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.
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.
A Study on Awareness and Usage of Social Network among Teachers Educators in ...ijtsrd
Social networks have significant impact on the changing scenario of education It is the fundamental necessity of teacher educators. Teacher educators make use of the social networking to learn and communicate. Through the social networking, the teacher educator can find knowledge resources in any discipline. They can also share their discipline. They can share their ideas in any part of the world through, World Wide Web. E mail. Facebook and whatsapp and twitter. It leads to improve thinking and learn concepts. Social networks helps to communicate with other students and teacher educators which provide sharing Of lessons or the specific classroom problems and social issues. G. Guru Prakash Raja | Dr. T. Selvaraj "A Study on Awareness and Usage of Social Network among Teachers Educators in Tirunelveli District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49973.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49973/a-study-on-awareness-and-usage-of-social-network-among-teachers-educators-in-tirunelveli-district/g-guru-prakash-raja
This study aimed to analyze the contribution of Information and Communications Technology (ICT) basic skills to student social media utilization activities. Quantitative research was determined as a method with regression analysis. A total of 144 students selected randomly participated in this research. The research instrument used a five-scale questionnaire, consisting of 32 items of ICT skill instruments and 20 items for social media utilization instruments. The results showed a high level of ICT students' basic skills and social media use activities. There is a contribution of basic ICT skills to student social media utilization activities. The higher of the basic skill of ICT causes the higher the level of activity utilization of their social media. Research recommendations suggest efforts to improve students' basic ICT skills.
In the 21st century, continuous innovation and adaptation in every
component of learning is required in education, both in the competency
component, material content, strategy and media, as well as its
evaluation. This study emphasized the development of an electronic or
digital module in the information behavior course, it is one of the courses
regarding the characteristics of the student activity level that accommodates
information retrieval and strives to use appropriate information. The emodule
design
is
developed
utilize
the
4D
model
by
define,
design,
develop
and
disseminate. The participants of this research involved media experts,
material experts and students of the Library and Information Science study
program at two universities, which are are Universitas Pendidikan Indonesia
and Universitas Negeri Malang, there are 20 people in total who used emodules in limited dissemination on information behavior course. This
research revealed the electronic module in the course, the emphasis of the
module content design which is enriched with digital-based information
sources or in another word called as hyper content that becomes a
differentiator in presenting the module content, coupled with the power of
audio and visual media or called as screencast. Through this research,
lecturers able to prepare independent learning materials by utilizing digital
technology.
This document discusses using social networking platforms as new technology tools for e-learning. It begins by introducing how social networks have made connecting people globally easier and cheaper. It then discusses how e-learning through web-based learning systems provides advantages for both teachers and students by allowing flexibility. The popularity of using social networks as an educational tool is increasing as educators incorporate platforms like Facebook and LinkedIn into learning. A study examined students' usage of learning management systems versus social networks for educational purposes. It found that social networks were used more regularly and seen as more useful and effective for spreading information among students. The conclusion is that while some students still prefer learning management systems, social networks can provide a richer environment for sharing knowledge between educators and peers
This document discusses a study on the use of technology in hybrid learning for students with special needs. The study found that:
1) Most teachers used WhatsApp and video conferencing platforms like Google Meet to support online learning in the hybrid model.
2) Teachers felt hybrid learning was feasible but faced obstacles like limited student access to technology and their own readiness to use digital platforms.
3) To improve technology skills, teachers most often self-studied, attended webinars, and asked colleagues for help.
This document summarizes a study that explored how technical abilities, technology accessibility, and self-directed learning contribute to tertiary students' attitudes toward online English language learning and continuance intention of online learning. A questionnaire was developed and validated using Rasch measurement modeling with 36 students. The validated questionnaire was then administered to 102 students. Data analysis using SmartPLS found that self-directed learning contributed most to positive attitude toward online learning, which in turn contributed to continuance intention. The study concluded that developing students' self-directed learning abilities can help support positive attitudes and continued use of online learning.
Using Social network in Higher Education A case Study on the University of Pa...IJERA Editor
The users which are using social networking sites nowadays by various strata of society such as students,
teachers, engineers, housewives and elderly people are increasing. So the goal of this paper is to invest social
networking in education especially at the universities.
Student spending more time on the social networking sites than on the e-learning programs, so social
networking can be used in a useful way to support e-learning. 54% of people who were surveyed about the
usage of social Networks said they used Facebook daily while 9% used MOODLE.
So this paper uses the social networks for e-learning as a case study on the university of Palestine.
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.
A Study on Awareness and Usage of Social Network among Teachers Educators in ...ijtsrd
Social networks have significant impact on the changing scenario of education It is the fundamental necessity of teacher educators. Teacher educators make use of the social networking to learn and communicate. Through the social networking, the teacher educator can find knowledge resources in any discipline. They can also share their discipline. They can share their ideas in any part of the world through, World Wide Web. E mail. Facebook and whatsapp and twitter. It leads to improve thinking and learn concepts. Social networks helps to communicate with other students and teacher educators which provide sharing Of lessons or the specific classroom problems and social issues. G. Guru Prakash Raja | Dr. T. Selvaraj "A Study on Awareness and Usage of Social Network among Teachers Educators in Tirunelveli District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49973.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49973/a-study-on-awareness-and-usage-of-social-network-among-teachers-educators-in-tirunelveli-district/g-guru-prakash-raja
This study aimed to analyze the contribution of Information and Communications Technology (ICT) basic skills to student social media utilization activities. Quantitative research was determined as a method with regression analysis. A total of 144 students selected randomly participated in this research. The research instrument used a five-scale questionnaire, consisting of 32 items of ICT skill instruments and 20 items for social media utilization instruments. The results showed a high level of ICT students' basic skills and social media use activities. There is a contribution of basic ICT skills to student social media utilization activities. The higher of the basic skill of ICT causes the higher the level of activity utilization of their social media. Research recommendations suggest efforts to improve students' basic ICT skills.
In the 21st century, continuous innovation and adaptation in every
component of learning is required in education, both in the competency
component, material content, strategy and media, as well as its
evaluation. This study emphasized the development of an electronic or
digital module in the information behavior course, it is one of the courses
regarding the characteristics of the student activity level that accommodates
information retrieval and strives to use appropriate information. The emodule
design
is
developed
utilize
the
4D
model
by
define,
design,
develop
and
disseminate. The participants of this research involved media experts,
material experts and students of the Library and Information Science study
program at two universities, which are are Universitas Pendidikan Indonesia
and Universitas Negeri Malang, there are 20 people in total who used emodules in limited dissemination on information behavior course. This
research revealed the electronic module in the course, the emphasis of the
module content design which is enriched with digital-based information
sources or in another word called as hyper content that becomes a
differentiator in presenting the module content, coupled with the power of
audio and visual media or called as screencast. Through this research,
lecturers able to prepare independent learning materials by utilizing digital
technology.
This document discusses using social networking platforms as new technology tools for e-learning. It begins by introducing how social networks have made connecting people globally easier and cheaper. It then discusses how e-learning through web-based learning systems provides advantages for both teachers and students by allowing flexibility. The popularity of using social networks as an educational tool is increasing as educators incorporate platforms like Facebook and LinkedIn into learning. A study examined students' usage of learning management systems versus social networks for educational purposes. It found that social networks were used more regularly and seen as more useful and effective for spreading information among students. The conclusion is that while some students still prefer learning management systems, social networks can provide a richer environment for sharing knowledge between educators and peers
This document discusses a study on the use of technology in hybrid learning for students with special needs. The study found that:
1) Most teachers used WhatsApp and video conferencing platforms like Google Meet to support online learning in the hybrid model.
2) Teachers felt hybrid learning was feasible but faced obstacles like limited student access to technology and their own readiness to use digital platforms.
3) To improve technology skills, teachers most often self-studied, attended webinars, and asked colleagues for help.
This document summarizes a study that explored how technical abilities, technology accessibility, and self-directed learning contribute to tertiary students' attitudes toward online English language learning and continuance intention of online learning. A questionnaire was developed and validated using Rasch measurement modeling with 36 students. The validated questionnaire was then administered to 102 students. Data analysis using SmartPLS found that self-directed learning contributed most to positive attitude toward online learning, which in turn contributed to continuance intention. The study concluded that developing students' self-directed learning abilities can help support positive attitudes and continued use of online learning.
Using Social network in Higher Education A case Study on the University of Pa...IJERA Editor
The users which are using social networking sites nowadays by various strata of society such as students,
teachers, engineers, housewives and elderly people are increasing. So the goal of this paper is to invest social
networking in education especially at the universities.
Student spending more time on the social networking sites than on the e-learning programs, so social
networking can be used in a useful way to support e-learning. 54% of people who were surveyed about the
usage of social Networks said they used Facebook daily while 9% used MOODLE.
So this paper uses the social networks for e-learning as a case study on the university of Palestine.
A Study On Role Of Social Media In E-LearningPedro Craggett
This document summarizes a study on the role of social media in e-learning. It finds that the majority of respondents in Chennai, India prefer WhatsApp for e-learning, followed by YouTube, with Twitter being the least preferred. Previous studies have found that social media can enhance learning by allowing knowledge sharing, interactions between students and teachers, and accessing course content flexibly. However, advertisements were found to be a distraction for many e-learners. The study aims to understand awareness and usage of social media and e-learning tools among students in Chennai.
Digital education is the process of using digital technology in teaching and learning. Teachers are under pressure to use digital technologies in teaching students and prepare them for work in a globalized digital economy. Digital education prepares students for becoming digital citizens by making them acquire skills for navigating and existing in the digital world. This paper provides a brief introduction to digital education.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
The purpose of this study is to discuss about utilization of Whatsapp application as discussion media in Blended Learning. This study sought to integrate learning technologies to improve the quality of student's learning. Messenger application is used to communicate synchronously, so it can be positioned as a discussion media. This study focused on Whatsapp capabilities can be utilized to conduct in online learning of Blended Learning. This study aims to describe the discussion media. This study through the literature review that outlines the stages of Blended Learning using Whatsapp application as a discussion media by using qualitative methods. The result shows that Whatsapp application utilization as a discussion media in Blended Learning sessions initiated by offline using conventional methods, so the online session focused on the discussion as indicated by dialogue and interaction among participants.
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
Application of Information Technology in Advancement of Educationinventionjournals
ABSTRACT: The information technology incorporated in education provides a vision of better quality education facilitated through the adoption and promotion of IT. In education IT is helpful to provide database, to provide students access to digital technologies and internet in and outside the classroom and provides self paced learning through the tools like assignment and evaluation of learners. it also provide quality digital content access to the teachers immediate two way communication between teacher and learner. However, a feedback study was felt to have actual idea of advancement in education due to IT in the small towns like Sitapur. Hence the study was made regarding application of IT in secondary schools by students & teachers of class ix of Sitapur district.
The document discusses the importance of information technology in education, noting that IT can facilitate learning processes, provide effective teacher training methods, and enable greater access to information resources. It also examines the role of IT in developing countries' education systems and how IT can help drive necessary changes to education approaches and structures in the 21st century globalized world. Barriers to IT adoption in education are also considered, along with strategies for effective integration of IT.
E education or e Learning is the process of sharing knowledge through various channels such as e books, CDs, webinars, etc. Its main aim is to use digital technologies to enhance education. This new model of learning is radically changing our concept of education. It has revolutionized the conventional method of chalk and board style of learning. Today, e Learning is adopted in almost all training institutions, in both the public and private sectors. This article provides an introduction to e Education Matthew N. O. Sadiku | Paul A. Adekunte | Janet O. Sadiku "E-Education: An Introduction" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59812.pdf Paper Url:https://www.ijtsrd.com/humanities-and-the-arts/education/59812/eeducation-an-introduction/matthew-n-o-sadiku
The condition of all countries in the world is devastated by the presence of a corona virus epidemic known as Corona Virus Diseases-19 (COVID-19). The efforts of the Indonesian government to break the chain of distribution of COVID-19 in the midst of society is to impose a policy of keeping distance, avoiding publicity, frequent hand washing and wearing masks. This also has an impact on the field of education where learning from home is also known as work from home (WFH). Learning is done with an online learning system that at least applies distance, physical social protection. Blended learning is one that is done using the Edmodo application, which can be done online at home. The purpose of this study is to find out how effective the use of the blended-learning learning model with Edmodo applications is to students of Informatics Engineering Education during the COVID-19 pandemic. This research is a quasi-experimental design with a pre-test and post-test control group. The results of this study indicate that the use of Edmodo's blended-learning learning model in Information Technology Education students during the COVID-19 pandemic period is effective and can be used as a virtual learning solution.
This document provides a review of e-learning in higher education. It begins with defining e-learning as the computer and network-enabled transfer of skills and knowledge to learners. It notes that e-learning has become an important part of education at all levels. The document then discusses the evolution of e-learning from using electronic media in traditional classrooms to fully online courses. It highlights that e-learning provides opportunities for continuous, lifelong learning. However, it also notes that e-learning will likely never replace traditional classroom learning entirely. The review explores the objectives, requirements and various definitions of e-learning. Overall, it aims to increase awareness of the importance of e-learning, especially when integrated with traditional methods of learning
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.
Use of Social Media in the Classroom.pptxgororotich
The document discusses the use of social media in the classroom. It begins by defining social media and outlining 10 key points of exploring its use in education, such as improved student engagement, enhanced collaboration, access to educational resources, and developing digital literacy skills. It then examines specific social media platforms commonly used, like Edmodo, Twitter, Padlet, and YouTube. The conclusion states that social media offers opportunities to enhance learning when used effectively and challenges are addressed, creating more dynamic experiences for students.
AN INVESTIGATION ON THE CHANGES OF SOCIAL MEDIA USE CAUSED BY COVID-19IRJET Journal
This document analyzes changes in social media use in Tamil Nadu, India due to the COVID-19 pandemic. It conducted a survey of private college teachers and students on their social media usage during the pandemic. The study found that social media use doubled for both teachers and students, and time spent on online activities and academic research increased. It also found greater bonding between teachers and students through social media. Most teachers and students used digital technologies and social media for educational purposes for the first time during the pandemic. The top social media platforms used were YouTube, WhatsApp, and TikTok. The study showed differences between private and state universities in their use of new digital technologies for online education.
This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
This document summarizes a survey conducted by the authors on the impact of digitalization on the education system in Bangladesh. Some key findings from the survey are:
- 95.4% of students felt that digital tools make learning easier and more effective compared to traditional methods.
- 83.4% of students believed that digitalization positively impacts classroom studying.
- Social networking sites like Facebook are widely used, with 95.3% of students using Facebook for over 2-3 hours daily.
- Only 18.4% of the students surveyed were female, indicating a need to improve women's access to education.
- On average, students spent over 3 hours daily using internet resources like Google, YouTube and Wikipedia for
This document discusses factors influencing students' behavior and attitudes towards online education during the COVID-19 pandemic. It summarizes a survey of 300 students at a university in Romania. The survey found that most students found online education beneficial but also stressful. While over 40% appreciated their teachers' skills and online materials, students preferred face-to-face interaction and found online assessment stressful. The pandemic accelerated the transition to online Education 4.0, and universities must now adapt education methods to new digital generations and promote digital skills in both students and teachers.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
Using New Media for Educational Support in Higher Education: A Comparative An...Kru Suthin
This document summarizes a study comparing the use of new media and web 2.0 tools for educational support by Thai and American professors in higher education. The study found that American professors more actively use popular social media technologies to encourage active learning, while Thai professors face more constraints from technological limitations and student readiness. The document reviews literature on using tools like blogs, wikis and social networking to enhance constructivist learning in higher education, noting benefits but also challenges in preparing teachers to effectively integrate these tools.
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
More Related Content
Similar to The use of social media in the creation of personal learning environment during the #studyfromhome period
A Study On Role Of Social Media In E-LearningPedro Craggett
This document summarizes a study on the role of social media in e-learning. It finds that the majority of respondents in Chennai, India prefer WhatsApp for e-learning, followed by YouTube, with Twitter being the least preferred. Previous studies have found that social media can enhance learning by allowing knowledge sharing, interactions between students and teachers, and accessing course content flexibly. However, advertisements were found to be a distraction for many e-learners. The study aims to understand awareness and usage of social media and e-learning tools among students in Chennai.
Digital education is the process of using digital technology in teaching and learning. Teachers are under pressure to use digital technologies in teaching students and prepare them for work in a globalized digital economy. Digital education prepares students for becoming digital citizens by making them acquire skills for navigating and existing in the digital world. This paper provides a brief introduction to digital education.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
The purpose of this study is to discuss about utilization of Whatsapp application as discussion media in Blended Learning. This study sought to integrate learning technologies to improve the quality of student's learning. Messenger application is used to communicate synchronously, so it can be positioned as a discussion media. This study focused on Whatsapp capabilities can be utilized to conduct in online learning of Blended Learning. This study aims to describe the discussion media. This study through the literature review that outlines the stages of Blended Learning using Whatsapp application as a discussion media by using qualitative methods. The result shows that Whatsapp application utilization as a discussion media in Blended Learning sessions initiated by offline using conventional methods, so the online session focused on the discussion as indicated by dialogue and interaction among participants.
Encouraging knowledge sharing using webIJMIT JOURNAL
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
Application of Information Technology in Advancement of Educationinventionjournals
ABSTRACT: The information technology incorporated in education provides a vision of better quality education facilitated through the adoption and promotion of IT. In education IT is helpful to provide database, to provide students access to digital technologies and internet in and outside the classroom and provides self paced learning through the tools like assignment and evaluation of learners. it also provide quality digital content access to the teachers immediate two way communication between teacher and learner. However, a feedback study was felt to have actual idea of advancement in education due to IT in the small towns like Sitapur. Hence the study was made regarding application of IT in secondary schools by students & teachers of class ix of Sitapur district.
The document discusses the importance of information technology in education, noting that IT can facilitate learning processes, provide effective teacher training methods, and enable greater access to information resources. It also examines the role of IT in developing countries' education systems and how IT can help drive necessary changes to education approaches and structures in the 21st century globalized world. Barriers to IT adoption in education are also considered, along with strategies for effective integration of IT.
E education or e Learning is the process of sharing knowledge through various channels such as e books, CDs, webinars, etc. Its main aim is to use digital technologies to enhance education. This new model of learning is radically changing our concept of education. It has revolutionized the conventional method of chalk and board style of learning. Today, e Learning is adopted in almost all training institutions, in both the public and private sectors. This article provides an introduction to e Education Matthew N. O. Sadiku | Paul A. Adekunte | Janet O. Sadiku "E-Education: An Introduction" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59812.pdf Paper Url:https://www.ijtsrd.com/humanities-and-the-arts/education/59812/eeducation-an-introduction/matthew-n-o-sadiku
The condition of all countries in the world is devastated by the presence of a corona virus epidemic known as Corona Virus Diseases-19 (COVID-19). The efforts of the Indonesian government to break the chain of distribution of COVID-19 in the midst of society is to impose a policy of keeping distance, avoiding publicity, frequent hand washing and wearing masks. This also has an impact on the field of education where learning from home is also known as work from home (WFH). Learning is done with an online learning system that at least applies distance, physical social protection. Blended learning is one that is done using the Edmodo application, which can be done online at home. The purpose of this study is to find out how effective the use of the blended-learning learning model with Edmodo applications is to students of Informatics Engineering Education during the COVID-19 pandemic. This research is a quasi-experimental design with a pre-test and post-test control group. The results of this study indicate that the use of Edmodo's blended-learning learning model in Information Technology Education students during the COVID-19 pandemic period is effective and can be used as a virtual learning solution.
This document provides a review of e-learning in higher education. It begins with defining e-learning as the computer and network-enabled transfer of skills and knowledge to learners. It notes that e-learning has become an important part of education at all levels. The document then discusses the evolution of e-learning from using electronic media in traditional classrooms to fully online courses. It highlights that e-learning provides opportunities for continuous, lifelong learning. However, it also notes that e-learning will likely never replace traditional classroom learning entirely. The review explores the objectives, requirements and various definitions of e-learning. Overall, it aims to increase awareness of the importance of e-learning, especially when integrated with traditional methods of learning
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.
Use of Social Media in the Classroom.pptxgororotich
The document discusses the use of social media in the classroom. It begins by defining social media and outlining 10 key points of exploring its use in education, such as improved student engagement, enhanced collaboration, access to educational resources, and developing digital literacy skills. It then examines specific social media platforms commonly used, like Edmodo, Twitter, Padlet, and YouTube. The conclusion states that social media offers opportunities to enhance learning when used effectively and challenges are addressed, creating more dynamic experiences for students.
AN INVESTIGATION ON THE CHANGES OF SOCIAL MEDIA USE CAUSED BY COVID-19IRJET Journal
This document analyzes changes in social media use in Tamil Nadu, India due to the COVID-19 pandemic. It conducted a survey of private college teachers and students on their social media usage during the pandemic. The study found that social media use doubled for both teachers and students, and time spent on online activities and academic research increased. It also found greater bonding between teachers and students through social media. Most teachers and students used digital technologies and social media for educational purposes for the first time during the pandemic. The top social media platforms used were YouTube, WhatsApp, and TikTok. The study showed differences between private and state universities in their use of new digital technologies for online education.
This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
This document summarizes a survey conducted by the authors on the impact of digitalization on the education system in Bangladesh. Some key findings from the survey are:
- 95.4% of students felt that digital tools make learning easier and more effective compared to traditional methods.
- 83.4% of students believed that digitalization positively impacts classroom studying.
- Social networking sites like Facebook are widely used, with 95.3% of students using Facebook for over 2-3 hours daily.
- Only 18.4% of the students surveyed were female, indicating a need to improve women's access to education.
- On average, students spent over 3 hours daily using internet resources like Google, YouTube and Wikipedia for
This document discusses factors influencing students' behavior and attitudes towards online education during the COVID-19 pandemic. It summarizes a survey of 300 students at a university in Romania. The survey found that most students found online education beneficial but also stressful. While over 40% appreciated their teachers' skills and online materials, students preferred face-to-face interaction and found online assessment stressful. The pandemic accelerated the transition to online Education 4.0, and universities must now adapt education methods to new digital generations and promote digital skills in both students and teachers.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
Using New Media for Educational Support in Higher Education: A Comparative An...Kru Suthin
This document summarizes a study comparing the use of new media and web 2.0 tools for educational support by Thai and American professors in higher education. The study found that American professors more actively use popular social media technologies to encourage active learning, while Thai professors face more constraints from technological limitations and student readiness. The document reviews literature on using tools like blogs, wikis and social networking to enhance constructivist learning in higher education, noting benefits but also challenges in preparing teachers to effectively integrate these tools.
Similar to The use of social media in the creation of personal learning environment during the #studyfromhome period (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
More from Journal of Education and Learning (EduLearn) (20)
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
The use of social media in the creation of personal learning environment during the #studyfromhome period
1. Journal of Education and Learning (EduLearn)
Vol. 15, No. 1, February 2021, pp. 78~87
ISSN: 2089-9823 DOI: 10.11591/edulearn.v15i1.17581 78
Journal homepage: http://edulearn.intelektual.org
The use of social media in the creation of personal learning
environment during the #studyfromhome period
Ni Ketut Agusintadewi1
, Ni Made Mitha Mahastuti2
, Kadek Agus Surya Darma3
, Anak Agung Ngurah
Aritama4
1
Master of Architecture Program, Universitas Udayana, Indonesia
2,3,4
Architecture Study Program, Universitas Udayana, Indonesia
Article Info ABSTRACT
Article history:
Received Jul 31, 2020
Revised Oct 20, 2020
Accepted Jan 26, 2021
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.
Keywords:
Architecture learning
Digital technology
Millennial students
Personal Learning Environment
Social media
This is an open access article under the CC BY-SA license.
Corresponding Author:
Ni Ketut Agusintadewi
Master of Architecture Program
Universitas Udayana
Jalan PB Sudirman, Denpasar, Bali 80234, Indonesia
Email: nkadewi@unud.ac.id
1. INTRODUCTION
When the Covid-19 pandemic reached Indonesia, the government made the #studyfromhome appeal
to all schools and universities throughout Indonesia. The appeal, which was enforced on 16 March 2020, was
expected to flatten the curve of the rapid transmission of Covid-19. Hence, online learning became the only
option to carry out the learning process safely from home. Various social media, such as WhatsApp,
YouTube, Zoom, Webex, Facebook, Instagram, Line, Telegram, and others, began to be used effectively as
learning tools. Digital technology and its derivatives are rapidly developing to bridge the gap between space
and time in distance learning activities between learners and teachers.
Digital technology in teaching and learning activities at universities has long been widely used in
the 21st century. This technology-based education is highly relevant to the characteristics of the younger
generation whose learning styles are different from previous generations. The students of this generation are
classified as a ‘millennial’ generation, or ‘Gen Y’, who were born between 1980 and 2000 [1, 2]. The
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millennial generation is considered a ‘digital native’ generation because they have been familiar with
technology since their childhood [3]. This generation is tech-savvy, and they have a high dependency on
digital technology [4].
The development in student literacy attached with advanced technology has emerged the increase of
digital technology in education [5]. The rapid development of digital technology presents its own challenges
for teaching staff in the learning process. Students’ learning styles also change, resulting in differences in
values, perspectives, and approaches between generations. The millennial generation expect to be involved in
their learning and being active learners by digital technology [5], so the lectures must have digital learning
platform, include the smart phones, laptop, computers and the internet. Besides digital devices, learning
process in architecture education not only needs average computer programs, but it is supported by specific
software, namely AutoCAD and Sketchup. Interestingly, students have been simultaneously motivated by
using digital technology, particularly using modelling and Computer-Aided Design (CAD) technology in the
process of design [6]. Changes in the meaning of learning in the mindset of millennial learners in the higher
education environment will result in changes in mindset and action patterns in the climate and learning
environment to answer the challenges of the times [7]. The challenges faced by higher education today are
student learning styles and lack of enthusiasm of lecturers in utilizing technology as a learning tool [8]. In
addition to that, there is a wide gap between senior lecturers and millennial students [9]. The incompatibility
between lecturer teaching styles and student learning styles may cause decreased student interest in learning,
which may lead to a lack of self-confidence [10].
To understand the characteristics of millennial students, there are four main characteristics of
millennial generation students: Innovation; Investigation; Immediacy; and Authentication and Trust [10].
Table 1 illustrates these four characteristics with the additional characteristic of ‘Social Consciousness’ as
referenced from a number of other studies.
Table 1. Characteristics of millennial students
Main characteristics Black (2010) [11] Noor (2016) [10] Suh and Hargis (2016) [12]
Innovation The use of technology at a
higher level
Aesthetic aspect in the
presentation of course materials
Investigation Curiosity, discovery, and
exploration
Curiosity and exploration
Immediacy Demanding, impatient, and
less focused
Constantly keep up with the
development of cyberspace
information
Authentication and
trust
Digital native
Social
consciousness
More open and confident
Tend to work in groups and
show teamwork
Have high tolerance and
respect for differences
Have networks outside the
geographical area
Share the values that are
instilled by their family and
community
On the other hand, this generation gap also provides interesting opportunities for lecturers to engage
students in different ways. Lecturers can get higher class participation and longer student attention, and build
interaction with students if they make class presentations using technology, such as online videos and Power
Point slides [13]. Another study also found that students would be more interested in class assignments
related to and requiring digital technology [14]. Digital technology on smartphones can also be used to find
out feedback from students quickly [1, 13]. Mobile learning by utilizing gadgets is a very effective choice
because students commonly use mobile devices [15].
Connections with digital technology can make the learning process more efficient and more
accessible to students [4], thus creating an affinity space that is suitable for the place where the learning
activities take place [16]. The affinity space offers a new approach in learning methods facilitated by various
technologies, such as social media including WhatsApp, YouTube, Telegram, Twitter, Facebook and
Instagram. Social media are defined as various network technology tools that emphasize on the social aspect
of the Internet as a channel for communication, collaboration, and creative expression [17].
Millennial students use social media to share information, create social networks outside their
geographical reach, seek new knowledge, share academic activities, and other things they learn in college
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[18, 19]. They are “active content co-producers” [18] and have become part of the international virtual
community [18]. Due to their extensive network and unlimited content, social media can be used for
academic discussion activities outside classrooms [20]. The use of social media can facilitate the creation of a
Personal Learning Environment (PLE), and thus, social media have become a system that can help millennial
students control and manage their own learning [18, 20], as shown in Table 2.
Table 2. How social media facilitate the creation of PLE
Previous researchers PLE creation method
Blaschke (2014) [21] 1. Promote self-potential and develop abilities for the creation of PLE.
2. More self-directed learners.
3. The uniqueness of the learning activities that affects meta-cognition skills:
a. Construct new knowledge
b. Formulate learning contents
c. Understand the learning process individually
Dabbagh and Kitsantas
(2012) [18]
1. Share knowledge with everyone in social networks
2. Participate in building collective knowledge
3. Manage the process of building individual knowledge
In addition to facilitating a learning environment outside the classroom, social media also offer the
millennial generation diverse benefits for learning, as described in Table 3.
Table 3. The benefits of social media for millennial learning
Previous researchers Benefits of social media in learning
Blaschke (2014) [21] 1. Social media are used to support learning activities and the learning process itself.
Coleman (2013) [22] 1. Enable students to have freedom to have connections and collaborate off campus to gain practical
knowledge in the world of work
Dabbagh and Kitsantas
(2012) [18]
1. Enable students to search for information and share information/knowledge.
2. Allow students to participate in knowledge sharing collectively and manage individual knowledge.
Hussain (2012) [19] 1. Facilitate exchange of academic activities, sharing of learning experiences, and development of
social networks.
2. Facilitate collaboration and accessibility to develop virtual communities across countries.
Rahimi, van den Berg and
Veen (2013) [23]
1. Enable students to have the opportunity to manage the learning environment or become an
independent learner.
Greenhow and Robelia
(2009) [24]
1. Fulfill the social function of learning which penetrates the spaces of activities for the learner.
Kurkela (2011) [25] 1. Social media related to competency development are more important for independent learners.
Through social media, the visual aspect of millennial learning can be optimized. The millennial
generation are visual learners because they prefer reflective learning styles and visual learning compared to
other generations [26, 27]. This includes learning by reading graphs and diagrams, thinking in pictures, and
making illustrations [10]. Millennial students absorb visual information better than information provided
using conventional approaches in the form of texts and lectures [28]. They are also more adept at visual
presentation techniques [11], and that is why the millennial generation is classified as visual learners [29].
In response to the development of the 21st century’s higher education, the #studyfromhome period
at Udayana University was an early milestone in the use of digital technology as an intensive architectural
learning tool. Social media are the right choice and are relevant with millennial students’ learning styles. In
the past, social media were not used optimally as learning platforms by architecture lecturers and students.
Therefore, it was necessary to conduct this research to evaluate the teaching-learning process during the
Covid-19 pandemic. This study analyzes the feedback provided by millennial students in connection with
their learning experiences on the effectiveness of the use of social media as architectural learning tools during
the #studyfromhome period. This research revealed the role of social media, millennial students’ preferences
and feedback on the use social media as learning tools for discussions and assignment consultations, as well
as presentations and submission of assignments, for both theoretical and architectural studio courses.
2. RESEARCH METHOD
2.1. Research design
This research was designed with a mix-method approach. In the classroom research, the student
quantitative data were collected by distributing the Likert scale questionnaires, while the qualitative data
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were collected through structured interviews and a number of open-ended questions on the questionnaire
[30]. The students were given an opportunity to describe their learning experiences during the
#studyfromhome period to gain more insights on their opinions, hopes, and aspirations. The questionnaires
were developed to identify the respondents’ preferences and the role of social media, while open-ended
questions allowed for feedback from the respondents, especially on their attitudes towards the use of social
media in architectural learning.
The questionnaires in the form of Google Forms were distributed to the respondents through a link
sent via WhatsApp. The data collection process was conducted for two weeks starting from 15 June 2020 or
during the implementation of the Final Semester Examination after all lecture learning activities for the Even
Semester of the Academic Year 2019-2020 had been completed. Students had enough time to experience and
reflect on their learning activities on the whole, which included online lectures, preparation, assignment
completion, and post-assignment submission. Interviews were conducted via voice calls. Both types of data
were analyzed statistically and interpreted qualitatively.
2.2. Questionnaires
The questions for the questionnaires were prepared based on the purpose of the study. The
questionnaire was prepared by referring to a number of previous studies. The themes and question variables
are presented in Table 4.
Table 4. Linkages among themes, variables and survey activities
Themes Variables Survey activities
Student learning
characteristics
Innovation
Investigation
Immediacy
Authentication and trust
Social consciousness
Online
questionnaires
Creation of student
PLE through social
media
Promote self-potential
Develop the ability to create PLE (self-directed learners)
Construct new knowledge through learning content
Participate in building collective knowledge by sharing knowledge through
social networks
Learning activities Read information presented in tables, schemes, and pictures
Use search engines to search for information
Look for inspiration from existing architectural works through online
simulations
Read textbooks (theories, concepts, nonfiction content)
Interact with computer simulations
Listen to lectures through video recordings and video conferencing
Conduct discussion and present individual and group assignments to lecturers
through social media
Online learning evaluation system
Preferences in the use
of social media
Social media tools that are suitable for theory class learning
Social media tools that are suitable for architectural studio activities
The benefits of social
media in learning
Support learning activities and processes
Provide ease in interacting with other architecture students or using other
learning resources off campus globally
Search for and share information faster and more extensively
Support collective knowledge building and individual knowledge management
(independent learners)
Promote competencies and learning outcomes to the wider communities
(Source: Formulated from the relevant studies, 2020)
2.3. Respondents
The respondents of this study were Architecture Study Program students of Class of 2017 and 2018.
The students of both classes were born in the year between 1998 and 2000 or aged 20 to 22 years, and can be
categorized as Millennial Generation. Class of 2019 was not chosen as respondents because they had
insufficient learning experience in architecture compared to the previous classes, which made their critical
thinking and problem-solving skills less developed. Class of 2016 was not selected either because most of
them were taking an Architecture Studio Final Assignment. The number of respondents who were willing to
fill out the questionnaire was 115 students.
2.4. Research constraints
Because the research subjects are students of architecture, the findings of this study are only relevant
for architecture learning. In the future, similar research can be conducted on Generation Z.
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3. RESULTS AND DISCUSSION
3.1. Students’ preferences in the use of social media for learning activities
The data collected from the questionnaire showed that of the 115 respondents who provided
feedback, 49% were women and 51% were men, with the majority or 58% aged 20 years, as shown in
Figure 1. The data on the respondents’ age showed that 85% of the respondents were in the category of the
millennial generation with an age range of 20-22 years or a birth year of 1998–2000.
(a) (b)
Figure 1. Distribution of respondents providing feedback
(a) Gender distribution; (b) Age range
Figure 2 shows that 54% of the respondents gave a score of 5 (Love it), 32% gave a score of 4 (Like
it), and 14% gave a score of 3 (Neutral). None of the respondents gave a score of 4 (Dislike it) or 5 (Dislike it
very strongly). This finding shows that millennial students have a high preference (around 86%) for using
social media in learning activities and like this approach. This high preference reflects the characteristics of
the millennial generation that are highly dependent on digital technology [3, 4].
Figure 2. Millennial students’ preference in using social media
As many as 66.4% of the millennial students said that social media was beneficial for them,
especially in searching for and sharing information faster and more extensively, supporting learning
activities, and enabling students’ freedom to interact with other learning resources outside the campus, as
shown in Table 5.
Table 5. The benefits of social media for millennial learners
Benefits of social media Percentage
1. Support learning activities 21.6
2. Provide freedom to interact with other architecture students or other learning resources outside the campus 16.6
3. Enable faster and more extensive information searches and sharing 28.2
4. Support collective knowledge building and individual knowledge management (independent learners) 8.3
5. Facilitate social network building in the field of architecture globally 11.7
6. Promote students’ competencies and learning outcomes to the wider communities 13.6
Female
Students
(49%)
Male
Students
(51%)
19 year-old (15%)
20 year-old (58%)
21 year-old (24%)
22 year-old (3%)
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Of all the applications used, WhatsApp, Line, and Instagram are the most widely chosen tools for
architectural learning. The reasons cited varied widely, but most respondents agreed that these social media
applications were commonly used, and made it easy for them to interact and share information in the form of
text, graphics, audio and video, both between individuals and within groups. In addition, most students
acknowledged that they had been using social media since junior high school. This is consistent with the
characteristics of the millennial generation who are very familiar with digital technology, even from an early
age [4].
3.2. The role of social media in the creation of personal learning environment for millennial students
As commonly known about the millennial generation, Table 6 describes that 31.4% of the
respondents stated that social media were able to encourage students’ abilities to be self-directed learners and
22.6% acknowledged that the use of social media was able to help construct new knowledge relevant to the
learning content. This condition was triggered by the social media’s capacity to share knowledge and
information from individuals to a wider social network (19.4%), thus allowing the respondents to participate
in building collective knowledge (15.1%). This atmosphere is very much needed for the creation of PLE
among millennial students as independent learners in controlling and managing their learning activities [18,
21].
Table 6. The role of social media in the creation of PLE
The role of social media Percentage
1. Promote students’ self-potential 7.0
2. Develop students’ abilities as self-directed learners 31.4
3. Enable students to construct new knowledge through learning content 22,6
4. Enable students to participate in building collective knowledge 15.1
5. Enable students to motivate themselves and share individual knowledge
within social networks 19.4
6. Other: Act as a window to information 4.5
Table 7 shows four learning activities that are most frequently done by millennial students, namely
interacting with computer simulations (18.3%), seeking inspiration from architectural works through social
media (16.4%), using search engines to search for information (15.5 %), and listening to lectures through
video recordings and video conferencing (15.4%). This finding shows that millennial students are visual
learners, and for this reason conventional learning activities, such as reading textbooks, become less
interesting [29]. In the case of architecture students, visual learning is more relevant and attractive to
millennial students.
Table 7. Most frequently done learning activities
Learning activities Percentage
1. Read information presented in tables, schemes, and pictures 7.1
2. Use search engines to search for information 15.5
3. Look for inspiration from existing architectural works through social media 16.4
4. Read textbooks (theories, concepts, nonfictions) 5.3
5. Interact with computer simulations 18.3
6. Listen to lectures through video recordings and video conferencing 15.4
7. Consult on assignments with lecturers through the online system 8.1
8. Present individual and group assignments to lecturers through social media 6.4
9. Discuss architectural studio assignments within the assignment cluster through social media 7.4
10. Online learning evaluation system 7.2
The social media that best suit the learning needs of theoretical courses are those that provide chat
and voice call facilities (WhatsApp, Line), data transfer facilities (WhatsApp, Line), video call facilities
(WhatsApp), and video conferencing facilities (Zoom, Webex). Meanwhile, the applications most suitable for
architectural studio learning needs are those through which students can share presentation data with fellow
group participants, such as Zoom and Webex (for two-way communication), as well as Instagram and
YouTube (for one-way communication).
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3.3. Students’ feedback on the use of social media for learning activities
After familiarizing themselves with social media, most of the students stated that they experienced
an increase in Social Consciousness. As many as 22.6% of the respondents acknowledged having high
tolerance and respect for differences, 22.3% stated that they had a social network outside their geographical
area, and 17.6% acknowledged that they were able to share the values instilled by their family and
community. This is shown in Table 8. These findings confirm the characteristics of the millennial generation
who tend to be more open, flexible, and willing to share with a wider network, without being limited by
space and time [10].
Table 8. The benefits of social media in increasing social consciousness
Social consciousness Percentage
1. Become more open and self-confident 13.1
2. Tend to be in groups rather than being alone 8.4
3. Have high tolerance and respect for differences 22.6
4. Have social networks outside their geographical area 22.3
5. Tend to collaborate with others rather than working alone 7.6
6. Increase their inner spirituality 6.2
7. Share the values that are instilled by their family and community 17.6
8. Other: Tend to be individualistic 2.2
Through the Word Cloud application, the frequency of words used in the respondents’ additional
comments can be generated as shown in Figure 3. Based on the Word Cloud, the terms most frequently
mentioned by the students were learning, audio-visual media, information sharing, new approach, fun,
challenging, and interesting. In general, the frequency of these words reflects positive feedback from
millennial students about their experiences using social media as platforms for architectural learning.
Figure 3. Frequency of word usage
Student feedback can be grouped into various preferences for the use of social media in architectural
learning activities. Table 9 lists significant comments from each of these reason groups. This finding is
consistent with the characteristics of millennial students, technological dependence, and the ways in which
social media help learning activities. Appreciation of student knowledge and sharing of creativity through the
collection of assignments on social media are in accordance with the role of students as content creators or
influencers to members of their online networks [18, 19]. Some students acknowledged that they appreciated
the positive feedback from their online followers for the creative content they had shared. They were also
enthusiastic about the idea of using social media as a new and interesting approach in education. This further
confirms their characteristics as innovative and inquisitive digital-native generation, fast learners [10]. On the
other hand, having access to digital devices and internet almost all the time has also led digital learners to
always determine for quick answers rather than longer problem-solving. Students may come to be in
countless sets of information, but they have been able to sort the information obtained into useful data. This
relevant to the characteristics of millennial students is used to getting instant information on almost anything
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from the internet that they are inclined to look for shortcuts without seriously considering neither the
reliability of the information they get nor the ethicality of their conduct [31].
In addition, the student feedback on the acquisition of knowledge and understanding supports the
idea that the use of social media can help in the creation of student PLE [18, 21]. Students become better at
understanding course material when interacting with assignments online, so that they experience cognitive
processes, visual understanding, and constructive feedback from others. This is consistent with the
characteristics of millennial students as visual learners who learn more efficiently through online applications
[10].
The use of social media as platforms for collecting assignments is considered to be more student-
friendly because it saves more money and time. This approach using social media is also convenient for
students because they can learn in their own affinity space [16], anytime and anywhere they have access to
online networks. Social media have become part of their daily lives, so this approach can be a supportive
method in architecture learning for big classes with more than 20 students. Nevertheless, using social media
as a learning platform should be effectively blended with class lectures and presentations for small classes.
Digital learning, therefore, must be inevitably applied and developed for millennial students in higher
education, as the Covid-19 health protocol suggested. With the right and convenient method, lecturers can
spark the interest of the 21st
century’s students, so that students’ intentions and efforts to learn can emerge
naturally.
Table 9. Selected feedback of the respondents
Reasons Quantity of feedback Selected feedback
Sharing of knowledge
and creativity
27 I can share information to the public on social networks
Instagram is the platform most suitable for students to find design
inspirations in completing architectural studio assignments
Social media are very easy to access and students can share the outcome
of their assignments to their classmates.
Students can share their best architectural works on their networks on
Instagram.
New method of
teaching
23 It is fun and easily accessible by anyone, so that anyone can learn from a
different space, time, scenario, and perspective.
It is a new method at the Architecture Study Program of Udayana
University and, therefore, lecturers and students are challenged to be
more creative.
My friend overseas is also doing e-learning; it feels like I am studying
abroad.
I prefer that evaluations are carried out through social media platforms to
written tests.
Acquisition and
understanding of
information
15 For me, this is an easy way to review assignments, so it will be easier to
remember the lecture material.
It increases my understanding of the course material. This way of
teaching should be maintained.
It’s easier for students to do learning activities because they are already
familiar with digital technology. Exploration of ideas for architecture
students will be easier to do because information from all over the world
can be obtained easily.
Ease of submitting
assignments
12 It’s cheaper, no cost is needed to print assignments.
It’s more student-friendly, easy to access and use, more exciting.
It combines technology and education.
It’s environmentally friendly, paperless.
Using technology and the Internet makes it easier to complete
assignments compared to using conventional methods.
Intensity of social
media use by the
millennial generation
12 The use of social media is very suitable because almost every student has
an account, not only for sharing photos, but also for sharing information.
I like this approach because it’s a combination of innovation and the
latest trends. Millennials should have a social media account and use this
platform to connect with others.
It’s the most appropriate way to contact students through social media
applications that are commonly used by them, wherever they are.
4. CONCLUSION
Most millennial students prefer the use of social media as learning platforms, especially for
completing tasks that require creativity, because the learning process becomes more innovative and
interesting, makes it easier to understand knowledge, and saves more time and money or more student-
friendly. The use of social media in architectural learning is currently very beneficial for lecturers and
millennial students, as long as the learning activities are adjusted to the learning outcomes.
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Feedback from students also motivates lecturers to use social media in learning activities more
intensively. Although quite a number of students think that online lectures reduce their interaction in the real
world, most students recognize that the use of social media is very exciting and makes it easier for them to
learn. Some students also prefer to maintain their privacy on social networks, so that lecturers need to
encourage them to have a public account for academic and professional purposes. Having a public account is
very useful and can encourage the creation of a PLE in which students become self-directed learners.
Currently, many educational institutions and industries at the local, national and international levels already
have accounts with which they share content on social networks.
This research is a preliminary study and serves to provide input for classroom/studio action
research. Further research needs to be conducted to determine the effectiveness of using digital technology or
social media in architectural learning activities after the Covid-19 pandemic. In addition, similar research can
also be carried out on younger class of architecture students who were born after the year 2000, who are
called Generation Z. Do Gen Y and Gen Z have different learning styles? What is their feedback on the use
of digital technology in learning activities? Are there any differences in the effectiveness social media use in
learning activities for theoretical courses and studio courses? These are a number of issues that need to be
answered in future research.
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BIOGRAPHIES OF AUTHORS
Ni Ketut Agusintadewi is an associate professor of architecture at the Master of
Architecture Program, Faculty of Engineering, Universitas Udayana. She also works at the
Architecture Study Program in the same faculty with the subject taught: Architecture
Studio 1 and 2, Real Estate, Design and Project Management, and supervising for
Internship Program and Final Project. Her concern is on various issues of methods and
strategic approach for architecture education and learning, both theoretical issues and
practical studios. Since joining the undergraduate program, she has been actively involved
in many kinds of support for curriculum and institution development.
Ni Made Mitha Mahastuti is a lecturer at the Architecture Study Program, Faculty of
Engineering, Universitas Udayana; and takes a place in teaching teams: Architecture Studio
1 and 2, Building Sciences and Utility 1 and 2, Introduction to Architecture, Indonesian
Architecture, Basic Principles for Spatial Design, and Material Technology. She
encourages undergraduate students to use social media as an architectural learning
platform, especially during the Covid-19 pandemic, and spread it on digital learning system
integrated within the university e-learning network.
Kadek Agus Surya Darma is a lecturer at the Architecture Study Program, Faculty of
Engineering, Universitas Udayana, with subjects: Architecture Studio 1 and 2, Form and
Aesthetic Studio, Architectural Design Methods, Principles for Urban Design, Cost Budget
Planning in Architecture, Site Planning, Building Structure, Design and Project
Management; and supervising for Internship Program. He also enthusiastically participates
within strategic methods of effectiveness in architectural learning process for today and
future needs. Using digital technology as a learning platform is one of his interests.
Anak Agung Ngurah Aritama is a lecturer at the Architecture Study Program, Faculty of
Engineering, Universitas Udayana. He teaches several courses: Architecture Studio 3 and
4, Architecture Drawing 1 and 2, Engineering Drawing, Building Design Concept, Site
Planning, Introduction to Human Settlements, and Architecture Visualization. Digital
architecture is one of his concern that has motivated in elaborating digital learning platform
in architecture education at the study program. The digital learning platform is integrated
within the Universitas Udayana e-learning system: OASE or Online Academic Service E-
Learning.