Canadian Journal of Learning and Technology最新文献_第7页

PENERAPAN MODEL INKUIRI MENGGUNAKAN MEDIA BAHAN ALAM UNTUK MENINGKATKAN HASIL BELAJAR SEL VOLTA 孵化器模型的应用利用自然材料媒体来提高VOLTA细胞的学习结果

Canadian Journal of Learning and Technology Pub Date : 2022-12-31 DOI: 10.33830/jlt.v1i2.4409

Maya Mutiasari

{"title":"PENERAPAN MODEL INKUIRI MENGGUNAKAN MEDIA BAHAN ALAM UNTUK MENINGKATKAN HASIL BELAJAR SEL VOLTA","authors":"Maya Mutiasari","doi":"10.33830/jlt.v1i2.4409","DOIUrl":"https://doi.org/10.33830/jlt.v1i2.4409","url":null,"abstract":"This study aims to determine the improvement of student learning outcomes of class XII sciene semester 2 totaling 32 students by applying the Inquiry model to the voltaic cell material. The research method used is Classroom Action Research which consists of four stages, namely planning, action, observation, and reflection. This classroom action research was conducted in two cycles, the first cycle on the Cell Potential sub-concept, while the second cycle on the Voltaic Cell sub-concept. Data collection techniques were carried out by tests, observation sheets, and student response questionnaires to the learning process. The data analysis technique was qualitatively based on descriptive analysis of the results of the average calculation of the cognitive test results. Before the application of the inquiry model, the students' cognitive average value was 52.81 and after the application of the learning model with the inquiry model it became 67.41 with 44.00% classical completeness in the first cycle, then increased to 81,00 with 81,25% classical completeness in the second cycle. Most of the students' attitudes were positive towards learning with the Inquiry model and students were also more active in the learning process.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"245 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77296958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

SMART DIGITAL LEARNING: A SNAPSHOT OF WEB-BASED LEARNING MANAGEMENT SYSTEM 智能数字学习:基于网络的学习管理系统的快照

Canadian Journal of Learning and Technology Pub Date : 2022-12-31 DOI: 10.33830/jlt.v1i2.4179

Bejo Sutrisno, Audi Yundayani, F. Alghadari

引用次数: 0

E-BOOK SEBAGAI INOVASI DALAM PEMENUHAN SARANA DAN PRASARANA PENDIDIKAN BERBASIS TEKNOLOGI DI ERA DIGITAL PASCA PANDEMI COVID-19 电子书是COVID-19大流行后数字时代以技术为基础的教育基础的创新

Canadian Journal of Learning and Technology Pub Date : 2022-12-31 DOI: 10.33830/jlt.v1i2.4178

Raihani Afifah, Petra Kristi Mulyani

引用次数: 0

Artificial Intelligence in the Fourth Industrial Revolution to Educate for Sustainable Development 第四次工业革命中的人工智能为可持续发展教育服务

Canadian Journal of Learning and Technology Pub Date : 2022-11-29 DOI: 10.21432/cjlt28287

M. Ally, Kirk Perris

引用次数: 0

Removing Learning Barriers in Self-paced Online STEM Education 消除自学在线STEM教育中的学习障碍

Canadian Journal of Learning and Technology Pub Date : 2022-11-29 DOI: 10.21432/cjlt28264

Hongxin Yan, Dr. Fuhua Lin, Dr. Kinshuk

{"title":"Removing Learning Barriers in Self-paced Online STEM Education","authors":"Hongxin Yan, Dr. Fuhua Lin, Dr. Kinshuk","doi":"10.21432/cjlt28264","DOIUrl":"https://doi.org/10.21432/cjlt28264","url":null,"abstract":"Self-paced online learning provides great flexibility for learning, yet it brings some inherent learning barriers because of the nature of this educational paradigm. This review paper suggests some corresponding strategies to address these barriers in order to create a more supportive self-paced online learning environment. These strategies include a) increasing students’ self-awareness of learning, b) identifying struggling students, and c) facilitating mastery learning.Focusing on Science, Technology, Engineering, and Mathematics (STEM) disciplines’ delivery of self-paced online learning, this paper reviewed the role of formative assessment for learning. It is proposed that systematically designing and embedding adaptive practicing in STEM courses would be an effective learning design solution to implement these strategies. By examining the goals and context of adaptive practicing requested in this study, the feature requirements are depicted for such an adaptive practicing model. The models and techniques that can be used for adaptive assessment were then reviewed. Based on the review results, this paper argues that a reinforcement learning-based adaptive practicing model would be the best option to meet those feature requirements. Finally, we point out a research gap in this field and suggest a future research direction for ourselves and other researchers.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"183 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74641728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It’s Happy Hour Somewhere: Videoconferencing Guidelines for Traversing Time and Space 《某处的欢乐时光:穿越时空的视频会议指南

Canadian Journal of Learning and Technology Pub Date : 2022-11-29 DOI: 10.21432/cjlt28267

A. Palalas, Rebecca E. Heiser, Ashley Gollert

{"title":"It’s Happy Hour Somewhere: Videoconferencing Guidelines for Traversing Time and Space","authors":"A. Palalas, Rebecca E. Heiser, Ashley Gollert","doi":"10.21432/cjlt28267","DOIUrl":"https://doi.org/10.21432/cjlt28267","url":null,"abstract":"Time seems to be moving at lightning speed with busyness unsustainably being “celebrated” and not allowing for sufficiently deep interaction with learning content, others, and the experience of which we are part, including our interactions in videoconferencing sessions. One benefit of videoconferencing is that it can address time and distance boundaries. With this advantage also comes a challenge - the pressures of time and time not being used purposefully often negatively impact the online learning experience and the digital wellness of its participants. Considering that, the reported study inquired: what are the videoconferencing guidelines in relation to temporal space to support digital wellness in online learning in higher education? Drawing on a systematic review of the relevant literature of the last decade, temporal guidelines have been distilled to promote the design of videoconferencing-based learning that is conducive to successful learning while maintaining digital well-being. The article organizes the literature review findings according to the categories identified through the secondary data analysis of its three preceding studies. Based upon 42 articles that met the inclusion and exclusion criteria in the first phase of the research design, we negotiated and determined thirteen temporal guideline themes described as time management, essentialism, purposefulness, agility, social presence, attention, inclusion, cooperation, respect, technology preparedness, creativity, evaluation, and safety. Further research is recommended to explore the various aspects of design in more depth and tackle the less frequently addressed themes of creativity, evaluation, and safety, focusing on pedagogy and human-centred approaches.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"119 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79410024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cognification in Learning, Teaching, and Training 学习、教学和培训中的认知

Canadian Journal of Learning and Technology Pub Date : 2022-11-29 DOI: 10.21432/cjlt28261

Vivekanandan S. Kumar, M. Ally, A. Tsinakos, H. Norman

引用次数: 0

Teaching Architectural Technology Knowledge Using Virtual Reality Technology 利用虚拟现实技术教授建筑技术知识

Canadian Journal of Learning and Technology Pub Date : 2022-11-29 DOI: 10.21432/cjlt28253

Yilong Lu

{"title":"Teaching Architectural Technology Knowledge Using Virtual Reality Technology","authors":"Yilong Lu","doi":"10.21432/cjlt28253","DOIUrl":"https://doi.org/10.21432/cjlt28253","url":null,"abstract":"Construction detail (CD) knowledge is one of the leading learning components in architectural technology (AT) study. The traditional pedagogical method adopts a series of two-dimensional drawings to explain three-dimensional objects. The interactive and immersive features of virtual reality (VR) technology attract attention from the educational sector. While architectural design education has begun exploring integrating VR tools in the classroom, especially in the early design stage, AT is one of the very few subjects that have experimented with VR. This research, undertaken from within a larger, ongoing project, aimed to explore if VR could assist in teaching AT knowledge, especially CD. The project has two phases: phase 1 created several VR lessons that explained specific AT knowledge, using a VR technology currently available for educational purposes; phase 2 adopted a mixed method approach to investigate learners’ experience with the VR lessons created. This paper focuses on the experience in building up a VR learning environment in phase 1. The initial findings after phase 1 showed that the VR technology adopted in this project was not a perfect tool in creating a VR experience in the CD field but could still offer students degrees of virtual reality learning experience.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87415136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Interconnectivity of Heutagogy and Education 4.0 in Higher Online Education 高等在线教育中高等教育学与教育4.0的互联性

Canadian Journal of Learning and Technology Pub Date : 2022-11-29 DOI: 10.21432/cjlt28257

Jea-Won Kim

{"title":"The Interconnectivity of Heutagogy and Education 4.0 in Higher Online Education","authors":"Jea-Won Kim","doi":"10.21432/cjlt28257","DOIUrl":"https://doi.org/10.21432/cjlt28257","url":null,"abstract":"Industry 4.0 advancements in technology are creating a dynamic and fast changing world that affects how we live and work. Educators need to rethink existing teaching approaches to better prepare learners for future careers that Industry 4.0 will create. The World Economic Forum defined a new education model, called Education 4.0, which contains eight major changes to redefine learning in the new economy. Heutagogy, or self-determined learning, is an approach that promotes critical thinking, social-emotional skills, and life-long learning. These skills are necessary for Education 4.0. The purpose of this paper is to recommend the principles of heutagogy as an effective teaching and learning approach to meet the needs of Education 4.0. The approach of the study examines existing literature on Education 4.0 and heutagogy. A conceptual model that interconnects heutagogy to the four learning principles of Education 4.0 will be offered as a key finding to answer the research question: How does heutagogy in higher online education meet the needs of Education 4.0? The paper provides a base for further research and discussion into how heutagogy and other approaches can support the needs of Education 4.0 to prepare learners for a changing world.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84729640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Designing Knowledge Dissemination in a Digital Era – Analysing TED Talk’s Multimodal Orchestration 设计数字时代的知识传播——分析TED演讲的多模式编排

Canadian Journal of Learning and Technology Pub Date : 2022-11-29 DOI: 10.21432/cjlt28263

Jingxin Jiang, Fei Victor Lim

引用次数: 0