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Development of Seamless Learning to Facilitate Formal and Informal Learning in Elementary Education

100%
Setyosari P., Kuswandi D., Ulfa S.
The New Educational Review
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2020
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vol. 61
51-62
EN
Environmental education in primary schools has not built sufficient awareness in formal-informal learning experience. The development of seamless learning is an alternative innovation in building students’ learning experiences. However, there is limited research on its implementation in the learning process in elementary schools with limited mobile technology. Therefore, the purpose of this research was to develop instructional design and learning planning matrices for seamless learning on teachers’ and students’ activities to facilitate formal and informal learning with limited use of mobile technology in elementary schools. Based on the instructional design and learning planning matrices developed, the context reconstruction in a seamless learning design was successfully used in guiding the teachers’ and students’ activities. The limitations of mobile technology in the schools could be replaced with the use of learning laboratories, as well as parents’ support at home. Furthermore, the instructional design and learning matrix developed were feasible, valid, and practical in application in elementary schools. Therefore, the community has a vital role to play in improving students’ learning experiences aside from schools.
2
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Organisation of the Educational Process Through the Technology of Blended Learning

100%
Shevchenko L., Pylypenko Y., Demchenko O., Hnatiuk N., Diachuk A.
The New Educational Review
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2022
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vol. 68
199-208
EN
The article has determined that the introduction of mixed learning is not only the transfer of many elements of the educational process into the electronic environment but also the design of a professionally-oriented educational environment of universities and the instructional design of electronic courses. The hybrid electronic course of the discipline “Digital technologies in education and research” by the principle of the backward design was developed and tested. The given examples of students’ creative work were submitted in the form of projects, websites, blogs, web quests, and online conferences. Presents the main tips that need to be followed for effective development and implementation of blended learning.
3
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Projektowanie kursów języka obcego

100%
Pitura J.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
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2016
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vol. 7
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issue 223
138-152
PL
Courses of Polish as a foreign language, in order to be effective, should be created in accordance with the principles of instructional design. This article sets out to apply the ADDIE approach to designing courses of foreign languages. It begins by addressing the matters of communicative language competence and foreign language acquisition. What follows is basic information about the ADDIE model, i.e. its consecutive phases and corresponding procedures. These fundamental issues must be taken into account by language course designers if they are to create courses that will be effective and satisfying for their recipients.
4
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Visual Representations as Effective Instructional Media in Foreign Language Teaching

88%
Skorge P.
Poznań Studies in Contemporary Linguistics
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2008
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vol. 44
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issue 2
265-281
EN
Although research on the effective use of visual representations in instruction has concentrated predominantly on the teaching of scientific and technical subjects, the principle that visual elements can only be used effectively if they are perceived as important instructional resources that require attentive processing is equally valid in foreign language learning. A study of language learners performing an authentic classroom task in which they were asked to use visual information as a basis for free language production suggested that pictures in this instructional context were processed efficiently but superficially, and were frequently not regarded as significant sources of information. The study also suggested that divergent picture interpretations are not unusual and could lead to communication problems mistakenly attributed to language deficits. A pragmatic way to achieve effective processing of the visual elements in language teaching materials, I propose, is to design materials which include explicit, specific guidance on how the pictures they contain are intended to support language learning activities, together, where needed, with processing instructions.
5

Forging new pathways for research on language learning motivation

75%
Raby F.
Journal of Language and Cultural Education
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2015
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vol. 3
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issue 1
1-13
EN
Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.
6
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Evaluating the Effectiveness of Teaching Information Systems Courses: A Rasch Measurement Approach

75%
Barefah A., McKay E.
International Journal of Research in E-learning IJREL
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2017
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vol. 3
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issue 2
11-32
EN
Systems analysis and design (SAND) is an information systems (IS) course that is taught around the world in most higher education management of information systems (MIS) programmes. However, the theoretical nature of this type of course presents challenges for instructors as they devise instructional strategies to convey the abstract concepts that are necessary for their students to understand, such as, how to draw data flow diagrams (DFD) to correctly represent the informational specifications of an IS. Evidence suggests that one of the factors of the low success rates of many IS-design projects in the workforce is due to the graduate recruits’ failure to acquire basic SAND knowledge. While a considerable amount of literature focused on integrating technology into the teaching practices to facilitate the knowledge acquisition, a few investigated its effectiveness to fulfil this particular purpose. This paper reflects on such challenges and proposes an evaluation approach to assess the effectiveness of technology integration in teaching an IS course like SAND. The empirical interpretations represented in this paper are gathered through a series of quasi-experimental 2x3 factorial experiments that were conducted at four higher education institutions and based on the Rasch item response theory and measurement analysis. The preliminary analysis from this study provides reliable evidence to delineate key instructional strategies when designing higher education IS courses.
7
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E-learning course design in ADDIE methodology as a process in BPMN 2.0

63%
Bąkała A., Bąkała M.
Informatyka Ekonomiczna
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2020
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issue 4 (58)
21-32
EN
The aim of the article is to apply selected business processes modelling notation BPMN in e-learning design to enable the e-learning team to use ADDIE methodology decomposed as a process. In the first part of the article some basic issues of the educational and organizational context of the process are presented. The second part explains the ADDIE methodology. Next, BPMN implementation in designing the online course process is proposed. The article is an introductory part of research aiming to optimize e-learning creation processes in business.
PL
Celem artykułu jest zastosowanie w projektowaniu e-learningu wybranego sposobu modelowania procesów biznesowych. Użycie notacji BPMN umożliwia zespołowi e-learningowemu dekompozycję etapów metodologii ADDIE i przedstawienie ich jako procesu. W pierwszej części artykułu przedstawiono podstawowe zagadnienia opisujące edukacyjno- organizacyjny kontekst tego procesu. Druga część wyjaśnia metodologię ADDIE. Następnie zaproponowano przykładowe diagramy BPMN porządkujące proces tworzenia kursu online. Artykuł jest wstępną częścią badań; których celem jest optymalizacja procesów tworzenia e-learningu w biznesie.
8
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Multiplication table in the second grade – from game to computer

63%
HILČENKO S.
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2012
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vol. 3
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issue 2
223-231
EN
The problem of learning the multiplication tables among the students of the second grade, is not a minor problem. With regard to that, designed are the various practical, imaginative, humorous, professional and scientific methods in order to ease the „suffering”. We are not going to engage in deeper analysis of particular approaches or methods presented here in the adoption of practical and useful knowledge. The aim is to introduce an „old procedure – wrapped in new clothes” = the one that is animated using computer applications. What all training procedures should have in common is that they must provide a comfortable „learning environment”, gamesome procedure and immediate practical-manipulative activity in the adoption of such a „dry content for learning”.
PL
W odpowiedzi na problematyczność nauki tabliczki mnożenia uczniów drugiej klasy szkoły podstawowej zaprojektowane i wykonane zostały różne profesjonalne i amatorskie, pomysłowe, praktyczne oraz dowcipne narzędzia mające zmniejszyć ich „cierpienie” w jej zapamiętywaniu. W artykule nie angażowano się w dogłębną analizę poszczególnych rozwiązań i metod ułatwiających zapamiętywanie tabliczki mnożenia. Przedstawiono jedynie tradycyjne metody nauczania „opakowane” w nowe środki. Wspólną cechą wszystkich metod jest to, że muszą one zapewniać komfortowe warunki nauki.
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