scholarly journals EAP 4.0: Transforming the English for Academic Purposes Toolkit to meet the evolving needs and expectations of digital students

2020 ◽  
pp. 53-59
Author(s):  
Andrew Davey ◽  
Simone Marx
Keyword(s):  
Online Learning ◽  
First Language ◽  
English For Academic Purposes ◽  
Learning Resources ◽  
Wide Range ◽  
Self Study ◽  
Visual Approach ◽  
Online Learning Resources ◽  
The University

The English for Academic Purposes (EAP) Toolkit provides a wide range of online learning resources which are used in a mixture of self-study, blended, and classroom settings, primarily by students whose first language is not English. The Toolkit was developed by the eLanguages team at the University of Southampton and first licensed in 2004. This paper describes the most recent major refreshment project to improve both the functionality and appearance of the Toolkit. With the latest updates, we have aimed to increase the appeal of the resources to encourage greater autonomous usage by students, and to improve the ease with which staff can recommend and use Toolkit resources with their students. In this paper we introduce the key updates to the resources, including new functionalities and features, expanding the Toolkit with additional learning resources, a new visual approach, responsive feedback, accessibility upgrades, and strategies for increasing student usage.

Pengaruh Pemanfaatan Sumber Belajar Online Terhadap Hasil Belajar Mahasiswa Prodi Pendidikan Ekonomi FKIP Universitas Jambi

2018 ◽  
Vol 1 ◽  
Author(s):  
Muhammad Arif Liputo
Keyword(s):  
Online Learning ◽  
Resource Utilization ◽  
Free Variable ◽  
Learning Resources ◽  
Learning Resource ◽  
Ex Post ◽  
Ex Post Facto ◽  
Education Status ◽  
Online Learning Resources ◽  
The University

This research aims to look at how great online learning resource utilization on students at the Faculty of Economics Education status of teacher training and educational sciences of the University of Jambi. This research method using ex-post facto research, namely the investigation of empirically, and not in control of the free variable (X1) directly. For learning outcome or variable (Y) is the result of student learning at the end of the even semester (June 2017) on the 2016 host students. While the population in this research is of 121 students. While the sample is taken by 30% of the population that is of 36 students. The results showed that online learning resource utilization is less good (44.45%) of students who use or take advantage of online learning resources. While others still use print learning resources and other learning resources.

scholarly journals From self-study to studying the self: a collaborative autoethnography of language educators as informal language learners

2020 ◽  
pp. 1-6
Author(s):  
Antonie Alm ◽  
Louise Ohashi
Keyword(s):  
Online Learning ◽  
Language Learners ◽  
Teaching Practices ◽  
The Self ◽  
Teacher Cognition ◽  
Digital Tools ◽  
Learning Resources ◽  
Foreign Language Learners ◽  
Self Study ◽  
Online Learning Resources

This article reports on an autoethnography by two authors who analysed the interrelationship of their experiences as foreign language learners, educators, and researchers. Both participant-researchers had taken advantage of the accessibility of online learning resources to learn new languages, had incorporated digital tools into their teaching practices, and had researched how technology could be used as a learning aid for students inside and outside the classroom. In this collaborative autoethnography, they turned the research lens upon themselves and each other to develop understandings of the way their experiences as language learners and researchers impacted upon their teacher cognition and teaching practices.

Student Usage of Assessment-Based and Self-Study Online Learning Resources in Introductory Accounting

2018 ◽  
Vol 33 (4) ◽  
pp. 13-31 ◽  
Author(s):  
Camillo Lento
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Exam Performance ◽  
Learning Resources ◽  
Strong Positive Correlation ◽  
Visual Channel ◽  
Final Exam ◽  
Self Study ◽  
Online Learning Resources

ABSTRACT This study analyzes data from online learning platforms in introductory financial accounting, and highlights three key findings. First, online learning resources linked to course assessment are more negatively associated with cramming study habits and more positively associated with final exam performance than are resources made available for self-study. Second, dynamic online learning resources (i.e., utilization of auditory and visual channels for processing information) made available for self-study are more positively associated with final exam performance than are static resources (i.e., visual channel only). Third, in-class attendance displays a strong positive correlation with online time on task in a blended learning environment. Based on these findings, this study offers some pedagogical strategies that accounting educators can adopt to adjust their blended learning environment. JEL Classifications: A20; A22.

scholarly journals Usage of Online Learning Resources among Academic Staff at a Malaysian University

2018 ◽  
Vol 7 (3.30) ◽  
pp. 1
Author(s):  
Kamilah Radin Salim ◽  
Morina Abdullah ◽  
Nor Liza Ali ◽  
Rosmah Ali
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Practical Implication ◽  
Academic Staff ◽  
Learning Resources ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Online Learning Resources ◽  
The University

This paper reports on the awareness and usage of online learning resources in teaching and learning among the academic staff at a public university in Malaysia. In addition, the advantages and disadvantages of online learning resources are also presented. Online learning resources recommended by the management of the university include e-learning modules, Open Courseware (OCW), Massive Open Online Courses (MOOC), BLOSSOMS, Edutainment and Video of Exemplary Professionals. Data were collected using a survey questionnaire with Likert scale items and open-ended questions. The questionnaires were distributed to 160 academic staff of the university. The results show that the most attended training was e-learning and most respondents are currently implementing it in their courses. However, less than 10% of the respondents implemented the OCW, MOOC, BLOSSOMS and Edutainment. About 23.1% of the respondents implemented Video of Exemplary Professionals in their teaching and learning. Some respondents also reported lack of student participation in using e-learning and other resources due to system instability. The practical implication of this study is that more training on new online learning resources should be provided to the academic staff to increase their skills in using the online learning resources in their teaching. Better internet connection is also necessary to boost the use of these resources. 

scholarly journals Usage of Online Learning Resources Among Academic Staff at Malaysian University

2018 ◽  
Vol 7 (3.25) ◽  
pp. 16
Author(s):  
Kamilah Radin Salim ◽  
Morina Abdullah ◽  
Nor Liza Ali ◽  
Rosmah Ali
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Practical Implication ◽  
Academic Staff ◽  
Learning Resources ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Online Learning Resources ◽  
The University

This paper reports on the awareness and usage of online learning resources in teaching and learning among the academic staff at a public university in Malaysia. In addition, the advantages and disadvantages of online learning resources are also presented. Online learning resources recommended by the management of the university include e-learning modules, Open Courseware (OCW), Massive Open Online Courses (MOOC), BLOSSOMS, Edutainment and Video of Exemplary Professionals. Data were collected using a survey questionnaire with Likert scale items and open-ended questions. The questionnaires were distributed to 160 academic staff of the university. The results show that the most attended training was e-learning and most respondents are currently implementing it in their courses. However, less than 10% of the respondents implemented the OCW, MOOC, BLOSSOMS and Edutainment. About 23.1% of the respondents implemented Video of Exemplary Professionals in their teaching and learning. Some respondents also reported lack of student participation in using e-learning and other resources due to system instability. The practical implication of this study is that more training on new online learning resources should be provided to the academic staff to increase their skills in using the online learning resources in their teaching. Better internet connection is also necessary to boost the use of these resources. 

Online Learning Resources Finder Based on Computer Programming Domain

2018 ◽  
Author(s):  
Kasun Somadasa ◽  
Monarindu Karunadhipathi ◽  
Nishan Wickramasinghe ◽  
Sampath Subasingha ◽  
Nuwan Kodagoda ◽  
...  
Keyword(s):  
Online Learning ◽  
Computer Programming ◽  
Learning Resources ◽  
Online Learning Resources
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