Kakish, Shereen; Makhamreh, Zeyad; Madanat, Reem
The Post-Pandemic Future of Digital Learning Artikel
In: Ubiquitous Learning: An International Journal, Bd. 18, Ausg. 1, S. 201–217, 2024, ISSN: 1835-9795.
Abstract | Links | BibTeX | Schlagwörter: H5P, higher education, interactive learning, Moodle, O, post-pandemic learning
@article{Kakish2024,
title = {The Post-Pandemic Future of Digital Learning},
author = {Shereen Kakish and Zeyad Makhamreh and Reem Madanat},
url = {https://doi.org/10.18848/1835-9795/CGP/v18i01/201-217},
doi = {10.18848/1835-9795/CGP/v18i01/201-217},
issn = {1835-9795},
year = {2024},
date = {2024-10-04},
journal = {Ubiquitous Learning: An International Journal},
volume = {18},
issue = {1},
pages = {201–217},
abstract = {The challenges faced by universities in higher education after the COVID-19 pandemic necessitate the adoption of new tools and practices to maintain student engagement and motivation in alternative teaching methodologies beyond traditional face-to-face learning environments. H5P, an interactive learning tool renowned for its diverse interactive content features, emerges as a promising solution to address these needs. This article discusses the findings of implementing H5P in various courses within the French and Geography departments at the University of Jordan. Data collection involved pre- and post-surveys administered via Moodle and H5P, focusing on student perceptions of H5P features. The study results indicate that both H5P and Moodle can significantly enhance the effectiveness of e-learning. The application of H5P not only facilitated instructional improvements but also personalized learning across five courses. This approach broadened learning opportunities, bolstered student support, and fostered increased engagement. Students who interacted with these resources reported positive experiences and expressed a desire for more interactive elements in future coursework. Furthermore, H5P’s interactive and engaging nature contributed to a more enjoyable and effective learning journey, thereby sustaining student motivation throughout their studies.},
keywords = {H5P, higher education, interactive learning, Moodle, O, post-pandemic learning},
pubstate = {published},
tppubtype = {article}
}
The challenges faced by universities in higher education after the COVID-19 pandemic necessitate the adoption of new tools and practices to maintain student engagement and motivation in alternative teaching methodologies beyond traditional face-to-face learning environments. H5P, an interactive learning tool renowned for its diverse interactive content features, emerges as a promising solution to address these needs. This article discusses the findings of implementing H5P in various courses within the French and Geography departments at the University of Jordan. Data collection involved pre- and post-surveys administered via Moodle and H5P, focusing on student perceptions of H5P features. The study results indicate that both H5P and Moodle can significantly enhance the effectiveness of e-learning. The application of H5P not only facilitated instructional improvements but also personalized learning across five courses. This approach broadened learning opportunities, bolstered student support, and fostered increased engagement. Students who interacted with these resources reported positive experiences and expressed a desire for more interactive elements in future coursework. Furthermore, H5P’s interactive and engaging nature contributed to a more enjoyable and effective learning journey, thereby sustaining student motivation throughout their studies.
Iannella, Alessandro; Morando, Paola; Spreafico, Maria Luisa
The Advent Calendar: A University Experience for Spacing Learning, Practicing Math, and Enjoying Studying Konferenzberichte
HELMeTO 2021. Third International Workshop on Higher Education Learning Methodologies and Technologies Online, Edizioni Studium S.r.l., Università eCampus, 2021, ISBN: 9788899978365.
Abstract | Links | BibTeX | Schlagwörter: A, Advent Calendar, Christmas, Moodle, O
@proceedings{Iannella2021,
title = {The Advent Calendar: A University Experience for Spacing Learning, Practicing Math, and Enjoying Studying},
author = {Alessandro Iannella and Paola Morando and Maria Luisa Spreafico},
url = {https://alessandroiannella.com/pubblicazioni/atti-di-convegno/the-advent-calendar-a-university-experience-for-spacing-learning-practicing-math-and-enjoying-studying/
https://www.researchgate.net/publication/354790619_The_Advent_Calendar_A_University_Experience_for_Spacing_Learning_Practicing_Math_and_Enjoying_Studying},
isbn = {9788899978365},
year = {2021},
date = {2021-09-09},
urldate = {2025-10-30},
booktitle = {HELMeTO 2021. Third International Workshop on Higher Education Learning Methodologies and Technologies Online},
pages = {166–169},
publisher = {Edizioni Studium S.r.l., Università eCampus},
abstract = {The main purpose of Calculus courses is to introduce students to the scientific method of analysis, providing a suitable language and useful skills in order to effectively face other disciplinary courses. Unfortunately, this does not happen frequently. Many students perceive the Calculus exam as a stumbling block and try to postpone it as much as possible. This negative mindset can quickly turn into a cycle of low confidence, less motivation, and poor performance. Math anxiety is always just around the corner. Added to this emotional stress is the impact of the COVID-19 pandemic on education, with the distinctive rise of e-learning and digital platforms, forcing teachers to quickly develop new teaching strategies. In this framework, designing preliminary actions aimed at fostering motivation and increasing engagement of students attending university basic calculus courses is an essential challenge. It is not by chance that students with higher learning motivation “achieve significantly higher test scores, enjoy learning more, have more positive self-concepts, make greater use of deep learning strategies and engage to a greater extent in autonomous self-regulated learning”.
The purpose of this research is to explore the possible advantages of mixing digital tools and pedagogical techniques in order to keep students engaged and help them to approach the study of mathematics effectively, improving both their satisfaction level and their results. In particular, this paper describes a learning activity called Advent Calendar. Proposed within a calculus course, it seeks to involve students in their learning process throughout a non conventional, gradual experience which recalls the logic of the special calendar used to count the days until Christmas. Every day, students carry out a Christmas-themed mathematical exercise. Santa Claus, the elves and the rein- deer are facing problems that can be solved by exploiting suitable mathematics tools introduced during the course. This storytelling process gives concrete form and a familiar connotation to abstract mathematical concepts, involving emotions and imagination at the same time: “a story tends to have more depth than a simple example”.},
howpublished = {HELMeTO 2021. Third International Workshop on Higher Education Learning Methodologies and Technologies Online},
keywords = {A, Advent Calendar, Christmas, Moodle, O},
pubstate = {published},
tppubtype = {proceedings}
}
The main purpose of Calculus courses is to introduce students to the scientific method of analysis, providing a suitable language and useful skills in order to effectively face other disciplinary courses. Unfortunately, this does not happen frequently. Many students perceive the Calculus exam as a stumbling block and try to postpone it as much as possible. This negative mindset can quickly turn into a cycle of low confidence, less motivation, and poor performance. Math anxiety is always just around the corner. Added to this emotional stress is the impact of the COVID-19 pandemic on education, with the distinctive rise of e-learning and digital platforms, forcing teachers to quickly develop new teaching strategies. In this framework, designing preliminary actions aimed at fostering motivation and increasing engagement of students attending university basic calculus courses is an essential challenge. It is not by chance that students with higher learning motivation “achieve significantly higher test scores, enjoy learning more, have more positive self-concepts, make greater use of deep learning strategies and engage to a greater extent in autonomous self-regulated learning”.
The purpose of this research is to explore the possible advantages of mixing digital tools and pedagogical techniques in order to keep students engaged and help them to approach the study of mathematics effectively, improving both their satisfaction level and their results. In particular, this paper describes a learning activity called Advent Calendar. Proposed within a calculus course, it seeks to involve students in their learning process throughout a non conventional, gradual experience which recalls the logic of the special calendar used to count the days until Christmas. Every day, students carry out a Christmas-themed mathematical exercise. Santa Claus, the elves and the rein- deer are facing problems that can be solved by exploiting suitable mathematics tools introduced during the course. This storytelling process gives concrete form and a familiar connotation to abstract mathematical concepts, involving emotions and imagination at the same time: “a story tends to have more depth than a simple example”.
The purpose of this research is to explore the possible advantages of mixing digital tools and pedagogical techniques in order to keep students engaged and help them to approach the study of mathematics effectively, improving both their satisfaction level and their results. In particular, this paper describes a learning activity called Advent Calendar. Proposed within a calculus course, it seeks to involve students in their learning process throughout a non conventional, gradual experience which recalls the logic of the special calendar used to count the days until Christmas. Every day, students carry out a Christmas-themed mathematical exercise. Santa Claus, the elves and the rein- deer are facing problems that can be solved by exploiting suitable mathematics tools introduced during the course. This storytelling process gives concrete form and a familiar connotation to abstract mathematical concepts, involving emotions and imagination at the same time: “a story tends to have more depth than a simple example”.
Aikina, Tatiana Yurievna; Bolsunovskaya, Liudmila Mikhailovna
Moodle-Based Learning: Motivating and Demotivating Factors Artikel
In: International Journal of Emerging Technologies in Learning (iJET), Bd. 15, Nr. 02, S. 239–248, 2020, ISSN: 1863-0383.
Abstract | Links | BibTeX | Schlagwörter: A, collaborative learning, e-learning, English language learning, innovative approach, Moodle
@article{Aikina2020,
title = {Moodle-Based Learning: Motivating and Demotivating Factors},
author = {Tatiana Yurievna Aikina and Liudmila Mikhailovna Bolsunovskaya},
url = {https://online-journals.org/index.php/i-jet/article/view/11297},
issn = {1863-0383},
year = {2020},
date = {2020-01-01},
journal = {International Journal of Emerging Technologies in Learning (iJET)},
volume = {15},
number = {02},
pages = {239–248},
abstract = {Over the past 10 years, a lot of universities worldwide have designed different online courses available to their students. The emergence of online courses makes Higher Education a more flexible and elastic concept. The present paper documents a qualitative study that examines motivating and demotivating factors in using Moodle for English language learning in higher schools. The survey encompasses data collected from 137 students and 20 teachers in a higher technical school (Russia) with a focus on students’ and teachers’ perception of Moodle-based learning. Analysis of the obtained data reveals a set of factors concerning pedagogical, technical, management approaches towards Moodle implementation. The results suggest further development of positive experiences and minimizing demotivating factors in online learning environment.},
keywords = {A, collaborative learning, e-learning, English language learning, innovative approach, Moodle},
pubstate = {published},
tppubtype = {article}
}
Over the past 10 years, a lot of universities worldwide have designed different online courses available to their students. The emergence of online courses makes Higher Education a more flexible and elastic concept. The present paper documents a qualitative study that examines motivating and demotivating factors in using Moodle for English language learning in higher schools. The survey encompasses data collected from 137 students and 20 teachers in a higher technical school (Russia) with a focus on students’ and teachers’ perception of Moodle-based learning. Analysis of the obtained data reveals a set of factors concerning pedagogical, technical, management approaches towards Moodle implementation. The results suggest further development of positive experiences and minimizing demotivating factors in online learning environment.
Wolters, Christian; Flegel, Nadine; Herczeg, Michael
Entwicklung einer effizienten Integrationslösung zur Bereitstellung von Vorlesungsfolien in hochschulischer Präsenzlehre Konferenzberichte
Gesellschaft für Informatik e.V., Bonn, 2018, ISBN: 978-3-88579-678-7.
Abstract | BibTeX | Schlagwörter: A, GOMS-Analyse, LTI, Moodle, Präsenzlehre, Usability
@proceedings{wolters2018,
title = {Entwicklung einer effizienten Integrationslösung zur Bereitstellung von Vorlesungsfolien in hochschulischer Präsenzlehre},
author = {Christian Wolters and Nadine Flegel and Michael Herczeg},
editor = {Detlef Krömker and Ulrik Schroeder},
isbn = {978-3-88579-678-7},
year = {2018},
date = {2018-09-01},
booktitle = {DeLFI 2018 - Die 16. E-Learning Fachtagung Informatik},
pages = {81–92},
publisher = {Gesellschaft für Informatik e.V.},
address = {Bonn},
abstract = {Zur Arbeit mit digitalen Vorlesungsfolien in hochschulischer Präsenzlehre gehört nach der Vorbereitung und Präsentation auch das Bereitstellen und Verbreiten von Foliensätzen. Bei der Pflege des Präsentationsmediums und dessen Export aus dem Autorenwerkzeug in ein Learning Management System (LMS) können auf Grund nicht vorhandener Integration der beteiligten Systeme selbst bei kleinen Änderungen hohe Aufwände entstehen. Um das Optimierungspotential einer Integration zu untersuchen, wurde eine LTI-Schnittstelle zwischen einem web-basierten Autorenwerkzeug zur Erstellung von Vorlesungsfolien und einem LMS geschaffen und mit einem nicht-optimierten Arbeitsablauf verglichen. Im Rahmen eines menschzentrierten Entwicklungsprozesses wurde eine prototypische Integrationslösung entwickelt, die sowohl aufgabenorientiert, mittels GOMS-Analyse, als auch benutzerorientiert in einer Laborstudie evaluiert wurde.},
keywords = {A, GOMS-Analyse, LTI, Moodle, Präsenzlehre, Usability},
pubstate = {published},
tppubtype = {proceedings}
}
Zur Arbeit mit digitalen Vorlesungsfolien in hochschulischer Präsenzlehre gehört nach der Vorbereitung und Präsentation auch das Bereitstellen und Verbreiten von Foliensätzen. Bei der Pflege des Präsentationsmediums und dessen Export aus dem Autorenwerkzeug in ein Learning Management System (LMS) können auf Grund nicht vorhandener Integration der beteiligten Systeme selbst bei kleinen Änderungen hohe Aufwände entstehen. Um das Optimierungspotential einer Integration zu untersuchen, wurde eine LTI-Schnittstelle zwischen einem web-basierten Autorenwerkzeug zur Erstellung von Vorlesungsfolien und einem LMS geschaffen und mit einem nicht-optimierten Arbeitsablauf verglichen. Im Rahmen eines menschzentrierten Entwicklungsprozesses wurde eine prototypische Integrationslösung entwickelt, die sowohl aufgabenorientiert, mittels GOMS-Analyse, als auch benutzerorientiert in einer Laborstudie evaluiert wurde.