In implementing mobile learning system, students’ needs and perceptions should be focused upon along with curriculum standards. Particularly in the context of higher education institutions in Indonesia, some schools authorities have refused to implement m-learning. Although m-learning is widely used in some schools and considered an effective educational tool, it is not yet fully utilised in most Indonesian schools. Therefore, the aim of this study is to investigate students’ access to and perception of the use of mobile devices in learning, and to understand the potential for its implementation. This study is the result of a survey conducted on 61 students in a school which banned the use of mobile technology. It seeks to understand their potential accessibility by means of ownership, interaction time and the types of mobile application used and to find their perceptions through agreement and the reasons for adopting mobile learning in the classroom. The findings indicate that students are very familiar with mobile devices and their applications. The results also reveal that students have positive perceptions toward m-learning, and indicate that mobile technologies are widely used among them. This report can be taken as the basis for applying a mobile learning system in the classroom.
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
This article aims to outline different pedagogical strategies with applications (apps) in the classroom. Every year the use of mobile devices like tablets and smartphones increases. At the same time, applications are being developed to meet this demand. It is therefore essential that educators investigate their use as an motivational technological medium that can possibly be used in the classroom. Apps can be used both as a source of information as well as a tool for creating material. Thus, this article will present the results of a study applying teaching strategies in different contexts. It therefore highlights the importance of mobile learning as a viable alternative in the classroom. In order to do so, there was a multiple case study in the undergraduate pedagogy program and a digital inclusion course for seniors, both offered in the first semester of 2017 at the Federal University of Rio Grande do Sul (UFRGS). Educational applications and examples of teaching strategies using apps were created in these classes. Educational applications offer the possibility to bring innovations to teaching practices, as well as new forms of communication, interaction and authorship, thus contributing to the process of teaching and learning
Customized moodle-based learning management system for socially disadvantaged...journalBEEI
This study aims to develop Moodle-based LMS with customized learning content and modified user interface to facilitate pedagogical processes during covid-19 pandemic and investigate how teachers of socially disadvantaged schools perceived usability and technology acceptance. Co-design process was conducted with two activities: 1) need assessment phase using an online survey and interview session with the teachers and 2) the development phase of the LMS. The system was evaluated by 30 teachers from socially disadvantaged schools for relevance to their distance learning activities. We employed computer software usability questionnaire (CSUQ) to measure perceived usability and the technology acceptance model (TAM) with insertion of 3 original variables (i.e., perceived usefulness, perceived ease of use, and intention to use) and 5 external variables (i.e., attitude toward the system, perceived interaction, self-efficacy, user interface design, and course design). The average CSUQ rating exceeded 5.0 of 7 point-scale, indicated that teachers agreed that the information quality, interaction quality, and user interface quality were clear and easy to understand. TAM results concluded that the LMS design was judged to be usable, interactive, and well-developed. Teachers reported an effective user interface that allows effective teaching operations and lead to the system adoption in immediate time.
Designing An Effective Mobile-learning Model By Integrating Student CultureCSCJournals
Mobile learning is a good technology because it allows communication, collaboration, and sharing information or resources among all of learning members. Mobile learning can be used as perfect solutions to support the learning process. Thither are many concepts and factors influencing effective learning results through creativity, collaboration, and communication. However, culture is an unaccounted factor which should be appended to the existing M-learning model. Culture may improve the learning outcomes of students. We would like to research on how to design an effective model by integrating culture to maximize the benefits of mobile learning.
Opportunities and challenges of the use of mobile phone technology in teachin...RohitTyagi46
Emerging technologies such as mobile computing and tablet
computing has brought tremendous transformation changes to
Teaching and learning across the globe.
INSTRUCTOR PERSPECTIVES OF MOBILE LEARNING PLATFORM: AN EMPIRICAL STUDYijcsit
Mobile learning (m-Learning) is the cutting-edge learning platform to really gain traction, driven mostly bythe huge uptake in smartphones and their ever-increasing uses within the educational society. Education has long benefitted from the proliferation of technology; however, m-Learning adoption has not proceededat the pace one might expect. There is a disconnect between the rate of adoption of the underlying platform (smartphones) and the use of that technology within learning. The reasons behind this have been the subject of several research studies. However, previous studies have mostly focused on investigating the critical success factors (CSFs) from the student perspectives. In this research, we have carried out anextensive study of the six factors that impact the success of m-Learning from instructors’ perspectives. The
results of the research showed that three factors – technical competence of instructors, Instructors’
autonomy, and blended learning – are the most important elements that contribute to m-Learning adoption
from instructors’ perspectives.
Techniques for integrating native technologies with ict to teach zoologyDr. C.V. Suresh Babu
Presentation, International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
This article aims to outline different pedagogical strategies with applications (apps) in the classroom. Every year the use of mobile devices like tablets and smartphones increases. At the same time, applications are being developed to meet this demand. It is therefore essential that educators investigate their use as an motivational technological medium that can possibly be used in the classroom. Apps can be used both as a source of information as well as a tool for creating material. Thus, this article will present the results of a study applying teaching strategies in different contexts. It therefore highlights the importance of mobile learning as a viable alternative in the classroom. In order to do so, there was a multiple case study in the undergraduate pedagogy program and a digital inclusion course for seniors, both offered in the first semester of 2017 at the Federal University of Rio Grande do Sul (UFRGS). Educational applications and examples of teaching strategies using apps were created in these classes. Educational applications offer the possibility to bring innovations to teaching practices, as well as new forms of communication, interaction and authorship, thus contributing to the process of teaching and learning
Customized moodle-based learning management system for socially disadvantaged...journalBEEI
This study aims to develop Moodle-based LMS with customized learning content and modified user interface to facilitate pedagogical processes during covid-19 pandemic and investigate how teachers of socially disadvantaged schools perceived usability and technology acceptance. Co-design process was conducted with two activities: 1) need assessment phase using an online survey and interview session with the teachers and 2) the development phase of the LMS. The system was evaluated by 30 teachers from socially disadvantaged schools for relevance to their distance learning activities. We employed computer software usability questionnaire (CSUQ) to measure perceived usability and the technology acceptance model (TAM) with insertion of 3 original variables (i.e., perceived usefulness, perceived ease of use, and intention to use) and 5 external variables (i.e., attitude toward the system, perceived interaction, self-efficacy, user interface design, and course design). The average CSUQ rating exceeded 5.0 of 7 point-scale, indicated that teachers agreed that the information quality, interaction quality, and user interface quality were clear and easy to understand. TAM results concluded that the LMS design was judged to be usable, interactive, and well-developed. Teachers reported an effective user interface that allows effective teaching operations and lead to the system adoption in immediate time.
Designing An Effective Mobile-learning Model By Integrating Student CultureCSCJournals
Mobile learning is a good technology because it allows communication, collaboration, and sharing information or resources among all of learning members. Mobile learning can be used as perfect solutions to support the learning process. Thither are many concepts and factors influencing effective learning results through creativity, collaboration, and communication. However, culture is an unaccounted factor which should be appended to the existing M-learning model. Culture may improve the learning outcomes of students. We would like to research on how to design an effective model by integrating culture to maximize the benefits of mobile learning.
Opportunities and challenges of the use of mobile phone technology in teachin...RohitTyagi46
Emerging technologies such as mobile computing and tablet
computing has brought tremendous transformation changes to
Teaching and learning across the globe.
INSTRUCTOR PERSPECTIVES OF MOBILE LEARNING PLATFORM: AN EMPIRICAL STUDYijcsit
Mobile learning (m-Learning) is the cutting-edge learning platform to really gain traction, driven mostly bythe huge uptake in smartphones and their ever-increasing uses within the educational society. Education has long benefitted from the proliferation of technology; however, m-Learning adoption has not proceededat the pace one might expect. There is a disconnect between the rate of adoption of the underlying platform (smartphones) and the use of that technology within learning. The reasons behind this have been the subject of several research studies. However, previous studies have mostly focused on investigating the critical success factors (CSFs) from the student perspectives. In this research, we have carried out anextensive study of the six factors that impact the success of m-Learning from instructors’ perspectives. The
results of the research showed that three factors – technical competence of instructors, Instructors’
autonomy, and blended learning – are the most important elements that contribute to m-Learning adoption
from instructors’ perspectives.
Techniques for integrating native technologies with ict to teach zoologyDr. C.V. Suresh Babu
Presentation, International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
The Effect of Mobile Learning on the Development of the Students' Learning Be...inventionjournals
This research study was conducted on 153 students from the Jordanian University. A researchermade Likert-type questionnaire was adopted. A five-question questionnaire was formulated to measure the effect of mobile learning at the University’s students focusing on different aspects. The reliability of the questionnaire was at 91% through the use of Chronbach’s Alpha. T test was adopted to find out significance of differences among the different used variables that supported the effect of mobile learning on the student’s development in learning behaviors and performances. ANOVA was embraced to examine the student’s learning behaviors on mobile learning. The results showed that mobile learning accrues positive effect on motivating the students towards learning. There was also a positive correlation mobile learning to increased academic performance. Finally, the results indicated that M-learning changed student’s learning habits for the better.
Teacher and student readiness using E-learning and M-learningjournalBEEI
This research is about the readiness of teachers and students to develop E-learning and M-learning for the learning process. Before developing and implementing an E-learning and M-learning system, it is important to ensure the user's readiness for the technology. Users' perceptions will affect their willingness and readiness to use the system. This study aims to investigate the teachers and students perceptions about E-learning and M-learning, ensuring their readiness to involve in developing online learning process. The study was conducted by survey methods, questionnaires and direct interviews with prospective users in the schools, students, teachers and principals. Research respondents were from Junior High School and Senior High Schools in Samarinda. The questionnaires will be carried out in two stages, before and after the development of E-learning and M-learning systems. The findings obtained from this study indicate that research partner schools are ready and able to participate in developing E-learning and M-learning systems.
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
This research aims at examining the effect of Ease, Affect, Flexibility and Accessibility of information technology on utilizing virtual learning environment at Universitas Terbuka. The population of the research consists students of Bidikmisi scholarship in Non Basic Education program of Accounting that include of 145 respondents. The sampling method is purposive sampling with 141 eligible samples. The questionnaires are measured with Correlation and Multiple Regression analysis that covers descriptive statistics, reliability test and validity test. Classical Assumption Test which includes multcollinearity test is later conducted. Hypothesis testing and discussion are presented at the end. Result of research with t test or partially indicate that, variable of ease of use have positive relation and have significant influence to interest of utilization of virtual learning environment, t test result for accessibility variable have positive relation and no significant effect to interest of utilization of virtual learning environment. The result of the research on the affect variable has a positive relationship and has a significant effect on the interest of utilizing the virtual learning environment. While the flexibility variable shows have a negative relationship and no significant effect on the interest of utilization of virtual learning environment.
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology
E-Learning Effectiveness Analysis in Developing Countries: East Nusa Tenggara...journalBEEI
The adoption of e-learning in developing countries like Indonesian Universities have been focused in urban areas like the big cities, especially in Java island. There is a lack of development of e-learning in a remote city like Kupang East Nusa Tenggara Indonesia which is located far away from the capital city. This research aims to assess the effectiveness of e-learning by analyzing three factors in one of the higher institution in Kupang city, i.e. Sekolah Tinggi Kesehatan Citra Mandiri Husada Kupang (STIKes CHMK). The factors include culture, technology and infrastructure, and content satisfaction. The data were collected using questionnaires. Research shows that with proper preparation for e-learning, the acceptance of e-learning in rural areas is significantly high. This finding suggests that e-learning can greatly benefit the students like Kupang city in developing countries.
Development of a mobile learning application to support e learning and analys...ijmnct
It should not be disregarded that e-learning applic
ations have some limitations although they provide
many
opportunities to people who have different expectat
ions and characteristics and who want to make use o
f
educational opportunities. When the limitations of
e-learning and the advantages of m-learning
applications which these limitations provide are co
nsidered together, they may serve more effective
learning contexts for individuals. In this study, a
n m-learning application was developed to assist e-
learning and it was supplied for learners who atten
d distance education to use. As a result of the stu
dy, it
was provided for learners to attend educational eve
nts without real time and place limitation in reali
ty via
using m-learning as an assistant for e-learning. Fu
rthermore, learners were provided to be informed ab
out
course cancellations, assignment deadlines, exam da
tes, the announcement by school administration
immediately, and so on. As a result of the study, l
earners’ views for this application were taken into
consideration and it was stated that m-learning app
lication was effective for learners in education at
anytime and anywhere.
Assessing the Readiness to Adopt E-Learning among Industrial Training Institu...IOSRJBM
E-learning is using computer and Internet to learn part of or full course whether it is in school, college or in any educational training. The use of e-learning has gained momentum in recent years contrasting to the under valuations done in the previous years. This study was undertaken to assess the readiness of the Industrial Training Institute (ITI) students to adopt e-learning platform. The constructs attitude, perceived ease of use, perceived benefits and behavioural intention from Technology Adoption Model are studied to attain the objective. It is a descriptive research and the population used for this study is Industrial Training Institutes (ITI) in Tamil Nadu. The data was collected from sample of 267 students. The findings of the research infer that the ITI students are willing to adopt the e-learning platform.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
Technopreneurship Mobile Application (TMA): A Support Mechanism for Flexible ...IJITE
Mobile phones are essential in our daily lives because of their benefits in communication, entertainment, and education. Students use their mobile phones in teaching-learning engagement, both synchronous and asynchronous. The study focused on developing and validating Technopreneurship Mobile Application (TMA) in its functionality, reliability, usability, efficiency, and User interface/user experience. The study engaged with developmental research using the mobile app development cycle, including requirement specification, development modeling, design and development, testing, and deployment. Online data gathering and analysis were used for mobile application validation, evaluation performance, and mobile deployment. A total of 95 information technology students evaluated the application. The results showed that the application is functional, reliable, usable, efficient, and the user interface is helpful. The overall results obtained a 4.20 with an excellent evaluation that shows that developing a mobile application can be a great tool in the flexible learning delivery for students due to its accessibility and usefulness.
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
The Effect of Mobile Learning on the Development of the Students' Learning Be...inventionjournals
This research study was conducted on 153 students from the Jordanian University. A researchermade Likert-type questionnaire was adopted. A five-question questionnaire was formulated to measure the effect of mobile learning at the University’s students focusing on different aspects. The reliability of the questionnaire was at 91% through the use of Chronbach’s Alpha. T test was adopted to find out significance of differences among the different used variables that supported the effect of mobile learning on the student’s development in learning behaviors and performances. ANOVA was embraced to examine the student’s learning behaviors on mobile learning. The results showed that mobile learning accrues positive effect on motivating the students towards learning. There was also a positive correlation mobile learning to increased academic performance. Finally, the results indicated that M-learning changed student’s learning habits for the better.
Teacher and student readiness using E-learning and M-learningjournalBEEI
This research is about the readiness of teachers and students to develop E-learning and M-learning for the learning process. Before developing and implementing an E-learning and M-learning system, it is important to ensure the user's readiness for the technology. Users' perceptions will affect their willingness and readiness to use the system. This study aims to investigate the teachers and students perceptions about E-learning and M-learning, ensuring their readiness to involve in developing online learning process. The study was conducted by survey methods, questionnaires and direct interviews with prospective users in the schools, students, teachers and principals. Research respondents were from Junior High School and Senior High Schools in Samarinda. The questionnaires will be carried out in two stages, before and after the development of E-learning and M-learning systems. The findings obtained from this study indicate that research partner schools are ready and able to participate in developing E-learning and M-learning systems.
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
This research aims at examining the effect of Ease, Affect, Flexibility and Accessibility of information technology on utilizing virtual learning environment at Universitas Terbuka. The population of the research consists students of Bidikmisi scholarship in Non Basic Education program of Accounting that include of 145 respondents. The sampling method is purposive sampling with 141 eligible samples. The questionnaires are measured with Correlation and Multiple Regression analysis that covers descriptive statistics, reliability test and validity test. Classical Assumption Test which includes multcollinearity test is later conducted. Hypothesis testing and discussion are presented at the end. Result of research with t test or partially indicate that, variable of ease of use have positive relation and have significant influence to interest of utilization of virtual learning environment, t test result for accessibility variable have positive relation and no significant effect to interest of utilization of virtual learning environment. The result of the research on the affect variable has a positive relationship and has a significant effect on the interest of utilizing the virtual learning environment. While the flexibility variable shows have a negative relationship and no significant effect on the interest of utilization of virtual learning environment.
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology
E-Learning Effectiveness Analysis in Developing Countries: East Nusa Tenggara...journalBEEI
The adoption of e-learning in developing countries like Indonesian Universities have been focused in urban areas like the big cities, especially in Java island. There is a lack of development of e-learning in a remote city like Kupang East Nusa Tenggara Indonesia which is located far away from the capital city. This research aims to assess the effectiveness of e-learning by analyzing three factors in one of the higher institution in Kupang city, i.e. Sekolah Tinggi Kesehatan Citra Mandiri Husada Kupang (STIKes CHMK). The factors include culture, technology and infrastructure, and content satisfaction. The data were collected using questionnaires. Research shows that with proper preparation for e-learning, the acceptance of e-learning in rural areas is significantly high. This finding suggests that e-learning can greatly benefit the students like Kupang city in developing countries.
Development of a mobile learning application to support e learning and analys...ijmnct
It should not be disregarded that e-learning applic
ations have some limitations although they provide
many
opportunities to people who have different expectat
ions and characteristics and who want to make use o
f
educational opportunities. When the limitations of
e-learning and the advantages of m-learning
applications which these limitations provide are co
nsidered together, they may serve more effective
learning contexts for individuals. In this study, a
n m-learning application was developed to assist e-
learning and it was supplied for learners who atten
d distance education to use. As a result of the stu
dy, it
was provided for learners to attend educational eve
nts without real time and place limitation in reali
ty via
using m-learning as an assistant for e-learning. Fu
rthermore, learners were provided to be informed ab
out
course cancellations, assignment deadlines, exam da
tes, the announcement by school administration
immediately, and so on. As a result of the study, l
earners’ views for this application were taken into
consideration and it was stated that m-learning app
lication was effective for learners in education at
anytime and anywhere.
Assessing the Readiness to Adopt E-Learning among Industrial Training Institu...IOSRJBM
E-learning is using computer and Internet to learn part of or full course whether it is in school, college or in any educational training. The use of e-learning has gained momentum in recent years contrasting to the under valuations done in the previous years. This study was undertaken to assess the readiness of the Industrial Training Institute (ITI) students to adopt e-learning platform. The constructs attitude, perceived ease of use, perceived benefits and behavioural intention from Technology Adoption Model are studied to attain the objective. It is a descriptive research and the population used for this study is Industrial Training Institutes (ITI) in Tamil Nadu. The data was collected from sample of 267 students. The findings of the research infer that the ITI students are willing to adopt the e-learning platform.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
Child Education Through Animation: An Experimental Study
Similar to Students’ Access to and Perception of Using Mobile Technologies in the Classroom: the Potential and Challenges of Implementing Mobile Learning
Technopreneurship Mobile Application (TMA): A Support Mechanism for Flexible ...IJITE
Mobile phones are essential in our daily lives because of their benefits in communication, entertainment, and education. Students use their mobile phones in teaching-learning engagement, both synchronous and asynchronous. The study focused on developing and validating Technopreneurship Mobile Application (TMA) in its functionality, reliability, usability, efficiency, and User interface/user experience. The study engaged with developmental research using the mobile app development cycle, including requirement specification, development modeling, design and development, testing, and deployment. Online data gathering and analysis were used for mobile application validation, evaluation performance, and mobile deployment. A total of 95 information technology students evaluated the application. The results showed that the application is functional, reliable, usable, efficient, and the user interface is helpful. The overall results obtained a 4.20 with an excellent evaluation that shows that developing a mobile application can be a great tool in the flexible learning delivery for students due to its accessibility and usefulness.
A Study on Mobile Learning and its Impact on Academic Achievement among Highe...ijtsrd
The present study aimed to examine the effect of Mobile Learning, which is a kind of E learning that uses mobile devices, on the development of the academic achievement of higher secondary commerce students at Coimbatore, Tamilnadu. The study used the quasi-experimental approach. Participants consisted of (712) students who were registered in a group called Commerce offered by the Tamilnadu stateboard. The questionnaires were givent to students in the experimental group. Data collection tools included an academic achievement test and feedback rating scale. Results showed that mobile learning had quite significant effect on both students' academic achievement and conversational skills. In light of these findings faculty members were recommended to adapt the use of Mobile Learning in their classes. Ms. A. Masilamani | Mr. S. Mahendren"A Study on Mobile Learning and its Impact on Academic Achievement among Higher Secondary Commerce Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14196.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14196/a-study-on-mobile-learning-and-its-impact-on-academic-achievement-among-higher-secondary-commerce-students/ms-a-masilamani
This study aims to describe the use of technology in learning for students with special needs during the transition period after the COVID-19 pandemic to the new normal. This study is descriptive research with a survey method. The survey was conducted with 41 special education teachers with variety of special needs students. Data is collected using Google Form questionnaires. Data analysis is carried out by calculating the frequency and is presented as percentages. Participants in this study were chosen randomly for data variation. The presentation of data is carried out qualitatively based on the respondents’ answers to the questions asked. The study participants argued that hybrid learning was feasible, even though it was recognized as encountering obstacles. Based on the results of a survey conducted by special education teachers at special education school (SLB), for hybrid learning, digital platforms are used to support online learning. The platforms used are WhatsApp and video conferencing, such as Google Meet. Integrating technology is considered important for teachers to support the learning process. Conscious and planned efforts and teacher motivation are critical to increasing their experience and skills in utilizing technology in learning.
ACCEPTANCE AND READINESS OF MOBILE LEARNING INTEGRATION AMONG TEACHERS OF DYS...ijma
ABSTRACT
Mobile technology enables the creation of mobile applications to assist learning. However, integrating the most appropriate mobile applications as an assistive technology for dyslexic students is challenging for teachers if they are unprepared with sufficient knowledge. This preliminary study aimed to understand the acceptance and readiness of mobile learning integration among teachers of dyslexic students. The study was a qualitative study, which involved one selected mobile application to be evaluated by four selected teachers. Teachers had been interviewed. Interestingly, the teachers showed positive attitude in acceptance and readiness of using mobile application in class, with condition it suits dyslexic students learning needs. They believe using appropriate mobile application can support learning. Following this study, more studies will be conducted to evaluate the effectiveness of abundant implementation towards mobile learning by teachers of dyslexic learning.
The shift of learning activities from face-to-face classroom interaction to online learning beyond the classroom due to the global pandemic has caused technological anxiety in teaching and learning. This study analyzed strategies to overcome learning challenges in the COVID-19 pandemic with user-friendly platforms. This study was in the State Institute of Islamic Studies (IAIN) Surakarta, Indonesia, involving 469 lecturers who taught 983 classes as the respondents. The required data were collected using a webbased questionnaire using Google Forms. The data were analyzed descriptively in percentages and elaborated using focus group discussion. The data analysis showed that most teachers used WhatsApp group to overcome learning obstacles during the COVID-19 pandemic. Among the considerations are the lack of information technology infrastructure, the lack of e-learning platforms, the lack of time to adapt, and the difficulty of internet access in some regions. This study contributes to the strategy performed by the lecturers to deal with these challenges is selecting a userfriendly and affordable platform for learning.
The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
Ever since the pandemic occured, almost every sector utilize technology to accommodate learning. To tackle every possibility that may interfere the learning process, perspectives in using technology from teachers needed to be taken into account. Thereofore, the needs of finding the perspecives of teachers in teaching and learning especially in kindergarten are crucial since they are still new to the settings. Qualitative research design was applied through Google Form as the media to reach the participants. In collecting the data, the participants were asked about the use of the technology in the teaching and learning process using English as the language of instruction. This research involved eight teachers (T1, T2, T3, T4, T5, T6, T7, T8) of English for young learners in three different schools. Results revealed that there were four main themes which indicated the use of technology in teaching in the kindergarten students, namely: i) Technology motivates children to learn; ii) Technology effects children’s health; iii) Technology is an optional medium; and iv) Suitable application are needed for better learning. These findings can be useful for the present and future stakeholders of kindergarten schools especially in the use of information and communication technology (ICT) in the teaching of English as a foreign language (EFL) at kindergarten settings.
International Journal of Computational Engineering Research(IJCER)ijceronline
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology.
Assessment 3: Essay
Length: 1500 words
Weighting: 45%
This last assessment builds on the annotated bibliography completed as Assessment 1 and your Assessment 2 essay plan. Use the feedback from your Assessment 2 to write an essay developing an argument for or against your chosen topic. The essay choices are as already presented:
1. Educational institutions should incorporate mobile technology for the benefit of students.
1. Using social media enhances adolescent well-being.
1. Mobile technology will continue to transform health care in positive ways.
You need to:
· Take a position and argue your case with supporting evidence. You may support or argue against the topic. Include a counterargument either in a separate paragraph or within your supporting point(s).
· Remember to include at least six sources of evidence to support your argument.
· Be sure to include a reference list on a separate page, using APA referencing.
· Go through the marking criteria carefully to ensure you have addressed all the marking criteria for your essay.
Marking criteria – see over the page
Davison, C. B. Lazaros, E. J. (2015). Adopting mobile technology in the higher education classroom. Journal of Technology Studies, 41:1, 30-39. Retrieved from https://www.ebsco.com
This 2015 article looks at the discoveries from a study of an Indiana research and teaching university, focusing on the student’s practices with mobile technologies. The findings were based on, and cross examined with a previous similar study of British students that was undertaken 9 years prior. Key ideas demonstrated are the technological influence of mLearning in the tertiary education environment, carried out with intentions of providing infrastructure integration techniques and insight to educators, by identifying characteristics and patterns within the mobile technology utilization of the student body. The study touches on student perceptions of mobile learning, the most popular method of communicating and the benefits. A limitation to this study include lack of personal interviews with students to provide concurrent opinions of findings presented, and an uncertain means of accumulating data by use of an anonymous online poll. A further limitation includes lack of an in-depth explanation to the conclusion that laptops are the most preferred tool amongst the participants. The piece itself has been published in the peer-reviewed Journal of Technology Studies, which is owned by an international honor society of technology professions. In particular this article will be helpful in providing a comparison between the study a decade previously, to monitor what the sequences of mLearning in the classroom has demonstrated, and to collate with new evidence between this article and now.
Henderson, M. Selwyn, N. Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42:8, 1567-1579, DOI: 10.1080/030 ...
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Due to the Covid-19 outbreak in Indonesia the Government urged students
and lecturers to conduct the learning process from home through an online
system called #studyfromhome. The architecture undergraduate students in
this study were millennial students who used digital technology on a daily
basis. This study was conducted to determine the role of social media, as well
as millennial students’ preferences and feedback on the use of social media
as learning tools to create a personal learning environment (PLE).
Questionnaires were distributed online to students of Class of 2017 and 2018,
out of whom 115 respondents provided their feedback. The results of the
study showed that the students of the Architecture Study Program at Udayana
University in Bali were fond of using social media especially audio-visual
applications for learning activities. In addition, very positive feedback was
also provided in terms of knowledge sharing and creativity, acquisition of
information, and submission of assignments. Social media were considered
more student-friendly. This condition was relevant to the characteristics of
the millennial students who were independent learners, and facilitated the
creation of PLE. Dealing with the new approach, the students hoped that
social media could be used in a better manner as architecture learning
platforms.
Similar to Students’ Access to and Perception of Using Mobile Technologies in the Classroom: the Potential and Challenges of Implementing Mobile Learning (20)
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.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
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.
More from Journal of Education and Learning (EduLearn) (20)
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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specifically through the use of mobile devices. Learning by mobile will give learners much more flexibility
since it allows learners to obtain learning materials at any time anywhere, using mobile devices [4].
Based on data from the International Data Corporation, the mobile market in Indonesia showed a
massive growth to over 3.4 percent sales in 2017. Furthermore, based on IDC Quarterly Mobile Phone
Tracker, the data of smartphone sales by international mobile vendors in the first quarter of 2017 grew from
332.6 million to 344.3 million units. This data represents an opportunity as well as a challenge in many
aspects of social life, such as education. There is a widespread movement to adopt mobile devices among
Indonesian students. The high availability of mobile phones among students in Indonesia is actually a big
incentive for shifting to a mobile learning environment. However, many schools in Indonesia have resisted
using mobile learning for various reasons. Therefore, many studies are needed to meet the potential and
challenge of finding an appropriate way to implement mobile technology in the classroom. School authorities
have mostly argued that mobile devices can only disturb the learning focus of students while ignoring their
positive side. One potential factor which this paper reveals is students’ agreement with m-learning.
The characteristics of mobile learning have had a significant impact on teaching and the learning
environment [5]. Some of the characteristics of mobile learning are its spontaneity, informality, and the fact it
is personalised and ubiquitous, the latter meaning it exists everywhere at the same time [6]. There are two
other major characteristics of mobile learning: portability and connectivity [7]. Portability enables learners to
move their mobile devices and bring the learning materials. In relation to connectivity, a developing mobile
system must have the capability of being connected and communicated with learning websites using the
wireless network of the devices to access materials ubiquitously. Furthermore, mobile technology platforms
will allow learners to collaborate with their classmates, search for information and share their learning
experiences [8]. Within the educational environment, to design a complex environment that merges
management, pedagogy, technological elements, social and cultural issues is a big challenge when it comes to
implementing efficient m-learning projects. The adoption of mobile learning in classrooms has proved useful
in helping learners to share knowledge and to create social interaction among classroom members [9].
The accessibility of mobile devices is a big challenge. Mobile learning will only be successfully
implemented when users have open access to mobile devices. The accessibility issues related to the
implementation of m-learning include technology ownership and the digital divide [10]. Adopting an m-
learning strategy requires a change management technique to support moving towards the new strategy
confidently because it is a major change and, naturally, people will resist it. Teachers and other teaching
designers should consider both the technical features and design principles when combining educational
materials and mobile devices. Therefore, understanding the capabilities of mobile devices will help teachers
to explore the potential of mobile learning. In addition, by understanding mobile features and capabilities
they will focus on adopting feasible pedagogical approaches using new technologies [11]. A suitable design
is necessary since the lack of effective design for m-learning will limit its widespread adoption [12].
Teachers have somehow perceived that learning with technology is private. Mobile learning is
assumed to involve personal use of a device with less control over the students, which makes learning
activities tend to frequently disturbed. On the other hand, mobile learning has built students’ self-regulated
learning and motivation [13]. Many issues need to be investigated when initiating new people into m-
learning. Perceptions of technology are the main factors for the acceptance of this type of learning.
Understanding the nature of the target user’s use of their mobile device is very important. The data gathered
can form the basis for m-learning project implementation [14].
Despite the increase in mobile usage, especially among students, some educators resist the idea of
implementing technology in their practice because of the constraints it presents to them. It is believed that
mobile technology will increase the work of the instructors because it adds additional arrangements. The
teacher’s resistance to technology plays an essential role in accepting technology in education and influences
the adoption of m-learning [15].
Teachers' and learners' perceptions of mobile technology have been identified as critical to the
success of mobile learning [16]. The learners' perception of the adoption of new media can be clearly
observed in a classroom setting [17]. Perception of ease of use of mobile learning systems can positively
predict the perception of usefulness among learners, and perceived usefulness is the key factor in learners'
willingness to be guided through a system's learning process. Along with the students’ perceptions, those of
teachers and other school authorities will also greatly influence the adoption [18]. Subash & Bapurao [19]
reported that the main uses for smartphones among students were communication, learning and
entertainment. In resisting the use of mobile devices in the classroom, teachers and school authorities may
argue that students will only be interested in entertainment.
The resistance of teachers to integrating technology into the classroom is influenced by internal
factors. Two factors in particular have been found to impact teachers' adoption of technology. The first
established factor which plays a major role in the adoption of technology is the perception that it requires
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more effort to learn how to use new technology [20]. The second influential factor is digital literacy. This
refers to the skills of teachers in using digital technology and integrating it into the learning environment
[21]. Although teachers’ perceptions play a major role, students’ access and their perceptions as the target
users are still the main focus [22].
2. RESEARCH METHOD
The aim of this study is to investigate students’ access and their perceptions of adopting m-learning
in the classroom. This study focuses on students’ perceptions in the form of agreement and reasons to adopt
m-learning, and is supported by investigating the potential of the mobile technology used, such as the
ownership, time of interaction and types of application used before applying m-learning in the classroom.
The study tries to highlight the use of mobile devices, the time of interaction and the mobile applications
used by students to investigate the social and cultural issues that might affect the acceptance of and resistance
to m-learning.
The participants in this study were 61 students consisting of 18 male and 43 female students from
the first, second and third grades of a language class in a national senior high school in Jepara, Central Java
Province. The study used a quantitative method in which a survey was conducted. The online questionnaires
were randomly distributed electronically to 61 senior high school students during the first academic year
(2017/2018). Data were quantitatively analysed using percentages and means for the sake of the analysis.
A questionnaire was designed with questions relating to the use of mobile devices and the
perceptions of mobile learning. The questionnaires consisted of two parts. The first part collected information
about ownership, interaction time and the types of mobile applications used. The second part of the
questionnaire measured students’ perceptions of the adoption of mobile learning in the classroom. Part Two
consisted of two questions related to their position to use mobile devices in the classroom which followed by
open questions about the reasons for choosing the statement.
3. RESULTS AND ANALYSIS
The following sections present the results of the study, including the students’ ownership of mobile
devices, their time interaction with, their mobile application use and their perceptions of m-learning.
3.1. Ownership
This section gives an illustration of students’ ownership of mobile devices.
Figure 1. Percentage of Mobile Device Ownership
The figure.1 shows that 94% of the 61 students have their own mobile device or have access to a
mobile device. Access to a mobile device refers to those students who have no mobile device of their own,
but can use their parents’ device at home. It represented that students would be able to get in touch when
their teacher applied an m-learning system in the classroom. Furthermore, of the students who have mobile
devices, all of them use Android as their operational system. This showed that android should be considered
as an optional operational system in designing m-learning owing to its availability.
3.2. Discussion
This part illustrates the average time spent by students using their mobile devices per day. The
answer to this part is divided into three levels: more than 5 hours per day for high interaction, around 2 to 5
hours for medium interaction, and less than 2 hours per day for low interaction. Average Time Interaction
with Mobile Device shown in Figure 2.
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Figure 2. Average Time Interaction with Mobile Device
The time spent by students varies. 41% of the total students use their mobile devices for more than 5
hours in a day, while 29% of students spent around 2 to 5 hours interacting with their mobile devices. The
rest of the students only spent less than 2 hours per day interacting with their mobile devices, some 30% of
the total students. The data shows that students actively interact with mobile devices every day. It is a big
potential fndings that teachers should consider about. Teachers should be more encouraged to apply m-
learning model in their classroom.
The time slot for using mobile devices has great potential. It offers a big opportunity for utilising
independent learning. A well-designed programme of m-learning could help make this spare time useful.
3.3. Types of Mobile Application Use
Figure 3 illustrates the types of mobile application frequently used by students.
Figure 3. Percentage of Types of Mobile Application Used
In this chart, there are generally five types of mobile application used by students. News and
information applications belong to some mobile applications stored for searching and gaining information
(Google search, Wikipedia, etc.). 26 % of the students are actively using this type of mobile application. The
second type is communication. This refers to some mobile applications used for communicating with others,
such as WhatsApp, Telegram, BlackBerry Messenger and others. This type is the biggest percentage with
29% of the total students. The social media type refers to some applications used for social relationships and
media publications, such as Facebook, Twitter, Instagram, etc. This type was also represented by 29% of the
total students. Game and Entertainment refers to some application use for gaming and entertaining the user,
such as YouTube, Smule CoC, AoV and other games.
These findings highlight the flexibility in the types of mobile application used by students. Teachers
or other designers have an ease to chooce many types of media in integrating m-learning in this class. A new
design of m-learning system should cover these potential so that students can achieve their maximum
learning standard in a new system.
3.4. Students’ Perceptions of M-learning
The second part of the questionnaire was used to gather data about students’ perceptions of m-learning. The
Figure below shows that all of the students are willing to adopt a mobile technology in the classroom. 16% of
the students agreed and a further 84% strongly agreed. Therefore, from now on the analysis will focus on this
agreement since no students were neutral or disagreed with implementing mobile technology in their classes.
Percentages of Students in Agreement shown in Figure 4.
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Figure 4. Percentages of Students in Agreement
The term agreement represents “Strongly agree” and “Agree”, while disagreement represents
“Strongly disagree” and “Disagree”. For this section, all of the participants choose their position whether to
agree or disagree and followed this by giving their reasons. The result showed that all the students agreed to
the use of mobile technology in the classroom. The reasons stated can be divided into several groups as
follows:
a. Learning through mobile technology will help students to learn.
Mobile learning will help students to learn in a new way and give easy access to learning everywhere
and at all times. They believe that mobile learning will help them to study effectively at their own pace.
These reasons are stated by around 11% of respondents.
b. Learning through mobile technology is good for gaining information and materials.
Mobile technology will effectively help students to explore more information related to their lesson.
Students believe that by using mobile technology additional materials which are not contained in a
module or book given by teachers can be accessed. We found that the percentage giving this reason was
66% of the total respondents.
c. Learning through mobile technology is a good tool as a new teaching medium.
Mobile technology will be a new medium used by teachers in the class and is expected to increase their
students’ attention and motivation to learn. Students feel motivated and interested in applying mobile
technology in their classes. We found that 11% of students stated that the new medium of the mobile is
needed in the learning environment.
d. Students would just like to learn with mobile technology.
Information about mobile technology in learning may be a new thing for students. They have no idea
how mobile technology might be combined with teaching activities, but would just enjoy the situation of
mobile learning. We found that 11% of respondents stated that it is interesting and that the learning
situation would be enjoyable.
Figure 5. Percentage of Students’ Reasons for Adopting M-learning
4. CONCLUSION
Mobile learning is a suitable and effective choice in Indonesia due to the widespread use of mobile
devices among Indonesian students. The mobile technology market in Indonesia has experienced rapid and
strong growth in mobile device sales. The high level of mobile phone accessibility among senior high school
students in Indonesia plays an important role that could maximise the chances of shifting to mobile learning
[10]. It is interesting to find that 96% of the students owned mobile devices. This helps to highlight the
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relationship between mobile ownership and the platform needed for distribution to learners as part of the m-
learning national implementation strategy in Indonesia. The results presented show that students have
positive opinions regarding m-learning. Their agreement to adopt mobile technology strongly suggests that
most of the students perceive mobile learning as an attractive learning strategy because it allows the freedom
to learn at their own pace [18]. The value of mobility and privacy in mobile learning is appreciated by
students. They believe in its potential to provide various means of learning and support to gain additional
information that teachers or other educational designers can adopt.
ACKNOWLEDGEMENTS
This research was fully supported by the Indonesian Endowment Fund (LPDP) from Indonesia’s
Ministry of Finance. We thank our colleagues from the Department of Educational Technology who provided
insight and expertise that greatly assisted the research, although they may not agree with all of the
interpretations or conclusions of this paper.
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BIOGRAPHIES OF AUTHORS
Muhammad Hanif. A student of the Magister Programme on Educational Technology in
Universitas Sebelas Maret. He gained a bachelor degree in English Education from Universitas
Muria Kudus. He has an interest in English acquisition among young learners and mobile
assisted language learning. He is currently continuing his studies through the Indonesia
Endowment Fund (LPDP) Scholarship. Corresponding
email: muhammadhanif@student.uns.ac.id
Asrowi. A lecturer in the Magister Programme on Educational Technology in Universitas
Sebelas Maret. He gained a doctoral degree in Guidance and Counselling from Universitas
Pendidikan Indonesia. He has an interest in educational philosophy, especially in communicative
counselling to improve teaching. Now he is chief of the Magister Programme on Educational
Technology in Universitas Sebelas Maret.
Corresponding email: asrowi@yahoo.com
Sunardi. A lecturer in the Magister Programme on Educational Technology in Universitas
Sebelas Maret. He gained a doctoral degree in Curriculum and Instruction from The State
University of New York at Albany, USA. He has an interest in inclusive education and
curriculum development. Now he is also a lecturer in the special education programme at
Universitas Sebelas Maret.
Corresponding email: sunardi.ipuns@gmail.com