Journal of Learning for Development - JL4D
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Exploring Simulation for Immersive Learning Experiences in the Digital, Open, and Distance Classroom
No full textSimulation-based learning has the potential to foster a transformative learning culture within the Open and Distance Learning (ODL) environment. This report is based on a research project, integrating a simulation into a digital ODL classroom, conducted in Wawasan Open University, an ODL university in Malaysia. The report highlights how a simulation can be valuable to ODL students as an effective learning tool and by creating an immersive learning experience for the students
Book Review: Instructional story design: Develop stories that train
No full textIn Instructional story design: Develop stories that train, Greene proves the benefits of using stories in training and demonstrates how to do that successfully. With practical instruction and examples, Instructional story design leads the reader through developing stories, working with subject matter experts (SMEs), and producing story-based training. Greene illustrates his expertise in story design by using story to instruct his design methods throughout the book. The reader follows a fictitious instructional designer, Dayna, as she grapples with, learns to, and triumphs in using stories in her elearning projects. She works with SMEs, clients, stakeholders, and managers and follows instructional design (ID) practices while developing meaningful stories to connect with her learners and convey the training. Through Dayna’s struggles and victories, the reader learns how to create audience personas, build relatable characters, and focus on the action and conflict of the story as it relates to training objectives. Greene further describes how to produce stories using common technology tools, champion stories to convince doubting stakeholders, and overcome common pitfalls
Effectiveness of Web-supported Videos on Students’ Academic Achievement, Critical Thinking Skills and Three-dimensional Learning
No full textWhile traditional teaching methods such as face-to-face lectures, training, and mentoring have been utilised in the educational process, the importance of web-supported materials was better underscored with the advent of the pandemic. Documentary videos, prepared with scientific data, serve as significant web-supported materials. The aim of this research was to find out the effectiveness of web-supported videos on associate degree school students' academic achievement, critical thinking skills, and three-dimensional learning in science. The study employed a pre-post-test design, a type of quasi-experimental research, involving 42 associate degree school students enrolled in a child development programme. Data were collected using academic achievement tests, critical thinking skill tests, and three-dimensional learning scales, and analysed using non-parametric techniques. The two-month training revealed that web-supported videos contributed to the academic achievement and three-dimensional learning skills of students in understanding the concepts of the moon, sun, earth, and planets, though they did not have a significant effect on students' critical thinking skills
Virtual Reality in Elementary Education: A Scientometric Review
No full textIn elementary education, virtual reality (VR) has been the subject of much-increased research over the last ten years, with developed and developing nations making significant contributions. This research used a bibliometric approach to examine all publications published between 1994 and 2023, depending on this information. This study uses the VOS viewer tool and the Scopus database to analyse 365 articles. The results show that developed nations significantly contributed to publications and citations, especially in research and development, whereas developing nations were more interested in using technology in education. Journals in computer science and education now receive the most citations, which indicates the current focus on Virtual Reality in Elementary Education. The trend of greater collaboration among authors may be attributed to several variables, including, but not limited to, enhanced financing, higher author competency, and the rise of transdisciplinary studies. This collaborative effort facilitates the exchange of many viewpoints, expands the scope of insights in articles, and improves the editing and revising process. The terms "child," "reality," "technology," "approach," "intervention," "teaching," "augmented reality," "difference," "patient," and "process" are the top 10 keywords linked to virtual reality in elementary school research. Research relevance, influence, and acknowledgment within the scientific community may be ensured by matching research to keyword trends. The findings of this study could help future investigators choose research topics and pinpoint areas of interest
‘Connective Alignment’ as the Educational Approach for Higher Education in the Digital Age
No full textMost students in higher education at present are ‘digital natives.’ They use technology in every facet of their life, including their education. They learn from formally organised courses as well as from informal learning. Hence, informal learning has been identified as crucial for the sustainability of higher education in the current global context. Technology facilitates informal learning and, thus, has made substantial changes in how learning occurs in modern age learners. These changes that occurred in the learning process due to the influence of technology should be addressed by the educational approaches used in higher education to achieve the best outcomes in relation to the academic performance of students and students’ satisfaction. This commentary presents an educational approach: ‘Connective Alignment’ for higher education in the digital age, which can fulfil the learning needs of the learners in this digital age
A Review of Research on Collaborative Assessments in the Open Distance and e-Learning Environment
No full textThis paper reviews 38 studies conducted between 2015 and 2022 on collaborative assessments in open-distance and e-learning (ODeL) contexts, focusing on the benefits, types, challenges, and strategies to improve collaborative assessments. This qualitative review aims to investigate collaborative assessments within the ODeL comprehensively. The objectives encompass thoroughly exploring theoretical foundations and empirical evidence to illuminate the pedagogical implications and effectiveness of collaborative assessment methodologies. Employing a systematic literature review approach, various scholarly articles, research papers, and educational studies were scrutinised to synthesise the current landscape. The review shows that effective communication, feedback, and appropriate technology are critical factors in promoting successful collaborative assessments, which can result in improved engagement, motivation, and better learning outcomes. However, challenges such as scheduling difficulties, technology challenges, group dynamics, and assessment quality may arise. Using social constructivism, this paper addresses criticisms of collaborative assessment in the ODeL context, identifies types of collaborative assessments, and presents strategies for implementation and addressing challenges. Based on these findings, recommendations are presented to educators, urging the integration of collaborative assessment methods into open distance and e-learning frameworks, accompanied by pedagogical support and training to optimise their efficacy and promote enriched learning experiences. The paper concludes by suggesting future research areas and recommendations for educators and instructional designers seeking to implement collaborative assessments in ODeL environments. Collaborative assessments can contribute to collaborative learning, providing students with a sense of community, engagement, and responsibility
Case-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia?
No full textThis research aims to analyse whether the increasing use of case-based learning (CBL) by madrasa aliyah teachers in Indonesia improves their teaching skills in the field of education. This study employed a quasi-experimental technique and data from a CBL intervention programme to investigate how CBL is connected with teachers' hybrid teaching skill. The data was analysed using the difference-in-difference design. In general, the teaching skill of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of CBL in hybrid learning can favorably affect the teaching skill of madrasa teachers. CBL is positively associated with student involvement and teaching in learning among the madrasa teacher teaching skill subscales. However, according to our data analysis, students' favourable responses to Islamic religious education, and hybrid learning practices can moderate the link between CBL and the teaching skill of madrasa teachers. This study has significance for the CBL model's growth in strengthening the teaching skill of madrasa teachers in distance learning Islamic religious education
Publication Trends of Online Assessment in Physical Education
No full textCovid-19 significantly contributed to increasing use of online assessment in education, including physical education. Teachers still need online assessments in face-to-face learning because they help them improve a practical, objective, and credible assessment process for students' learning performance. This research aimed at tracking the publication trends of OA in PE in four years, 2019-2023, from the Scopus database. The investigation began on October 11, 2023, using the title, abstract, and keywords of "online AND assessment AND in AND physical AND education," and the researchers succeeded in collecting 985 documents (articles = 82.74%, conference papers = 8.83%, reviews = 6.19%, book chapters = 1.32%, and conference reviews = 0.91%). The publication trend metrics were highest in 2021 with 277 articles (28.12%) and began to decline by 0.10% in 2022 (to 28.02%) and 9.04% in 2023 (to 18.98). Over the four years 2019-2023, there were 2698 citations from 277 documents (average citations per document = 9.74). VOSviewer analysis proves that the title words "online assessment" and "physical education" have a small item load, so the visualisation was not visible in the VOS viewer output. Apart from that, the two title words also did not have a connection. This means that this study proved the results of online assessment investigation in physical education still has potential for future research. Future research can explore and project the various needs for developing OA in PE to help teachers organise effective, efficient and credible assessment activities
