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MOOC model: dimensions and model design to develop learning

100%
Xiao F., Pardamean B.
The New Educational Review
|
2016
|
vol. 43
28-40
EN
Massive Open Online Course (MOOC) is a revolution in education. As learner, teacher presence and teaching method no longer depend upon time and distance, class enrolment also becomes open for more of the populace regardless of educational background. The goal of the research is to design a learning model that is in accordance with dimensions that are compatible with the MOOC rules. Literature review, a questionnaire, and interviews were used to define dimensions based on the MOOC rules. The research resulted in a model that is in accordance with MOOC categories and dimensions based on input from both users and developers.
2
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Improving problem-solving skills through Logo programming language

81%
Pardamean B., Suparyanto T., Evelyn
The New Educational Review
|
2015
|
vol. 41
52-64
EN
The effect of Logo programming language on problem solving skills was investigated in this study. Eighty-five fifth-grade students were assigned to either an experimental or control Logo group. They were pre-tested to assess baseline receptiveness to figural and logical word problem-solving skills. After eight weeks of learning, the Logo experimental group had significantly higher scores than the control group on the problem-solving skills tests (assessing both figural and logical word problem-solving skills). The result revealed significant differences in the figural problem-solving skill between the Logo experimental and control groups. An implication was that Logo programming exercised skills are more critical and relevant to the figural problem-solving skill. Possible alternative explanations and suggestions are provided for future research endeavors.
3
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Team Based Learning as an Instructional Strategy: A Comparative Study

61%
Pardamean B., Donovan J., Masli E., Suparyanto T., Muljo H., Prabowo H.
The New Educational Review
|
2017
|
vol. 50
134-145
EN
The use of Team Based Learning (TBL) as an instructional strategy in undergraduate health science curricula has been identified as a way to improve student learning outcomes. However, comparative studies of the use of TBL in business subjects in different countries are rare. This research is a first step to provide comparative quantitative empirical evidence for the usefulness of TBL, leading to continuous improvement in the learning process. It compares the results of Indonesian and Australian students in two different business classes. The finding reveals that TBL has some usefulness in enhancing student learning outcomes in business subjects.
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