends along with a framework for future designs.

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

2009 ◽  
Vol 7 (4) ◽  
pp. 1-16
Author(s):  
Wen-Chih Chang ◽  
Hsuan-Che Yang ◽  
Timothy K. Shih ◽  
Louis R. Chao
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Educational Objective ◽  
E Learning ◽  
On Line ◽  
System Administrator ◽  
Instruction And Learning ◽  
Bloom Taxonomy ◽  
Student Problem

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning systems didn’t provide methods for assessing learners’ abilities but true-score mode. In this article, Sato’s Student-Problem Chart (SP Chart) is applied to integrate with our proposed on-line assessment system. Teachers are able to analyze each learner easily and efficiently. In addition, the Bloom Taxonomy of Educational Objective supports each item in our assessment management system during the authoring time. In our proposed system, it provides groups of function for student, teacher, and system administrator. According to the SP Chart analysis and Bloom taxonomy of items, we can divide all items into four types, and students into six types. With these types of diagnosis analysis chart, teacher can modify or delete the items which are not proper. With diagnosis analysis chart of students, teachers can realize learners’ learning situation easily and efficiently.

scholarly journals Learning Outcome dalam Pembelajaran Fisika Berbasis Virtual Lab

2017 ◽  
Author(s):  
Sutarno Sutarno ◽  
Agus Setiawan ◽  
Ida Kaniawati ◽  
Andi Suhandi
Keyword(s):  
Cognitive Load ◽  
Blended Learning ◽  
Situated Learning ◽  
Learning Outcome ◽  
Learning Cycle ◽  
Epistemological Belief ◽  
Virtual Lab ◽  
E Learning

Penelitian ini bertujuan mengekplorasi bentuk learning outcome, model pembelajaran, dan metode utama yang digunakan dalam pembelajaran fisika berbasis virtual lab. Metode yang digunakan dalam penelitian ini adalah studi literatur, berupa analisis dan sintesis terhadap 26 artikel ilmiah dari berbagai jurnal internasional ternama. Artikel ilmiah yang dipilih dibatasi pada tahun publikasi 2011 sampai dengan 2016. Berdasarkan hasil analisis diperoleh gambaran: (1) model pembelajaran yang digunakan adalah learning cycle 5E, e-learning, blended learning, dan dual-situated learning; (2) metode pembelajaran utama yang digunakan adalah eksperimen, demonstrasi, dan inkuiri; (3) bentuk pengetahuan yang menjadi tujuan pembelajaran adalah pengetahun konseptual berupa penguasaan/pemahaman konsep; pengetahuan prosedural; perubahan konsepsi; dan miskonsepsi dan cognitive load; (4) aspek keterampilan yang dieksplorasi adalah keterampilan inkuiri dan keterampilan manipulatif dalam aktivitas praktik; (5) aspek afeksi yang menjadi bahan kajian adalah sikap terhadap fisika; sikap terhadap praktikum virtual; sikap terhadap virtual lab; tingkat keyakinan siswa dalam menerapkan konsep-konsep fisika; dan epistemological belief; (6) pada semua artikel yang dianalisis, ditemukan bahwa penggunaan virtual lab dapat meningkatkan penguasaan/pemahaman konsep fisika siswa. Tidak ditemukan pengembangan atau penggunaan virtual lab yang secara sengaja dirancang untuk melatihkan keterampilan berpikir tingkat tinggi dan keterampilan penting lainnya. Perlu dilakukan pengembangan dan pemanfaatan virtual lab yang dapat membekalkan keterampilan abad 21 kepada siswa

scholarly journals Effects of using E-learning system on learning outcomes of students in Can Tho University

2020 ◽  
Vol 12 (3) ◽  
pp. 27-37
Author(s):  
Ngo My Tran ◽  
Thach Keo Sa Rate ◽  
Nguyen Ngoc Thao
Keyword(s):  
Technology Acceptance ◽  
Learning Outcomes ◽  
Structural Equation ◽  
Community Building ◽  
Learning Outcome ◽  
Equation Model ◽  
Learning System ◽  
Perceived Learning ◽  
E Learning ◽  
The Impact

This study is conducted to assess the impact of using E-learning on students’ learning outcomes through combining models of technology acceptance model (TAM) and an information system success model (D&M model) basing on surveyed data from 294 students using E-learning system in Can Tho university. The main method used to evaluate this impact is structural equation model analysis method (SEM). The empirical results showed that perceived learning outcome is statistically influenced by three factors including learning assistance, community building assistance and perceived motivation. Of which, the community building assistance factor was found to play a strong role of students’ perceived learning outcome. Therefore, building solutions to develop of perceived motivation and community building assistance of the system in order to improve E-learning usage in Can Tho university should be paid attention in the coming time.

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