The document discusses a study that examined the effects of online quizzes on music theory achievement of freshman music teaching students. The study used a regression discontinuity design where students were assigned to an experimental or control group based on a pre-assessment test score cutoff. The experimental group took 4 additional online quizzes throughout the semester. A final test found no significant difference in scores between the groups, however the experimental group scored slightly higher. Compared to their lower pre-assessment scores, the experimental group showed a notable positive increase, suggesting the quizzes benefited their learning.
This document summarizes a study that examined student perceptions of synchronous distance education courses delivered via video conferencing. The study found that student perceptions changed during and after the course. Initially, students did not have much information about synchronous distance education and had some preconceptions. However, as the course progressed and students experienced the opportunities it provided, their perceptions became more positive. The main technical problems identified were disconnections, sound issues, and limited camera angles, which distracted students. Non-technical factors like the teacher, environment, course duration and type also impacted student perceptions.
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
study
found
that
interactive
e-modules
effective
to
reduce
misconceptions
on
salt
hydrolysis
material
was
significant.
This document describes the development of a non-test instrument (questionnaire) to evaluate the use of webtoons as an educational medium among students. The researchers used the ADDIE model to develop the instrument. They administered an online questionnaire to 55 respondents and analyzed the data using SPSS. The results found the instrument to be valid, with an agreement percentage of 82.75%, and reliable, with a Cronbach's alpha score of 0.942. Thus, the developed non-test instrument for evaluating webtoons as an educational tool was proven to be valid and reliable.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
A STUDY ON THE EFFECT OF ONLINE TEACHING IN HIGHER EDUCATIONIAEME Publication
The Covid-19 pandemic caused a great deal of fear among people all across the world, and the education sector was no exception. In particular for the educational institutions that were entirely offline, this caused a fast, drastic shift from "brick and mortar" to online instruction. The current research study compares face-to-face instruction to online instruction to understand the students' perspectives. Graduate students (UG & PG) from particular educational institutions in Hyderabad were asked to fill out a Google form survey questionnaire in order to obtain primary data. As a result, the current study also assessed how satisfied students were with their performance on numerous metrics, such as their acquisition of graduate-level competencies, which include knowledge, abilities, and behaviour.
This document summarizes a study that examined the effects of electronic textbook-aided remedial teaching on the learning outcomes of junior high school students in Taiwan who had low academic achievement in optics. 92 grade 8 students participated in the study. Students scoring in the bottom 35% on an optics test were assigned to an experimental group that received remedial teaching using electronic textbooks or a control group that received traditional teaching. Both groups took the test before and after teaching. Results showed the experimental group scored significantly higher after electronic textbook teaching compared to before, while the control group also scored higher with traditional teaching. However, the experimental group scored significantly higher than the control group after teaching, indicating electronic textbooks improved learning outcomes more than traditional teaching for
This document summarizes a study that examined student perceptions of synchronous distance education courses delivered via video conferencing. The study found that student perceptions changed during and after the course. Initially, students did not have much information about synchronous distance education and had some preconceptions. However, as the course progressed and students experienced the opportunities it provided, their perceptions became more positive. The main technical problems identified were disconnections, sound issues, and limited camera angles, which distracted students. Non-technical factors like the teacher, environment, course duration and type also impacted student perceptions.
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
study
found
that
interactive
e-modules
effective
to
reduce
misconceptions
on
salt
hydrolysis
material
was
significant.
This document describes the development of a non-test instrument (questionnaire) to evaluate the use of webtoons as an educational medium among students. The researchers used the ADDIE model to develop the instrument. They administered an online questionnaire to 55 respondents and analyzed the data using SPSS. The results found the instrument to be valid, with an agreement percentage of 82.75%, and reliable, with a Cronbach's alpha score of 0.942. Thus, the developed non-test instrument for evaluating webtoons as an educational tool was proven to be valid and reliable.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
A STUDY ON THE EFFECT OF ONLINE TEACHING IN HIGHER EDUCATIONIAEME Publication
The Covid-19 pandemic caused a great deal of fear among people all across the world, and the education sector was no exception. In particular for the educational institutions that were entirely offline, this caused a fast, drastic shift from "brick and mortar" to online instruction. The current research study compares face-to-face instruction to online instruction to understand the students' perspectives. Graduate students (UG & PG) from particular educational institutions in Hyderabad were asked to fill out a Google form survey questionnaire in order to obtain primary data. As a result, the current study also assessed how satisfied students were with their performance on numerous metrics, such as their acquisition of graduate-level competencies, which include knowledge, abilities, and behaviour.
This document summarizes a study that examined the effects of electronic textbook-aided remedial teaching on the learning outcomes of junior high school students in Taiwan who had low academic achievement in optics. 92 grade 8 students participated in the study. Students scoring in the bottom 35% on an optics test were assigned to an experimental group that received remedial teaching using electronic textbooks or a control group that received traditional teaching. Both groups took the test before and after teaching. Results showed the experimental group scored significantly higher after electronic textbook teaching compared to before, while the control group also scored higher with traditional teaching. However, the experimental group scored significantly higher than the control group after teaching, indicating electronic textbooks improved learning outcomes more than traditional teaching for
This paper reveals the result of 322 distance learners’ perception towards e-learning program
conducted by UiTM. Generally the respondents rated above average for all aspects of distance
learning program irrespective of gender, program of studies, income and occupation. Students’
gender also did not show any difference in their perception. Similarly, semester of studies too, did
not indicate any significant difference except their perception towards lecturer. However
students’ semester of studies showed significant difference towards lecturer, module and
physical. Gender, income and semester of studies did not show any relationship to students’
perception towards all aspects of distance learning program. However students’ program of
studies showed significant relationship towards their perceptions of the program. Students’ CGPA
showed negative relationship with all aspects of distance learning program.
EFL STUDENTS’ PERCEPTIONS TOWARDS THE USE OF E-LEARNINGAJHSSR Journal
This document summarizes a research study that examined EFL (English as a foreign language) students' perceptions of using e-learning at a university in Vietnam. A questionnaire was administered to 60 English major students to assess their perceptions of the usefulness, ease of use, and behavioral intentions regarding the e-learning system. The results showed that students found e-learning to be flexible and useful for submitting assignments. They also felt confident in their ability to use the system. However, the study recommends providing more training to help students effectively find and interact with information on the e-learning system to enhance learning. Suggestions are also made for universities, instructors, and students to improve the e-learning process.
- The document summarizes a study that examined the effects of a targeted orientation program on first-year engineering students' expectations of university learning and teaching.
- In 2013, following a targeted orientation program, a survey was administered to 173 first-year engineering students about their expectations. The results were compared to a 2010 survey of 161 students who did not receive the targeted orientation.
- The results indicated that the targeted orientation in 2013 had little effect on students' perceptions. Students in both 2013 and 2010 reported difficulty taking notes during lectures and using those notes to study successfully.
During the COVID-19 pandemic, the learning was conducted by online system. The objective of the research was to understand the commitments and preferences of students in online learning. A total of 516 students participated in filling out an online questionnaire. The data were analysed descriptively referring to the critical success factors (CSFs). Based on the research result, there were three most dominant obstacles, they were: i) Internet interference (42.71%); ii) Limited quota (24.49%); and iii) Other activities (22.92%). There were students who did not attend full-time (22.45%). The weak commitment was boredom (2.04%) and feeling that they understood the module (5.10%). There were students who do not study full-time, only filling out the attendance list (53.1%). A small number of students (2.04%) fill out the attendance list and upload assignments as a top priority. According to this research, 46.7% of students liked online learning and 39.7% did not like it. In addition, 42.83% of students were bored. It means that about 60% of saturation comes from like-dislike preferences. The remaining 40% are influenced by other factors. The students’ commitments and preferences are influenced by many factors. Those who force themselves to learn ineffectively will be at risk of learning loss.
Positive online learning experiences during the COVID-19 pandemic remain
debatable in the literature where students and instructors have been enforced
to shift from conventional face-to-face meetings to virtual learning. This
study aims to explore English for specific purposes (ESP) students’
experiences during online learning, along with their concerns on learning
attainment and personal adaptations. A qualitative case-study method was
employed through interviews with students (n=19) from three private
universities in Indonesia. The obtained data were analyzed through thematic
analysis. Results showed that students of different departments approached
ESP differently, but they similarly reported facing difficulties in reaching the
learning objectives. They also experienced burnout from excessive online
learning and found themselves hardly adapting to various instructors’
strategies. These findings revealed the need to revisit online ESP delivery
classes in higher education. Implications for the future design of online ESP
learning courses and instructor professional development are discussed.
Innovative Teaching and Learning of Master in Management towards Open EducationJeanCostillas1
The document discusses innovations in teaching and learning modalities for a Master in Management program between Southern Leyte State University in the Philippines and Tra Vinh University in Vietnam. It finds that teaching and learning were done through a blended model combining face-to-face and online/e-learning sessions. Materials were primarily delivered via email and in person, and students found this effective. Feedback was also provided both in person and via email. Overall, the innovations allowed effective delivery of the international dual-degree program between the two universities.
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
Open Education Bridging the Gap Inequality of Higher Education opportunityIJRESJOURNAL
ABSTRACT: E-learning system through a variety of applications can encourage the realization of the ideals of education to provide equality of opportunity to all society. The essence of open education is to eliminate the limitations to be able to gain access to higher education for the community at large. Success story of online tutorial services of Universitas Terbuka (UT/Open University) is a proof that can demonstrate more efficient delivery of educational achievement. Perceived satisfaction of students to the online tutorial services became evident that the optimal use of technology to bridge the establishment of an optimal learning process so that students can obtain a quality education is not inferior to conventional universities. This condition will be able to change the paradigm of society that the opportunity to obtain higher education which was originally impossible becomes possible, which is easy, comfortable, flexible and affordable.
Factors affecting students’ continuance intention to use teaching performance...IJECEIAES
This study aims to determine university students’ continuance intention in using an android-based teaching performance assessment (TPA) application. For the data gathering instrument, we employed an online structured questionnaire. Two hundred and forty students from four faculties were selected and assigned a five-scale survey. All completed questionnaires were analyzed using analysis of moment structure (AMOS). The findings show that the factors of productivity, performance, relevancy, quality and mobility of the android-based TPA have significantly influenced students’ continuance intention to use the application. The results highlighted that when an android-based system was developed based on the criteria, the long-term use of the android-based TPA application can be consistently maintained to improve universities’ teaching quality assessment. However, our study needs to improve in that the university students may evaluate teaching staffs who are not teaching a subject in their class because all teaching staff has appeared in the application database. In addition, further research needs to limit each lecture based on a specific course to be assessed by a particular student’s class.
Allan C. Campugan Jr., Patrick M. Salinas
Abstract: This study focused on determining the effectiveness of Modular and Recorded Video Lessons in teaching
the subject Music, Arts, Physical Education and Health (MAPEH) and on identifying area of concerns based on
findings. The modular and recorded video lessons presented to the respondents during class were designed by
subject experts in Department of Education Carcar City Division. A quasi experimental method was used and a
book-based pre-post-test was utilized as the main instrument in in determining if there was an increase in
students’ performance after the delivery of the lessons in the second quarter. There were 50 students who
participated in the study, a total of 25 students were exposed to modular lessons and another 25 students, to
recorded video lessons. Results indicate that the performance level of the students from the modular group and
experimental group increased significantly after the delivery of lessons however, there was no significant difference
of performances between the control and experimental group in the post-test results. Hence, it can be concluded
that the performance of both groups are comparable. The given results have been confirmed with a subjective
assessment of students’ regard for learning with the use of the learning modalities. The findings of the study are
recommended for consideration in the school’s effort for continual improvement in the delivery of quality
education to students.
Online Learning Readiness of Secondary School Teachers towards Flexible and B...AJHSSR Journal
ABSTRACT : Online learning is a challenging concept that ensures education is catered through
technological channels. This descriptive research aimed to understand readiness of teachers as they implement
teaching using flexible and blended learning as basis for an education strategy especially in this COVID-19
pandemic. The respondents were 232 selected secondary teachers in the province of Camarines Norte. The result
showed that there are 20 percent who are prepared for online teaching and most have gadgets/devices to be able
to perform their online role as teachers. However, 80 percent of respondents have issues especially along the
financial implication of flexible/blended learning as internet is quite costly in the Philippines and technological
gadgets are expensive. The study recommends training, planning, and restructuring towards strengthening
technology utilization, access, and resource generation for better delivery of education. It draws implications on
developing better key strategies in building smart ways and reducing challenges in online education.
KEYWORDS : COVID-19, Educational strategies, ICT integration, teaching modality
IRJET- E-Learning Effectiveness in Higher EducationIRJET Journal
This document summarizes a research study that evaluated the effectiveness of e-learning in higher education across different factors. The study analyzed data collected from 120 students pursuing Masters programs in Delhi and Ahmadabad, India. The results of t-tests and z-tests found no significant differences in e-learning effectiveness based on course, gender, or city. Thus, all nine null hypotheses that proposed no differences could not be rejected. The study concluded that e-learning provides flexibility for students and boosts learning, and students have accepted it as a useful reference source. However, the small sample size limited broader conclusions about differences in populations.
Using formative assessment to assess students in Bac Hai Primary school (1) (...TheDivergent
ESL is always a top priority field in Vietnam. However, in order to make further progress in the field of ESL learning, there’s a need of a combination of many factors and assessment methods are one of these. But contrary to its importance, the assessment method has not received much attention. Teacher feedback or comments are important to the teaching process as it is one of the ways teachers can make formative assessment in the classroom (Wiliam, Lee, Harrison, & Black, 2004). Unfortunately, assessment methods in Vietnam mainly focus on testing and exam, and they are often used to assess student progress at all levels of the education system with all subjects. Hence, for most Vietnamese students, their learning goal is to pass exams and for most teachers, their role is to provide knowledge to help students get the marks they need (Tran, 2015 cited in Dore, 1997a; Stobart, 2008). Evaluating student performance is a more complex matter than that. ‘Assessment as a driver of learning’ (Cowan, 1998, p.12). It is a powerful means of directing student learning. However, like other powerful tools, it needs to be used with care, otherwise it can become counterproductive and even harmful. Therefore, learning about how to assess the EFL learning process of students in Vietnam will open many solutions and directions to improve EFL teaching and learning.
Teachers’ Experiences in the Implementation of Modular Distance LearningAJHSSR Journal
ABSTRACT:The continuity of learning in this time of pandemic brought challenges to many countries. This
so called “Education in the New Normal” brought new teaching experiences for teachers. This study aimed to
narrate the teachers‟ experiences in the implementation of Modular Distance Learning. Findings revealed that
teachers in Modular Distance Learning performs a variety of function such as preparing and distributing
modules, tracking learner‟s progress and doing a lot of paper works and need upskilling to manage this learning
modality.Teachers adjust in the implementation of Modular Distance Learning through adjusting their new
routine. Monitoring and evaluating learner‟s progress and delivering quality instruction are the difficulties that
teachers experienced in shifting from face-to-face into Modular Distance Learning and the key factors that
challenged the implementation of Modular Distance Learning are the availability of quality resource materials
and attainment of learning competencies. Based on the findings of this study, the researcher recommends
simplification of modules and provide and deliver adequate supply of ready-made modules on time. There is a
need to strengthen the communication between teachers, parents and learners.
KEYWORDS –Experiences, Modular Distance Learning, Modules, Pandemic, Teachers,
This research is based on the problem of the outbreak of the coronavirus
which has become a global pandemic and a national disaster. The purpose of
this study was to describe the perceptions of lecturers and students on online
learning problems during the COVID-19 pandemic. The data was collected
with the help of questionnaires. This quantitative descriptive study was
conducted among lectures and students who selectedd randomly. Data
analysis used a Likert scale and the results of perceptions used descriptive
analysis. The results of the study show that the perceptions of lecturers and
students on online learning problems during the pandemic consisted of six
aspects (lecture plans, online lecture activities, online lecture recording and
evaluation, lecture assistance services, and lecture support facilities).
Furthermore, it can be agreed that effective online learning occurs due to the
interaction of students and lecturers as well as technology connected
to education.
PPT BAHASA INGGRIS ANALISIS JURNAL .pptxDeaRahmadani9
Online learning media can effectively improve physics learning outcomes for high school students during a pandemic. A review of 25 articles found that digital learning platforms like Google Classroom and virtual labs like PhET are useful tools that have improved learning based on various studies. Research has shown that e-learning media can improve outcomes with effectiveness ranging from 21.72% to 94.47% on average. However, the success of online learning depends on factors like available infrastructure and student/teacher technology skills. Overall, the document concludes that digital-based online media is very effective for physics learning during the pandemic.
Affective e-learning approaches, technology and implementation model: a syste...IJECEIAES
A systematic literature study including articles from 2016 to 2022 was done to evaluate the various approaches, technologies, and implementation models involved in measuring student engagement during learning. The review’s objective was to compile and analyze all studies that investigated how instructors can gauge students’ mental states while teaching and assess the most effective teaching methods. Additionally, it aims to extract and assess expanded methodologies from chosen research publications to offer suggestions and answers to researchers and practitioners. Planning, carrying out the analysis, and publishing the results have all received significant attention in the research approach. The study’s findings indicate that more needs to be done to evaluate student participation objectively and follow their development for improved academic performance. Physiological approaches should be given more support among the alternatives. While deep learning implementation models and contactless technology should interest more researchers. And, the recommender system should be integrated into e-learning system. Other approaches, technologies, and methodology articles, on the other hand, lacked authenticity in conveying student feeling.
The document discusses a mixed-methods study that evaluated the use of flipped classroom in a problem-based learning (PBL) medical curriculum during the COVID-19 pandemic. Quantitative data from student evaluations of different blocks showed some blocks had unbalanced learning loads and lacked block learning management and knowledge retention. Qualitative analysis identified four key themes: 1) Flipped classroom time allocation is sensitive; 2) Learning objectives require activity and media support; 3) Flipped classroom requires different teaching training; and 4) Flipped classroom experiences can cause psychological burnout from heavy workloads. The study provides insights into improving online PBL instructional designs during pandemics.
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
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This paper reveals the result of 322 distance learners’ perception towards e-learning program
conducted by UiTM. Generally the respondents rated above average for all aspects of distance
learning program irrespective of gender, program of studies, income and occupation. Students’
gender also did not show any difference in their perception. Similarly, semester of studies too, did
not indicate any significant difference except their perception towards lecturer. However
students’ semester of studies showed significant difference towards lecturer, module and
physical. Gender, income and semester of studies did not show any relationship to students’
perception towards all aspects of distance learning program. However students’ program of
studies showed significant relationship towards their perceptions of the program. Students’ CGPA
showed negative relationship with all aspects of distance learning program.
EFL STUDENTS’ PERCEPTIONS TOWARDS THE USE OF E-LEARNINGAJHSSR Journal
This document summarizes a research study that examined EFL (English as a foreign language) students' perceptions of using e-learning at a university in Vietnam. A questionnaire was administered to 60 English major students to assess their perceptions of the usefulness, ease of use, and behavioral intentions regarding the e-learning system. The results showed that students found e-learning to be flexible and useful for submitting assignments. They also felt confident in their ability to use the system. However, the study recommends providing more training to help students effectively find and interact with information on the e-learning system to enhance learning. Suggestions are also made for universities, instructors, and students to improve the e-learning process.
- The document summarizes a study that examined the effects of a targeted orientation program on first-year engineering students' expectations of university learning and teaching.
- In 2013, following a targeted orientation program, a survey was administered to 173 first-year engineering students about their expectations. The results were compared to a 2010 survey of 161 students who did not receive the targeted orientation.
- The results indicated that the targeted orientation in 2013 had little effect on students' perceptions. Students in both 2013 and 2010 reported difficulty taking notes during lectures and using those notes to study successfully.
During the COVID-19 pandemic, the learning was conducted by online system. The objective of the research was to understand the commitments and preferences of students in online learning. A total of 516 students participated in filling out an online questionnaire. The data were analysed descriptively referring to the critical success factors (CSFs). Based on the research result, there were three most dominant obstacles, they were: i) Internet interference (42.71%); ii) Limited quota (24.49%); and iii) Other activities (22.92%). There were students who did not attend full-time (22.45%). The weak commitment was boredom (2.04%) and feeling that they understood the module (5.10%). There were students who do not study full-time, only filling out the attendance list (53.1%). A small number of students (2.04%) fill out the attendance list and upload assignments as a top priority. According to this research, 46.7% of students liked online learning and 39.7% did not like it. In addition, 42.83% of students were bored. It means that about 60% of saturation comes from like-dislike preferences. The remaining 40% are influenced by other factors. The students’ commitments and preferences are influenced by many factors. Those who force themselves to learn ineffectively will be at risk of learning loss.
Positive online learning experiences during the COVID-19 pandemic remain
debatable in the literature where students and instructors have been enforced
to shift from conventional face-to-face meetings to virtual learning. This
study aims to explore English for specific purposes (ESP) students’
experiences during online learning, along with their concerns on learning
attainment and personal adaptations. A qualitative case-study method was
employed through interviews with students (n=19) from three private
universities in Indonesia. The obtained data were analyzed through thematic
analysis. Results showed that students of different departments approached
ESP differently, but they similarly reported facing difficulties in reaching the
learning objectives. They also experienced burnout from excessive online
learning and found themselves hardly adapting to various instructors’
strategies. These findings revealed the need to revisit online ESP delivery
classes in higher education. Implications for the future design of online ESP
learning courses and instructor professional development are discussed.
Innovative Teaching and Learning of Master in Management towards Open EducationJeanCostillas1
The document discusses innovations in teaching and learning modalities for a Master in Management program between Southern Leyte State University in the Philippines and Tra Vinh University in Vietnam. It finds that teaching and learning were done through a blended model combining face-to-face and online/e-learning sessions. Materials were primarily delivered via email and in person, and students found this effective. Feedback was also provided both in person and via email. Overall, the innovations allowed effective delivery of the international dual-degree program between the two universities.
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
Open Education Bridging the Gap Inequality of Higher Education opportunityIJRESJOURNAL
ABSTRACT: E-learning system through a variety of applications can encourage the realization of the ideals of education to provide equality of opportunity to all society. The essence of open education is to eliminate the limitations to be able to gain access to higher education for the community at large. Success story of online tutorial services of Universitas Terbuka (UT/Open University) is a proof that can demonstrate more efficient delivery of educational achievement. Perceived satisfaction of students to the online tutorial services became evident that the optimal use of technology to bridge the establishment of an optimal learning process so that students can obtain a quality education is not inferior to conventional universities. This condition will be able to change the paradigm of society that the opportunity to obtain higher education which was originally impossible becomes possible, which is easy, comfortable, flexible and affordable.
Factors affecting students’ continuance intention to use teaching performance...IJECEIAES
This study aims to determine university students’ continuance intention in using an android-based teaching performance assessment (TPA) application. For the data gathering instrument, we employed an online structured questionnaire. Two hundred and forty students from four faculties were selected and assigned a five-scale survey. All completed questionnaires were analyzed using analysis of moment structure (AMOS). The findings show that the factors of productivity, performance, relevancy, quality and mobility of the android-based TPA have significantly influenced students’ continuance intention to use the application. The results highlighted that when an android-based system was developed based on the criteria, the long-term use of the android-based TPA application can be consistently maintained to improve universities’ teaching quality assessment. However, our study needs to improve in that the university students may evaluate teaching staffs who are not teaching a subject in their class because all teaching staff has appeared in the application database. In addition, further research needs to limit each lecture based on a specific course to be assessed by a particular student’s class.
Allan C. Campugan Jr., Patrick M. Salinas
Abstract: This study focused on determining the effectiveness of Modular and Recorded Video Lessons in teaching
the subject Music, Arts, Physical Education and Health (MAPEH) and on identifying area of concerns based on
findings. The modular and recorded video lessons presented to the respondents during class were designed by
subject experts in Department of Education Carcar City Division. A quasi experimental method was used and a
book-based pre-post-test was utilized as the main instrument in in determining if there was an increase in
students’ performance after the delivery of the lessons in the second quarter. There were 50 students who
participated in the study, a total of 25 students were exposed to modular lessons and another 25 students, to
recorded video lessons. Results indicate that the performance level of the students from the modular group and
experimental group increased significantly after the delivery of lessons however, there was no significant difference
of performances between the control and experimental group in the post-test results. Hence, it can be concluded
that the performance of both groups are comparable. The given results have been confirmed with a subjective
assessment of students’ regard for learning with the use of the learning modalities. The findings of the study are
recommended for consideration in the school’s effort for continual improvement in the delivery of quality
education to students.
Online Learning Readiness of Secondary School Teachers towards Flexible and B...AJHSSR Journal
ABSTRACT : Online learning is a challenging concept that ensures education is catered through
technological channels. This descriptive research aimed to understand readiness of teachers as they implement
teaching using flexible and blended learning as basis for an education strategy especially in this COVID-19
pandemic. The respondents were 232 selected secondary teachers in the province of Camarines Norte. The result
showed that there are 20 percent who are prepared for online teaching and most have gadgets/devices to be able
to perform their online role as teachers. However, 80 percent of respondents have issues especially along the
financial implication of flexible/blended learning as internet is quite costly in the Philippines and technological
gadgets are expensive. The study recommends training, planning, and restructuring towards strengthening
technology utilization, access, and resource generation for better delivery of education. It draws implications on
developing better key strategies in building smart ways and reducing challenges in online education.
KEYWORDS : COVID-19, Educational strategies, ICT integration, teaching modality
IRJET- E-Learning Effectiveness in Higher EducationIRJET Journal
This document summarizes a research study that evaluated the effectiveness of e-learning in higher education across different factors. The study analyzed data collected from 120 students pursuing Masters programs in Delhi and Ahmadabad, India. The results of t-tests and z-tests found no significant differences in e-learning effectiveness based on course, gender, or city. Thus, all nine null hypotheses that proposed no differences could not be rejected. The study concluded that e-learning provides flexibility for students and boosts learning, and students have accepted it as a useful reference source. However, the small sample size limited broader conclusions about differences in populations.
Using formative assessment to assess students in Bac Hai Primary school (1) (...TheDivergent
ESL is always a top priority field in Vietnam. However, in order to make further progress in the field of ESL learning, there’s a need of a combination of many factors and assessment methods are one of these. But contrary to its importance, the assessment method has not received much attention. Teacher feedback or comments are important to the teaching process as it is one of the ways teachers can make formative assessment in the classroom (Wiliam, Lee, Harrison, & Black, 2004). Unfortunately, assessment methods in Vietnam mainly focus on testing and exam, and they are often used to assess student progress at all levels of the education system with all subjects. Hence, for most Vietnamese students, their learning goal is to pass exams and for most teachers, their role is to provide knowledge to help students get the marks they need (Tran, 2015 cited in Dore, 1997a; Stobart, 2008). Evaluating student performance is a more complex matter than that. ‘Assessment as a driver of learning’ (Cowan, 1998, p.12). It is a powerful means of directing student learning. However, like other powerful tools, it needs to be used with care, otherwise it can become counterproductive and even harmful. Therefore, learning about how to assess the EFL learning process of students in Vietnam will open many solutions and directions to improve EFL teaching and learning.
Teachers’ Experiences in the Implementation of Modular Distance LearningAJHSSR Journal
ABSTRACT:The continuity of learning in this time of pandemic brought challenges to many countries. This
so called “Education in the New Normal” brought new teaching experiences for teachers. This study aimed to
narrate the teachers‟ experiences in the implementation of Modular Distance Learning. Findings revealed that
teachers in Modular Distance Learning performs a variety of function such as preparing and distributing
modules, tracking learner‟s progress and doing a lot of paper works and need upskilling to manage this learning
modality.Teachers adjust in the implementation of Modular Distance Learning through adjusting their new
routine. Monitoring and evaluating learner‟s progress and delivering quality instruction are the difficulties that
teachers experienced in shifting from face-to-face into Modular Distance Learning and the key factors that
challenged the implementation of Modular Distance Learning are the availability of quality resource materials
and attainment of learning competencies. Based on the findings of this study, the researcher recommends
simplification of modules and provide and deliver adequate supply of ready-made modules on time. There is a
need to strengthen the communication between teachers, parents and learners.
KEYWORDS –Experiences, Modular Distance Learning, Modules, Pandemic, Teachers,
This research is based on the problem of the outbreak of the coronavirus
which has become a global pandemic and a national disaster. The purpose of
this study was to describe the perceptions of lecturers and students on online
learning problems during the COVID-19 pandemic. The data was collected
with the help of questionnaires. This quantitative descriptive study was
conducted among lectures and students who selectedd randomly. Data
analysis used a Likert scale and the results of perceptions used descriptive
analysis. The results of the study show that the perceptions of lecturers and
students on online learning problems during the pandemic consisted of six
aspects (lecture plans, online lecture activities, online lecture recording and
evaluation, lecture assistance services, and lecture support facilities).
Furthermore, it can be agreed that effective online learning occurs due to the
interaction of students and lecturers as well as technology connected
to education.
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Online learning media can effectively improve physics learning outcomes for high school students during a pandemic. A review of 25 articles found that digital learning platforms like Google Classroom and virtual labs like PhET are useful tools that have improved learning based on various studies. Research has shown that e-learning media can improve outcomes with effectiveness ranging from 21.72% to 94.47% on average. However, the success of online learning depends on factors like available infrastructure and student/teacher technology skills. Overall, the document concludes that digital-based online media is very effective for physics learning during the pandemic.
Affective e-learning approaches, technology and implementation model: a syste...IJECEIAES
A systematic literature study including articles from 2016 to 2022 was done to evaluate the various approaches, technologies, and implementation models involved in measuring student engagement during learning. The review’s objective was to compile and analyze all studies that investigated how instructors can gauge students’ mental states while teaching and assess the most effective teaching methods. Additionally, it aims to extract and assess expanded methodologies from chosen research publications to offer suggestions and answers to researchers and practitioners. Planning, carrying out the analysis, and publishing the results have all received significant attention in the research approach. The study’s findings indicate that more needs to be done to evaluate student participation objectively and follow their development for improved academic performance. Physiological approaches should be given more support among the alternatives. While deep learning implementation models and contactless technology should interest more researchers. And, the recommender system should be integrated into e-learning system. Other approaches, technologies, and methodology articles, on the other hand, lacked authenticity in conveying student feeling.
The document discusses a mixed-methods study that evaluated the use of flipped classroom in a problem-based learning (PBL) medical curriculum during the COVID-19 pandemic. Quantitative data from student evaluations of different blocks showed some blocks had unbalanced learning loads and lacked block learning management and knowledge retention. Qualitative analysis identified four key themes: 1) Flipped classroom time allocation is sensitive; 2) Learning objectives require activity and media support; 3) Flipped classroom requires different teaching training; and 4) Flipped classroom experiences can cause psychological burnout from heavy workloads. The study provides insights into improving online PBL instructional designs during pandemics.
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
Similar to Effect of online quizzes on music theory achievement of freshman music teaching students (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
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Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
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Effect of online quizzes on music theory achievement of freshman music teaching students
1. Journal of Education and Learning (EduLearn)
Vol. 16, No. 1, February 2022, pp. 130~136
ISSN: 2089-9823 DOI: 10.11591/edulearn.v16i1.20379 130
Journal homepage: http://edulearn.intelektual.org
Effect of online quizzes on music theory achievement of
freshman music teaching students
Hatice Çeliktaş1
, Rasim Erol Demirbatır2
1
Music Educator and Freelance Researcher, Bursa, Turkey
2
Music Education Department, Faculty of Education, Bursa Uludağ University, Bursa, Turkey
Article Info ABSTRACT
Article history:
Received Sep 29, 2021
Revised Jan 24, 2022
Accepted Feb 27, 2022
This research examined the effects of online quizzes on the music theory
achievement of freshman music teaching students. For this purpose, the
students who took the Western Music Theory and Practice I course were
determined as the study group and experimental research was conducted. A
pre-assessment test was given to determine students’ knowledge level about
music theory and the median value of the test was determined as the cut-off
point. The cut-off point was established as the experimental group, while the
cut-off point was established as the control group. In the semester, four
online quizzes were given to the experimental group apart from the midterm
and final exams. Finally, a final test was applied to whether there was a
significant difference between the groups. Consequently, there was no
significant difference between the two groups. However, it was seen that the
experimental group scores are slightly higher than the control group scores,
thus the experimental group achieved the success of the control group. When
it was compared to the pre-assessment test scores, it shows that the students
in the experimental group achieved a remarkable positive difference in the
process. The discussion includes recommendations about the use of online
quizzes.
Keywords:
Distance education
Evaluation
Measurement
Quizzes
This is an open access article under the CC BY-SA license.
Corresponding Author:
Rasim Erol Demirbatır
Music Education Department, Faculty of Education, Bursa Uludağ University
Görükle Kampüsü, 16059, Nilüfer/Bursa, Turkey
Email: redemir@uludag.edu.tr
1. INTRODUCTION
Distance education quickly took the first place on the agenda of education activities with the
COVID-19 pandemic which entered our lives as of March, 2020. During the pandemic, educational activities
were mostly carried out through online platforms and also were supported by learning content offered by
television and other media in some countries [1]. In Turkey, face-to-face education was suspended in
primary, secondary schools, and universities in this process, and distance education was started via online
platforms within the opportunities of the Ministry of National Education (MoNE) and universities [2], [3].
This process, which deeply affects the daily living conditions, has brought many positive and negative
developments in education as well. More use of blended learning approaches (online and face-to-face), better
perception and appreciation of the role of teachers and the schools by the society, more widespread use of
good learning materials, more active participation of the students in lessons through visual and auditory
materials, and the increase in cooperation between teachers can be considered among the positive
developments [2], [4], [5]. It can be said that the process also creates opportunities for the revision of the
basic issues related to the philosophy of education and the transformation of education policies into a “more
inclusive and fair structure” [4]. On the other hand, increasing inequality of opportunity, learning difficulties,
2. J Edu & Learn ISSN: 2089-9823
Effect of online quizzes on music theory achievement of freshman music teaching students (Hatice Çeliktaş)
131
and school dropout rates, experiencing learning losses, decreasing access to healthy nutrition, increasing
domestic violence and abuse, staying away from education for girls and refugee groups can be counted
among the most common negativities experienced worldwide [1], [4], [6].
The process changed the general course of educational activities with many dimensions. It also
affected the measurement-evaluation processes, and made it necessary to review these practices. In the
reports of OECD and UNESCO, it was stated that there were difficulties in the measurement process [4], [7],
[8]. The administration of the exams and the grading system of many courses have changed [1], [3]. While
some universities have preferred an evaluation model such as pass/fail instead of a letter grade system, some
universities have made retrospective adjustments in the curriculum and even in the exams, and some have
allowed students to freeze registration [3], [9]. The purpose of these decisions were to ensure the fairness of
grades in the measurement and evaluation processes and to prevent some students from falling into an
advantageous or disadvantageous situation in the future [3].
In addition, measurement and evaluation practices have already been designed and maintained
online within the scope of distance education in many universities. But reasons, such as the inability of all
students to have the necessary technological opportunities, the inadequacy of students and teachers in using
technology, and the inability to access computers and the internet, have prevented the measurement and
evaluation processes from keeping in a qualified manner [10]. In this period, while the result-oriented
measurement and evaluation methods (multiple-choice tests, true-false items, matching items) were mostly
preferred, the process-oriented measurement and evaluation methods (performance evaluation, peer
evaluation, portfolios) were used less frequently [11], [12]. This process showed that measurement and
evaluation practices should be reviewed in the long term. Besides, it is seen that educators should improve
themselves on alternative measurement models as well as information technologies.
One of the measurement methods that can be preferred during the pandemic process are quizzes.
Quizzes allow students to be observed periodically and help identify problems encountered in learning. They
also help to determine the level of students' achievement of target behaviors and provide feedback to students
[13]. They are easy to apply and functional for online and distance learning, and also allow students to be
observed at certain periods, and eliminate the problems experienced in the process [3]. It is stated that in the
literature online quizzes are useful as a teaching and assessment tool [14]. They are effective in increasing
exam performance and academic achievement [15]–[17] and better in increasing success than in-class exams
[18], [19]. Also, it was found that online quizzes are effective to encourage students and they are time-
efficient for educators [13], [20], [21].
In this context, the aim of this research is to examine the effects of online quizzes on the music
theory achievement of the freshman music teaching students. Western Music Theory and Practice (WMTP) I
and WMTP II courses are one of the essential courses in the first two semesters of the music teaching
undergraduate program. In addition to the basic concepts of music theory, the content of the courses includes
information that supports and complements musical hearing, reading and writing skills [22]. Thus, these
courses include very intensive acquisitions related to musical knowledge and skills. Music teaching
undergraduate program admits students from different types of high schools (general high schools, fine arts
high schools, vocational high schools). This situation causes the musical knowledge levels of the students to
be different from each other. Therefore, the achievement of the WMTP I course is important, since it forms
the basis for the other courses and includes learning outcomes related to music theory. For this reason, online
quizzes were applied to students in addition to midterm and final exams during the pandemic. It was tried to
be beneficial in eliminating the difficulties faced by the students and aimed to increase academic
achievement. It is thought that the research is important in terms of giving an idea about the use of online
measurement methods in the post-pandemic period.
2. RESEARCH METHOD
2.1. Design
The model of this research was determined as the regression discontinuity design as shown in
Table 1. Regression discontinuity design is defined as a design that used for deciding whether a group of
participants providing predetermined criteria benefited from the given intervention [23]. Accordingly, the
following process was followed in the selection of this model in the study: i) Students' knowledge levels of
the music theory who studied the WMTP I course in the 2020 Fall semester was determined by a pre-
assessment test made at the beginning of the semester; ii) The median value of the pre-assessment test results
was accepted as the cut-off point. While the students median were determined as the experimental group, the
students the median were determined as the control group; iii) Experimental group was periodically applied
four quizzes except for midterm and final exams; iv) At the end of the semester, in the scope of the final
exam, a final test was applied to all students (both the experimental group and the control group) again. Thus,
3. ISSN: 2089-9823
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132
it was aimed to determine whether there is a significant difference between the knowledge levels of the
experimental and control groups in according to final test. The research design is given in the Figure 1.
Figure 1. Research design
2.2. Study group
The study group of the research consisted of 51 students who took the WMTP I course in the Fall
semester of the 2020-2021 Academic Year. However, seven students who did not follow the course and four
students who did not participate in the pre-assessment test were not included in the research, so it was carried
out with 40 students. In the first session of the course, a pre-assessment test consisting of 40 multiple-choice
questions was applied to students, and it was determined that the success levels of the students varied
considerably. Statistical information regarding this pre-assessment test is given in the Table 1.
Table 1. Statistical information about pre-assessment test
N X
̄ Median Minimum Maximum S
Pre-assessment test 40 51.50 51.25 22.50 77.50 13.42
In the determination of the experimental and control groups of the research, the median of the pre-
assessment test (51.25) was determined as the cut-off point. Accordingly, the scores the median were
determined as the experimental group, and the scores the median were determined as the control group.
Statistical information about the experimental and control groups is given in the Table 2.
Table 2. Statistical information about the experimental and control groups
N X
̄ S
Experimental group 20 40.50 8.14
Control group 20 62.50 6.98
2.3. Process
In the content of the WMTP I course, there are basic concepts related to music theory (measure,
rhythm, and clefs; tempo markings, dynamics, and expression terms; ornaments) and information that assists
and complements musical hearing, reading, and writing skills (intervals, chords, tonality, major-minor scales)
[22]. Hence, the quizzes which applied to the experimental group were prepared according to the course
contents. During the semester, four online quizzes were applied periodically. The contents of the quizzes are
listed in the Table 3.
Table 3. Content of the quizzes
Quiz Date Content Number of questions
1 October 27, 2020 Musical sound and its features
The principles of staff notation
Rhythm, meter, and beat
12 multiple choice questions
2 November 17, 2020 Intervals: Simple, compound, chromatic and enharmonic intervals,
interval inversion, consonant and dissonant intervals.
Tempo markings
Dynamics
12 multiple choice questions
3 December 15, 2021 Triads: Major, minor, diminished and augmented triads and their
inversions
Tonality: Key signature; major and minor scales; the circle of 5th;
relative, parallel, and enharmonic keys.
Expression terms
12 multiple choice questions
4 January 08, 2021 Ornaments
Abbreviations
6 multiple choice questions
4. J Edu & Learn ISSN: 2089-9823
Effect of online quizzes on music theory achievement of freshman music teaching students (Hatice Çeliktaş)
133
The quizzes, designed as five multiple-choice tests, were prepared by the researchers and applied on
the e-exam platform for the distance education provided by the university. They were defined at any time
except for the weekly WMTP I courses. According to research conducted by Brothen and Wambach [24],
timed electronic quizzes are better to enhance exam performance more than untimed quizzes. In addition to
this, it was found that they are associated with better learning because of reducing the opportunity to look up
answers. So, for each quiz, 10-15 minutes were given according to the number of questions and the intensity
of the questions. When the students exceeded the time limit, the system was closed automatically and hold
the students’ answers.
2.4. Data collection tools
A five multiple choice test which consists of 40 questions includes all topics in quizzes was
prepared for the tests as seen in Table 3. The test was prepared by the researchers who are also the instructors
of the course, and it was presented to get opinions from the three field experts. In addition, it was applied to
the students who took the course in the Fall Semester of the 2019-2020 Academic Year. So, the final version
of the test was obtained with this pilot application.
2.5. Data collection and analysis
As seen in Table 4, while the pre-assessment test data of the study were collected in the first session
of the course, the final test data were collected within the scope of the final exam of the course. For both
tests, participants were given 40 minutes for 40 questions. In order to analyze the data, it was checked
whether the scores of the experimental and control groups from the tests were normally distributed. Since the
number of participants in both groups were less than 30, the Shapiro-Wilk test was preferred [25]. When
Table 5 is examined, it is seen that the pre-assessment test and final test scores of both groups provide the
normal distribution conditions (p>0.05). Accordingly, independent samples t-test was used to analyze the
data in the research.
Table 4. Data collection calendar
Application Date Number of questions
Pre-assessment test October 8, 2020
40 five multiple choice items
Final test January 14, 2021
Table 5. Shapiro wilk test results of the groups
Pre-assessment test Final test
Experimental group Control group Experimental group Control group
20 20 20 20
40.50 62.50 77.83 77.00
8.14 6.98 13.65 11.23
0.09 0.45 0.16 0.26
3. RESULTS AND DISCUSSION
3.1. Results
To determine the effect of the online quizzes on music theory achievement, WMTP I final test mean
scores of the experimental group (students with a pre-assessment test score of less than 51.25 and who were
applied online quizzes) and control group (students with a pre-assessment test score of 51.25) were compared
with the independent sample t-test. The results of the independent sample t-test of the WMTP I final test
revealed in Table 6.
Table 6. The independent sample t-test results of the WMTP I final test
Groups N X
̄ S sd t p
Experimental group (< 51.25) 20 77.83 13.65 38 -2.11 0.85
Control group (≥ 51.25) 20 77.00 11.23
According to the test results, no significant difference was found between the final test mean score
of the experimental group (X
̄ Experimental=77.83) and the final test mean score of the control group
(X
̄ Control=77.00) [t(38)=-2.11, p>0.05]. However, it is seen that the average score of the students in the
experimental group who were applied online quizzes was slightly higher than the students in the control
group who did not receive online quizzes. This result of the study can be interpreted as online quizzes having
5. ISSN: 2089-9823
J Edu & Learn, Vol. 16, No. 1, February 2022: 130-136
134
a positive effect on students' music theory achievement levels. In fact, when we look at the results of the pre-
assessment test, it is seen that the mean score of the experimental group (X
̄ =40.50) are considerably lower
than the mean score of the control group (X
̄ =62.50). Despite the noticeable difference between these two
groups in the pre-assessment test, when we look at the final test scores, we see that the two groups' scores are
almost equal. So, the results also show that the students in the experimental group achieved a remarkable
positive difference in the process.
3.2. Discussion
In this research, it was examined that the effects of online quizzes on the music theory achievement
of the freshman music teaching students. As a result of the experimental research, no significant difference
was found between two groups. However, the results seem worthy of discussion. Although the data obtained
from the final test show that the results of both groups are close to each other, there is a slight difference in
favor of the experimental group. In addition to this, when the pre-assessment test scores of the two groups are
examined, there is a serious difference between them and the control group scores seem to be higher. This
experimental research was carried out since the music theory knowledge levels of some students
(experimental group) were at a critical level. With this research, also, the knowledge levels of the
experimental group students were tried to be equalized and homogenized with the control group. When
evaluated from this point of view, it can be said that the research has achieved its purpose and that online
quizzes have a positive effect on student success. Regular online quizzes provide more interaction between
the student and course material than exam, in addition to this, the frequency of the quizzes helps to learn
smaller information more easily [16]. In this research during the semester, 4 quizzes applied and each of
them included more than one topic. Accordingly, a more effective outcome can be obtained by applying
different quizzes for each topic and by increasing the number of quizzes. Further studies, the effect of
frequent quizzes can be examined on students' achievement and exam performance.
In the pandemic period when distance education is inevitable, online quizzes ensured great benefit
in keeping students interested in the course and keeping their performance high. In this research, the quizzes
were administered on the days following the presentation of related topics in the course and in extracurricular
times. Thus, the students had the opportunity to study and review the related topics. Also, giving each quiz
after a very short time helped the information to be remembered. For the quizzes, 10-15 minutes were
defined in accordance with the content, so that the students were not given the opportunity to benefit from
any source during the quiz. Similarly, in the literature, it was stated that keeping the quizzes duration short
and preventing access to course materials increased the student's performance [20], [24].
In a study, it was stated that quizzes changed the study habits of students, and they started to study
more frequently and earlier than the exam period [26]. In our study, although no significant difference was
found, considerable improvement was observed in the performance of the experimental group compared to
their initial knowledge. For this reason, it can be recommended to use online or in-class quizzes in other
theoretical courses in music teaching undergraduate programs with different arrangements suitable for the
structure of the course, group and content. Although preparing quizzes and uploading them to the e-exam
platform brings a certain amount of workload for the educator [13], obtaining the exam results quickly and
automatically by the system can be one of the greatest conveniences of online quizzes. In addition, it can be
seen as one of the advantages of online quizzes that extracurricular times can be determined for them,
therefore the class time is not affected [20].
In this research, at the end of each quiz, students were able to see their exam grades, but they did not
receive feedback on their correct/incorrect answers. Research shows that giving feedback to students is
effective and increase the exam performance [17], [27]. In further research, feedback can be given at the end
of each question [16] or upon completion of the quiz. In addition to providing information only on
correct/incorrect answers [26], there are also studies including additional information and resources about the
related topic [16]. For this reason, it is recommended to conduct studies examining the effect of online
quizzes provided with feedback to music educators. Since pre-lecture quizzes encourage learning and provide
students with a deeper understanding of the subject [28], instead of post-lecture quizzes, pre-lecture quizzes
can be tried. Also, the contribution of the quiz grade to the course success grade can be provided to ensure
that the students participate in the quizzes completely. Finally, the effect of unannounced quizzes at the end
of the lesson can be examined. Since it is necessary to be ready for the exam at all times, it is thought that
unannounced exam types which increase the student's motivation to study [29], can also have a positive
effect on student success.
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Effect of online quizzes on music theory achievement of freshman music teaching students (Hatice Çeliktaş)
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4. CONCLUSION
As understood from the outputs of this research and the literature, online quizzes seem to be
effective on student success and exam performance. As seen in the literature, quizzes are practiced in very
different ways, such as online or in-class quizzes, pre-lecture or post-lecture quizzes, unannounced or
announced quizzes, and with feedback or without feedback quizzes. According to the class, course, course
content, and group, one of these quizzes could be chosen and applied. So, in order to obtain the best
efficiency from the quizzes, the characteristics mentioned should be well analyzed. In addition, by applying
different types of online quizzes, it could be concluded which quiz type is more suitable for the related course
and content.
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BIOGRAPHIES OF AUTHORS
Hatice Çeliktaş is a music educator and freelance researcher. She received her
bachelor’s degree (2010) and master’s degree (2014) in Music Education at Uludağ University.
She worked as a research assistant at Bursa Uludağ University between 2011 and 2020. In 2021
she received her doctoral degree on ear training activities with children and Kodály approach at
Bursa Uludağ University. She can be contacted at email: haticeliktas@gmail.com.
Rasim Erol Demirbatir is a lecturer at Bursa Uludağ University Faculty of
Education, Department of Fine Arts Education. He holds Ph.D. Degree in Music Education from
the Gazi University in Turkey. He continues his research in various fields of music education. He
can be contacted at email: redemir@uludag.edu.tr.