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A SYSTEMATIC REVIEW OF RESEARCH ON EFL ONLINE learning: EFFECTIVENESS, CHALLENGES, learning TOOLS, AND SUGGESTIONS 19

A SYSTEMATIC REVIEW OF RESEARCH ON EFL ONLINE LEARNING: EFFE...

引用

19th international conference on cognition and exploratory learning in the digital age, celda 2022

作者： Kuswoyo, Heri Rido, Akhyar Mandasari, Berlinda Faculty of Arts and Education Universitas Teknokrat Indonesia Pagar Alam Street No 9-11 Kedaton Lampung Bandarlampung35142 Indonesia

ISBN: (纸本)9789898704436

Due to COVID-19 pandemic, educational departments such schools, colleges, and universities have been experiencing significant disruptions. All teaching and learning activities of face-to-face learning have switched to online learning. this study provides a systemic review of the literature with the aim to investigate the effectiveness, challenges, learning tools, and suggestions in EFL online learning based on an analysis of 40 published article journal from 2019 to 2022. this study has not yet been reviewed in the literature as part of a systematic review of studies. this study is based on Kitchenman's (2009) systemic literature review (SLR) approach, which allows it to gather data from a variety of sources. the dataset has been collected from SCOPUS databases. these data were analysed using Creswell's (2012) content analysis. the research findings revealed that all e-learning tools (e.g., Voki, LMS 'TES Blended Space', Pigai, Zoom meeting etc) used by universities teachers were very effective and beneficials for learners. However, some challenges were also identified during learning activities such as students lack of learning climate, poor internet connections, financial problems, technical problems, students' demotivation etc. thus, the research findings suggested three aspects should be considered, namely a) having extensive and high-quality online resource access, b) using online resources on a regular basis, and (c) not only students but also teachers are being trained to use ICTs-in. In addition, teachers need to keep working on reinforcing the connection between digital technology and education meanwhile students need to made aware that it is acceptable to use digital media even it the most formal of educational settings. To summarize, this study suggests that once the Covid-19 pandemic is ended, the use of technology integration on online learning in EFL classrooms can be extended for equitable quality education for students. © 2022 Proceedings of the 19th

关键词： Students

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USING E-STUDY MATERIALS TO PROMOTE MAthEMATICS SELF-learning AT UNIVERSITY 19

USING E-STUDY MATERIALS TO PROMOTE MATHEMATICS SELF-LEARNING...

引用

19th international conference on cognition and exploratory learning in the digital age, celda 2022

作者： Vintere, Anna Cernajeva, Sarmite Gosteine, Vera Latvia University of Life Sciences and Technologies Liela Street 2 JelgavaLV-3001 Latvia Riga Technical University Zunda krastmala 10 RigaLV-1048 Latvia

ISBN: (纸本)9789898704436

At present, issues of the education system and quality improvement are topical in the whole world. Today, universities need to be prepared to offer young people education that makes them competitive in these new working conditions. When considering development of the education, they shall understand necessity of changing both content and form of the studies. As today's youth grow in an era of digital technologies and is dwelling in a virtual environment, they increasingly are demanding flexible study format that complies with their usual habitat. therefore, the main task of universities and other higher educational establishments at this time of change is to develop intellectual skills, exploratory research attitudes and build ICT skills in a new specialist. Mathematical study programs and didactics need to be improved on the basis of ICT (paying more attention to the application of mathematics, including using ICT), creating modern technology-based learning materials and ensuring the Internet access. In order to increase students' responsibility for the learning process and to promote the ability to independently acquire knowledge, skills and abilities, it is necessary to create the preconditions for self-directed learning in higher education institutions, that is, students themselves participating in setting the purpose of studies, planning the acquisition of the subject, presentations, and evaluating their work together by agreeing on final assessment with the assessment of peers and teachers. As known, e-studies and self-assessment tests are the basis of self-directed learning. therefore, the purpose of this research is to determine the use of various e-study materials in the learning of a mathematics course, as well as the importance of tests in the self-assessment of mathematical knowledge and skills. the findings of this study include the analysis of the usage of e-study materials and tests for assessing students' mathematical knowledge and skills, as well as

关键词： Students

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Design of learning analytics dashboard supporting metacognition 16

Design of learning analytics dashboard supporting metacognit...

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16th international conference on cognition and exploratory learning in digital age, celda 2019

作者： Chen, Li Lu, Min Goda, Yoshiko Yamada, Masanori Graduate School of Human-Environment Studies Kyushu University 744 Motooka Nishi-ku Fukuoka819-0395 Japan Faculty of Arts and Science Kyushu University 744 Motooka Nishi-ku Fukuoka819-0395 Japan Research Center for Instructional Systems Kumamoto University 2-39-1 Kurokami Chuo-ku Kumamoto8600862 Japan

ISBN: (纸本)9789898533937

Metacognition is an aspect in self-regulated learning and is necessary to achieve such learning in an effective and efficient manner. However, it is not always easy and accurate for learners to monitor or assess their own metacognition. In this study, we designed a learning analytics dashboard to improve self-regulated learning in online environments through the collection and analysis of learning log data. there are two separate dashboards used in our system: a knowledge monitoring dashboard and a strategy use dashboard. the knowledge monitoring dashboard is designed to support the knowledge monitoring skills of learners, allowing them to monitor their prior knowledge, whereas the strategy use dashboard is designed to help learners develop metacognitive skills of planning, monitoring, and regulation. © 2019 16th international conference on cognition and exploratory learning in digital age, celda 2019. All rights reserved.

关键词： E-learning

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Aspects on e-learning during the COVID19 pandemic at the university 17

Aspects on e-learning during the COVID19 pandemic at the uni...

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17th international conference on cognition and exploratory learning in digital age, celda 2020

作者： Dragoi, Vlad Herlo, Dorin Aurel Vlaicu University of Arad Romania

ISBN: (纸本)9789898704221

the rapid developments in educational technologies and the conditions of pandemic period provoked the academic staff and students for assessing the value of different technologies, new or existing, and for deciding how or when these technologies make sense for them to use. Due to crisis, face-to-face learning process was change with Emergency Remote Teaching. In this article we approached the case study for university education, on the use of learning platforms, to increase reflective learning, critical reflection and concrete action of students in real life which are clear elements of transformative learning and related to the new educational paradigm - paragogy (peer-learning). In order to have a significant outcome of our proposed solutions, we proceed in two-steps. Firstly, we detail and test some of the existing e-learning tools (platforms), and secondly, based on a focus-group experience with groups of students enrolled in computer-science Bachelor degree, we propose adapted solutions for online learning and teaching for the next academic year. © 2020 17th international conference on cognition and exploratory learning in digital age, celda 2020. All rights reserved.

关键词： Students

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Clustering of learners based on knowledge maps 16

Clustering of learners based on knowledge maps

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16th international conference on cognition and exploratory learning in digital age, celda 2019

作者： Onoue, Akira Shimada, Atsushi Minematsu, Tsubasa Taniguchi, Rin-Ichiro Kyushu University Japan

ISBN: (纸本)9789898533937

this study aimed to cluster learners based on the structures of the knowledge maps they created. Learners drew their own knowledge maps to reflect their learning activities. Our system collected individual knowledge maps from many learners and clustered them to generate an integrated version of the knowledge maps of each cluster. We applied the graph analysis method to extract important keywords from the knowledge map. the results of the analysis showed that the utilization of the knowledge map helped to improve lectures and grasp the learners' level of understanding. We conducted surveys asking course managers to evaluate the effectiveness of the integrated knowledge maps of learners included in the cluster and received both positive and negative responses. © 2019 16th international conference on cognition and exploratory learning in digital age, celda 2019. All rights reserved.

关键词： E-learning

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Considerations and reflections on globalization of research-supported best practices and quality standards for online education and digital learning 17

Considerations and reflections on globalization of research-...

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17th international conference on cognition and exploratory learning in digital age, celda 2020

作者： Gao, Yaping 1997 Annapolis Exchange Parkway AnnapolisMD21401 United States

ISBN: (纸本)9789898704221

As much of the world is still facing and coping with the COVID-19 pandemic, what can we do, as a connected global educational community, to share research-supported best practices and quality standards for teaching and learning to support each other and help institutions and students achieve their educational goals? Can a US-based, research-supported approach to quality assurance and continuous improvement in online and digital learning, developed for and adopted by over 1200+ higher educational institutions, K-12 schools, and other educational organizations mainly in English-speaking communities for over 15 years, be adapted to educational systems and environments outside of USA?What strategies work best and what considerations need to be employed in initiating and sustaining collaborations and globalizations of best practices in culturally and pedagogically different educational communities? the presenter from a leading US-based quality assurance organization will share their experience working with various institutions and organizations in non-English speaking regions and their strategies and considerations applied to initiate and develop collaborations and partnerships with the goal to contribute to the establishment of quality assurance processes for online, blended and digital learning for international communities. © 2020 17th international conference on cognition and exploratory learning in digital age, celda 2020. All rights reserved.

关键词： Quality assurance

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EXPERIENCING FLOW IN VIRTUAL REALITY: AN INVESTIGATION OF COMPLEX INTERACTION STRUCTURES OF learning-RELATED VARIABLES 19

EXPERIENCING FLOW IN VIRTUAL REALITY: AN INVESTIGATION OF CO...

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19th international conference on cognition and exploratory learning in the digital age, celda 2022

作者： Mulders, Miriam University of Duisburg-Essen Germany

ISBN: (纸本)9789898704436

theoretical background: learning in virtual realities (VR) has become increasingly important. In this context, VR appears to be particularly conducive to affective learning objectives, such as perspective-taking in VR actors. Previous research has often focused on investigating cause-effect relationships that focus on the direct effects of different VR visualization technologies on learning outcomes. Little research has been conducted on more complex constellations of learning-related variables. therefore, the present study aims at elaborating a research design that can be used to investigate both the direct effects of VR visualization technologies as well as the mediating effects of learning process variables latent in VR. For this purpose, the research design will be experimentally tested by comparing head-mounted display (HMD)-based VR with laptop-based VR with respect to the intended learning objectives, and controlling for influences by underlying learning processes (here: the experience of flow within VR). Methods: 132 students of grades eight and nine were recruited. the subjects were assigned to experimental conditions (HMD vs. laptop). the VR content dealt with the exploration of the hiding place of Anne Frank at the time of World War II in Amsterdam. Questionnaires were used to collect several data including sociodemographic characteristics, knowledge gain, perspective-taking, subjective evaluation, and the learning process variable flow. Results: A significant main effect for the variable VR visualization technology was uncovered averaged across all learning indicators. However, a superiority of HMD-based VR was found for the two evaluative indicators and also for the affective learning indicator. For the cognitive learning indicator, the effect was reverse. More relevant than unidirectional relationships are the mediating effects. Mediating effects through the experience of flow were discovered several times. thus, the experience of flow within VR can si

关键词： learning systems

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Teacher support in COVID-19 pandemic to develop blended learning disruptive models in higher education 17

Teacher support in COVID-19 pandemic to develop blended lear...

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17th international conference on cognition and exploratory learning in digital age, celda 2020

作者： Floris, Francesco Genovese, Alessio Marchisio, Marina Roman, Fabio Sacchet, Matteo Department of Molecular Biotechnologies and Health Sciences University of Turin Italy

ISBN: (纸本)9789898704221

Covid-19 pandemic has created significant changes in higher education institutions. After university lockdown, a transition from face-to-face learning to distance learning was unavoidable and several teachers and students had to approach new technologies. the DELTA (digital Education for learning and Teaching Advances) Research Group provided support to six degree programs at the University of Turin: each professor received specific trainings and the group constantly helped and checked the implementation of the online courses. In this paper the support provided during the emergency period has been analysed in order to evaluate the improvements in teaching methodologies, and to assess professors' transition to future blended learning disruptive models. the results show an important change in methodology for some courses, aiming at improving the online learning processes. the research data analysis and qualitative study about the usage of the digital learning Environment describe the courses' disruptive models. they are useful to understand which elements of the emergency response turned out to be positive and which ones to be unfavourable, in order to be able to redesign post-Covid higher education. © 2020 17th international conference on cognition and exploratory learning in digital age, celda 2020. All rights reserved.

关键词： E-learning

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Region-wise page difficulty analysis using eye movements 16

Region-wise page difficulty analysis using eye movements

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16th international conference on cognition and exploratory learning in digital age, celda 2019

作者： Minematsu, Tsubasa Kyushu University 744 Motooka Nishi-ku Fukuoka819-0395 Japan

ISBN: (纸本)9789898533937

In this study, we investigated which section of a page was difficult for students to read, based on eye movement data and subjective impressions of the page's difficulty, with the aim of helping teachers revise teaching materials. It is problematic to manually model relationships between eye movements and subjective impressions of the page's difficulty. therefore, in this study, we used a neural network to model the relationships automatically. Our method generated relevance maps representing locations where students found difficulty, in order to visualize region-wise page difficulty. To evaluate the quality of the relevance maps, we compared them with a distribution of gaze points and highlights added by the students. In addition, we administered a questionnaire to evaluate whether the relevance maps were useful to teachers when revising teaching materials. Results imply that our method can provide useful information for teachers making revisions to teaching materials. © 2019 16th international conference on cognition and exploratory learning in digital age, celda 2019. All rights reserved.

关键词： Machine learning

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Relationship between learning behaviors and social presence in online collaborative learning 17

Relationship between learning behaviors and social presence ...

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17th international conference on cognition and exploratory learning in digital age, celda 2020

作者： Xu, Yufan Taniguchi, Yuta Goda, Yoshiko Shimada, Atsushi Yamada, Masanori Graduate School of Human-Environment Studies Kyushu University 744 Motooka Nishi-ku Fukuoka819-0395 Japan Faculty of Information Science and Electrical Engineering Kyushu University 744 Motooka Nishi-ku Fukuoka819-0395 Japan Research Center for Instructional Systems Kumamoto University 2-39-1 Kurokami Chuo-ku Kumamoto8600862 Japan

ISBN: (纸本)9789898704221

this study examined the factors of learning behaviors in digital-learning-material reader that predict university students' productive participation identified by social presence indicators in online collaborative learning. Data were collected from 76 Frist-year university students, including learning behaviors in digital learning-material readers, and frequency of each social presence indicator classified by coding discussion scripts with automated text classification. the results of the stepwise multiple regression analysis revealed that the learning behavior of drawing red markers, highlighting important content predicts social presence. Furthermore, the study's findings showed that different learning behaviors predict different social presence indicators, which are related to metacognition and critical thinking. © 2020 17th international conference on cognition and exploratory learning in digital age, celda 2020. All rights reserved.

关键词： E-learning

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