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Journal articles on the topic 'Interactive learning modules'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Goma, Ophelia D. "Applying Economics Using Interactive Learning Modules." Journal of Educational Technology Systems 38, no. 4 (2010): 427–35. http://dx.doi.org/10.2190/et.38.4.d.

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Guzmán, José Luis, Karl J. Åström, Sebastián Dormido, Tore Hägglund, and Yves Piguet. "INTERACTIVE LEARNING MODULES FOR PID CONTROL." IFAC Proceedings Volumes 39, no. 6 (2006): 7–12. http://dx.doi.org/10.3182/20060621-3-es-2905.00003.

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Kim, Beaumie, Williams Richard, and John Dattilo. "Students’ Perception of Interactive Learning Modules." Journal of Research on Technology in Education 34, no. 4 (2002): 453–73. http://dx.doi.org/10.1080/15391523.2002.10782361.

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Utami, Saza Kurnia, and Dony Novaliendry. "PENGEMBANGAN MODUL INTERAKTIF KOMPUTER DAN JARINGAN DASAR BERBASIS ANDROID." Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, no. 4 (2020): 244. http://dx.doi.org/10.24036/voteteknika.v7i4.106720.

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The use of technology in education can simplify the learning process and increase the potential of students in developing interests and potential so that learning objectives can be achieved. Based on observations on the Computer and Basic Networking subjects at SMKN 5 Padang that teachers have not implemented the media in the form of interactive modules in the learning process so that it has an impact on student learning outcomes. The purpose of this research is to develop an interactive module Computer and Basic Networks. Making this module using Android Studio software. The development metho

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Jacobs, Kuva, and David Panton. "Learning About ODEs Using Interactive Online Modules." CODEE Journal 7, no. 1 (2010): 1–20. http://dx.doi.org/10.5642/codee.201007.01.01.

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Kozlovsky, E. O. "Interactive Training Modules in Distance Learning Systems." Information Technologies in Education, no. 2 (August 7, 2008): 140–43. http://dx.doi.org/10.14308/ite000048.

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Huang, Camillan. "Designing high-quality interactive multimedia learning modules." Computerized Medical Imaging and Graphics 29, no. 2-3 (2005): 223–33. http://dx.doi.org/10.1016/j.compmedimag.2004.09.017.

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Kumar, Rakesh K. "Interactive Learning Modules Based on PowerPoint™." Medical Science Educator 26, no. 3 (2016): 421. http://dx.doi.org/10.1007/s40670-016-0254-7.

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Аnzorova, S., D. Madiyarova, A. Zubets, G. Zhumadilova, and E. Tlessova. "INTEGRATION OF DIGITAL AND PEDAGOGICAL TECHNOLOGIES IN THE PROCESS OF TEACHING STUDENTS OF SOCIO-ECONOMIC AND PEDAGOGICAL AREAS OF TRAINING." BULLETIN 3, no. 391 (2021): 170–75. http://dx.doi.org/10.32014/2021.2518-1467.117.

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Тhis study examines how to integrate the benefits of role-playing, collaborative and interactive learning, and realistic case studies in a virtual environment. The article describes the experience of implementing an educational model based on the online virtual reality platform Second Life (SL), which provides students with the opportunity to participate in role-playing games, interactive learning, and social interaction in the learning process. The proposed model consists of three modules: the module for the preparation of information, joint modeling, a reflexive module that provides practica

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Tamaji, Tamaji, and Arief Budijanto. "Pembelajaran Microcontroller MCS-51 Dengan Metodologi Interaktif." Jurnal Intake : Jurnal Penelitian Ilmu Teknik dan Terapan 8, no. 2 (2017): 61–66. http://dx.doi.org/10.32492/jintake.v8i2.692.

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Evaluation Board Microcontroller 89S51 / 89S82 / 89S53 (PEM-51) is a tool used to support microcontroller subject learning with an interactive methodology. PEM-51 consists of input / output modules that are integrated in one PCB board. The modules consist of a switch input, keypad module, LED module, seven segment display module, LCD display module, ADC (Analog to Digital Converter) module, DAC (Digital to Analog Conver) module, Stepper motor module. The software used in this tool is C using the Keil µVision4 compiler. The interactive learning process can be done by making a simulation circuit

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Tamaji and Arief Budijanto. "Pembelajaran Microcontroller MCS-51 Dengan Metodologi Interaktif." Jurnal Intake : Jurnal Penelitian Ilmu Teknik dan Terapan 8, no. 2 (2017): 61–66. http://dx.doi.org/10.48056/jintake.v8i2.26.

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Evaluation Board Microcontroller 89S51 / 89S82 / 89S53 (PEM-51) is a tool used to support microcontroller subject learning with an interactive methodology. PEM-51 consists of input / output modules that are integrated in one PCB board. The modules consist of a switch input, keypad module, LED module, seven segment display module, LCD display module, ADC (Analog to Digital Converter) module, DAC (Digital to Analog Conver) module, Stepper motor module. The software used in this tool is C using the Keil µVision4 compiler. The interactive learning process can be done by making a simulation circuit

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Agusty, Seventina, and Vera Irma Delianti. "PENGEMBANGAN APLIKASI MODUL INTERAKTIF KOMPUTER DAN JARINGAN DASAR BERBASIS ANDROID." Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, no. 3 (2019): 94. http://dx.doi.org/10.24036/voteteknika.v7i3.105215.

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Educational goal is for improving the quality of human resources, forming character and developing the potential of students to become useful human beings for the nation and the society . to achieve these educational goals, the quality of education must be improved through learning facilities and the learning process. Based on researcher observations at Vocational school 6 Padang, especially on computer subjects and basic networks, it was found teachers have not used interactive modules when learning activities. this affects the student learning outcomes which are still many that have not reac

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Hough, M., and T. Marlin. "Web-based interactive learning modules for process control." Computers & Chemical Engineering 24, no. 2-7 (2000): 1485–90. http://dx.doi.org/10.1016/s0098-1354(00)00540-8.

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Hough, M., and T. Marlin. "Web-Based Interactive Learning Modules for Process Control." IFAC Proceedings Volumes 33, no. 10 (2000): 1013–18. http://dx.doi.org/10.1016/s1474-6670(17)38673-1.

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Eberts, Cindelyn, Ray Eberts, and Bruce Craig. "Interactive Remedial Statistics Learning Modules for the Internet." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 43, no. 7 (1999): 530–34. http://dx.doi.org/10.1177/154193129904300701.

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Sefriani, Rini, Indra Wijaya, Menrisal Menrisal, and Muharika Dewi. "Testing Of The Validity of Interactive Learning Module on Creative and Entrepreneurs Learning Products." Journal of Educational Science and Technology (EST) 6, no. 1 (2020): 73. http://dx.doi.org/10.26858/est.v6i1.10277.

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This study aims to determine the level of validity of Interactive Learning Modules in Creative Product and Entrepreneurship Subjects in Vocational Schools. The method used in this research is the 4-D Research and Development method. The steps of this research and development method are: (1) define, (2) design, (3) develop, and (4) assess. Based on research that has been done, the average value of the validator test assessment of the Creative Learning and Entrepreneurship Interactive learning module is 91.92%, so that the level of validity can be interpreted very validly used. In conclusion, ba

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Fadieny, Nurul, and Ahmad Fauzi. "Usefulness of E-module Based on Experiential Learning in Physics Learning." International Journal of Progressive Sciences and Technologies 25, no. 1 (2021): 410. http://dx.doi.org/10.52155/ijpsat.v25.1.2783.

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Education is defined as a process using certain methods to produce knowledge. The era of the industrial revolution 4.0 has an impact on education, namely learning is influenced by technology. Generations that are influenced by technological developments are called digital natives. Digital native characteristics have an influence on the learning of students, where technology cannot be separated from their lives. So that we need teaching materials that can facilitate the learning characteristics of the digital native generation, namely teaching materials based interactive multimedia, such as e-m

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Nelson, Erin L., and Jennifer F. Knudtson. "Interactive Learning Modules With Visual Feedback Improve Resident Learning in Colposcopy." Journal of Lower Genital Tract Disease 24, no. 2 (2020): 215–20. http://dx.doi.org/10.1097/lgt.0000000000000515.

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Armson, Heather, Keith Wycliffe-Jones, Maria Palacios Mackay, and Stefanie Roder. "Academic Half-Days: Facilitated Small Groups to Promote Interactive Learning." Family Medicine 52, no. 1 (2020): 53–64. http://dx.doi.org/10.22454/fammed.2020.947981.

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Background and Objectives: Medical educators have expressed interest in using less didactic and more interactive formats for academic half-days (AHDs) in postgraduate residency training. We assessed the feasibility and effectiveness of implementing a practice-based small-group learning (PBSGL) process as one part of AHDs. Methods: A mixed-methods approach was used. Over a two-year period, family medicine residents at the University of Calgary took part in PBSGL sessions during their AHDs, discussing clinical cases presented in evidence-based educational modules and reflecting on clinical exper

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Sefriani, Rini, and Indra Wijaya. "Pembuatan Modul Pembelajaran Multimedia Interaktif Berbasis Adobe Dircetor pada Mata Pelajaran Sistem Operasi Sekolah Menengah Kejuruan." INTECOMS: Journal of Information Technology and Computer Science 1, no. 1 (2018): 60–71. http://dx.doi.org/10.31539/intecoms.v1i1.124.

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This study aims to design and create interactive multimedia learning modules that meet Valid, Practical and Effective requirements for operating system subjects in Vocational High School. The type of this research is Research and Development research conducted in Vocational High School class 10. The population of this study is the students of class 10 SMK Negeri Batipuh West Sumatra. The sample of this research is students of class 10 Multimedia SMK N Batipuh West Sumatra. The results of the assessment of the three validators overall validator assessment of the Interactive multimedia learning

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Kuk, Kristijan, Ivan Milentijević, Dejan Rančić, and Petar Spalević. "Pedagogical agent in Multimedia Interactive Modules for Learning – MIMLE." Expert Systems with Applications 39, no. 9 (2012): 8051–58. http://dx.doi.org/10.1016/j.eswa.2012.01.138.

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Carle, Myriam S., Rebecca Visser, and Alison B. Flynn. "Evaluating students’ learning gains, strategies, and errors using OrgChem101's module: organic mechanisms—mastering the arrows." Chemistry Education Research and Practice 21, no. 2 (2020): 582–96. http://dx.doi.org/10.1039/c9rp00274j.

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We developed an online learning module called “Organic Mechanisms: Mastering the Arrows” to help students learn part of organic chemistry's language—the electron-pushing formalism. The module guides students to learn and practice the electron-pushing formalism using a combination of interactive videos, questions with instant feedback, and metacognitive skill-building opportunities. This module is part of OrgChem101.com, an open educational resource (OER) that houses a series of learning modules. To evaluate the mechanism module's effects on students’ learning and experiences, we offered a work

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Gorbatuc, Roman, and Uliana Dudka. "Training of future specialists in economics with the help of online service LearningApps." Ukrainian Journal of Educational Studies and Information Technology 7, no. 3 (2019): 42–56. http://dx.doi.org/10.32919/uesit.2019.03.05.

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Increasing the motivation of students, involving them in interaction within the educational process allows to improve the quality of learning, to form the necessary competences. It is proved that interactive learning technologies have a great potential of learning and development, provide maximum activity of participants of the educational process, optimal learning time and its effectiveness. The article introduces the use of interactive exercises developed through the online service LearningApps. LearningApps is a Web 2.0 application, to support learning and teaching processes with small inte

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Bakar, Mohamad Ariffin Abu, and Norulhuda Ismail. "TECHNOLOGY INTEGRATED WITH METACOGNITIVE REGULATION APPROACH TO ENHANCE STUDENTS’ MASTERY AND CREATING EFFECTIVE LEARNING IN MATHEMATICS." Asia Proceedings of Social Sciences 6, no. 2 (2020): 125–28. http://dx.doi.org/10.31580/apss.v6i2.1249.

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This study aims to look at the effectiveness of mathematical learning through a metacognitive regulation approach with the technology integrated through modules, kits and interactive activities. The objective of this study was to look at the impact of using the Meta-Seller Tutoring module and mathematics learning kit on the metacognitive regulation skills and mastery of student mathematics concepts. Based on a quantitative approach using experimental design, the present study involved 159 students from three secondary schools in Pasir Gudang, Malaysia. The results show that the use of modules

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Longmuir, Kenneth J. "Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms." Advances in Physiology Education 38, no. 1 (2014): 34–41. http://dx.doi.org/10.1152/advan.00083.2013.

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In this project, the traditional lecture hall presentation of acid-base physiology in the first-year medical school curriculum was replaced by interactive, computer-assisted instruction designed primarily for the iPad and other mobile computer platforms. Three learning modules were developed, each with ∼20 screens of information, on the subjects of the CO2-bicarbonate buffer system, other body buffer systems, and acid-base disorders. Five clinical case modules were also developed. For the learning modules, the interactive, active learning activities were primarily step-by-step learner control

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Santoso, Harry Budi, Panca O. Hadi Putra, and Febrian Fikar Farras Hendra S. "Development & Evaluation of E-Learning Module Based on Visual and Global Preferences Using a User-Centered Design Approach." International Journal of Emerging Technologies in Learning (iJET) 16, no. 15 (2021): 139. http://dx.doi.org/10.3991/ijet.v16i15.24163.

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Students develop various learning styles based on their preferences and learning habits. To serve different learning styles in a class with a number of students using the conventional face-to-face teaching method is not practical; therefore, the idea of personalized e-Learning to accommodate differences in learning style has arisen. Building on this idea, this research intends to provide an alternative interaction design for e-Learning modules by developing content based on user needs using the User-Centered Design methodology. Due to a lack of e-Learning content for visual and global preferen

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Needham, Douglas C. "Enhance Learning Via Interactive Multimedia Presentations." HortScience 30, no. 4 (1995): 909G—909. http://dx.doi.org/10.21273/hortsci.30.4.909g.

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Computer-based authoring tools, e.g. Macromedia Authorware©, allow one to produce interactive applications or computer-based training modules for horticulture teaching and extension. These applications are useful not only as presentation tools, but also as supplementary instruction, whereby a student can interact with an application at his/her own convenience and learning level. “Interactive Lessons for Introductory Horticulture©” is one example of an application used in OSU's HORT 1013: Principles of Horticultural Science course. Students are able to navigate to various topics by selecting ch

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Jakchaikul, Vipa. "Application of Learning Management System for Online Learning Modules." Applied Mechanics and Materials 804 (October 2015): 347–50. http://dx.doi.org/10.4028/www.scientific.net/amm.804.347.

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In the present decade, education is entering to the world of online learning and focusing to a learner as the center of education. To manage learning system successfully, the education courses: Learning management system (LMS) based on the online learning has been developed. In this study, LMS was developed for Programming Language course for the students of Rajamangala University of Technology Phra Nakhon by using the principle of software development life cycle (SDLC) process. Additionally, the development of the program was done via important major phases of planning analysis, design, imple

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Bai, Haiyan, Amjad Aman, Yunjun Xu, Nina Orlovskaya, and Mingming Zhou. "Effects Of Web-Based Interactive Modules On Engineering Students’ Learning Motivations." American Journal of Engineering Education (AJEE) 7, no. 2 (2016): 83–96. http://dx.doi.org/10.19030/ajee.v7i2.9840.

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The purpose of this study is to assess the impact of a newly developed modules, Interactive Web-Based Visualization Tools for Gluing Undergraduate Fuel Cell Systems Courses system (IGLU), on learning motivations of engineering students using two samples (n1=144 and n2=135) from senior engineering classes. The multivariate analysis results revealed that the participants had a significant increase in their learning motivation after the treatment with the IGLU modules. This result was cross-validated with the two samples, in which the motivation mean posttest scores are significantly higher than

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Husna, Itsna Yunida Al, Mohammad Masykuri, and Muzzazinah Muzzazinah. "Development of Instructional Module Based on Inquiry-Interactive Demonstration to Improve Students’ Critical Thinking Skill." JIPF (Jurnal Ilmu Pendidikan Fisika) 6, no. 1 (2021): 66. http://dx.doi.org/10.26737/jipf.v6i1.1840.

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This research was a research and development (R&amp;D) that produced products in the form of learning modules. The purpose of this research are to find out: (1) The characteristics of the material classification and its changes instructional module; (2) The feasibility of the material classification and its changes instructional module; (3) The instructional module effectiveness in increasing critical thinking skills. The procedure of this research are: (1) preliminary research &amp; information gathering; (2) planning (3) initial product development; (4) initial field trial; (5) major

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Christova, Alina. "Future Developments of E-Modules." International Journal of E-Adoption 3, no. 1 (2011): 22–28. http://dx.doi.org/10.4018/jea.2011010103.

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E-learning tools can be found on an occasional basis in higher education, in particular regarding social sciences. This paper concentrates on envisaged future developments of E-Modules, the innovative e-learning platform on European Union matters created by the Institute for European Studies, which is an autonomous department of the Free University Brussels. First, it provides an overview of the strategy and the concept of E-Modules as well as content, structure and main features of the e-learning tool including best practices and current challenges. The author also explores in depth the role

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Faller, Rebecca, Priya Sampathkumar, Lisa Lande, and Seth Clarenbach. "Scenario-Based, Interactive Infection Prevention and Control and Bloodborne Pathogen Education." Infection Control & Hospital Epidemiology 41, S1 (2020): s381—s382. http://dx.doi.org/10.1017/ice.2020.1016.

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Background: Infection prevention and control (IPAC) and bloodborne pathogen (BBP) education are required for all healthcare workers at least annually by the Occupational Safety and Health Administration and The Joint Commission. An inventory in 2016 at a large health system with >60,000 employees identified 46 different training modules used to fulfill this regulatory mandate. Objective: Using quality improvement tools and management, we sought to reduce duplication of effort, to enhance education, and to improve employee engagement. Methods: A multidisciplinary team that included IPAC, phy

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Patham, Bhargavi, and Martha Guerra. "Web Based Interactive Tutorials in Obstetrics and Gynecology." Donald School Journal of Ultrasound in Obstetrics and Gynecology 3, no. 4 (2009): 7–10. http://dx.doi.org/10.5005/jp-journals-10009-1028.

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Abstract The challenge of integrating basic science and clinical knowledge contents has become an educational imperative at Paul L Foster School of Medicine clinical presentation based curriculum. During the first two years of our curriculum, students are introduced to clinical applications of basic science knowledge. For better understanding and appreciation of the important links between the basic science principles and clinical medicine, students return to basic science topics. To support such a progression of students' knowledge and skills, the curriculum should allow and support individua

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Schöne, Karin. "JASNE-Alles-klar! Learning scenarios and interactive training modules for professionals." ACC Journal 21, no. 3 (2015): 71–75. http://dx.doi.org/10.15240/tul/004/2015-3-007.

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Muhammad Hudan Rahmat and Harie Satiyadi Jaya. "THE DEVELOPMENT OF FLIP BOOK-BASED E-MODULE ON THE SUBJECT OF COMPUTER AIDED MANUFACTURING (CAM)." BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan 8, no. 2 (2020): 55–62. http://dx.doi.org/10.37304/balanga.v8i2.1937.

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This study aims to developed a flipbook-based e-module in Computer Aided Manufacturing (CAM) course, because e-modules are considered to have the advantage of being innovative, displaying complete teaching materials, interesting, interactive, and being able to carry out the cognitive functions of students well. The e-module development stage adapted the modified Dick & Carey model into four stages, namely (1) needs analysis, (2) product design, (3) validation and evaluation, and (4) product revision. Based on the development results obtained the following data; (1) the lecturer assessment

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Rahmatsyah, Syahrul Wahyu, and Kusumawati Dwiningsih. "Development of Interactive E-Module on The Periodic System Materials as an Online Learning Media." Jurnal Penelitian Pendidikan IPA 7, no. 2 (2021): 255. http://dx.doi.org/10.29303/jppipa.v7i2.582.

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The purpose of this research is to determine the feasibility, effectiveness, and practicality of learning media in the form of an interactive e-module with the research method used is Research and Development (R&D) with a 4D development model (Define, Design, Develop, and Disseminate) which is modified into 3D. The instruments used consisted of review sheets, validation, student response questionnaires, tests (pretest and posttest). The data were obtained based on the results of interviews with chemistry teachers and giving questionnaires to students. The results of the validation of this

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KUPETZ, RITA, and BIRGIT ZIEGENMEYER. "Blended learning in a teacher training course: Integrated interactive e-learning and contact learning." ReCALL 17, no. 2 (2005): 179–96. http://dx.doi.org/10.1017/s0958344005000327.

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The paper discusses a blended learning concept for a university teacher training course for prospective teachers of English. The concept aims at purposeful learning using different methods and activities, various traditional and electronic media, learning spaces covering contact and distance learning, and task-based learning modules that begin with multimedia-based case stories. The learning concept is based on theories of situated learning in multimedia-enhanced learning environments. The activities discussed include classroom recordings and multimedia-based case stories, an electronic interv

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Jiang, Xuefang, Jun Zhuo, and HanChen Chen. "Empirical study on the important function of mobile interactive model for MOOC." Global Journal of Computer Science 5, no. 1 (2015): 30. http://dx.doi.org/10.18844/gjcs.v5i1.29.

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<p>This paper was studied on the important function of mobile interactive model for the Massive Open Online Course (MOOC) under Chinese context. We did empirical study to find out which function should be considered when designing a mobile MOOC platform. The author conducted a questionnaire in Distance Education School of Zhejiang University from the perspective of the main online learning users. We used the method of factor analysis by SPSS16.0 to analyze the research results. Through simplifying the interactive function of each module and analyzing the research results, the important f

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Everard, Kelly M., and Kimberly Zoberi Schiel. "Learning Outcomes From Lecture and an Online Module in the Family Medicine Clerkship." Family Medicine 52, no. 2 (2020): 124–26. http://dx.doi.org/10.22454/fammed.2020.211690.

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Background and Objectives: With younger generations of learners and readily available technology, medical educators are challenged to include active learning methods that may be better for student learning than traditional lecture. Some of these methods, like online modules, can also reduce the demands on clerkship faculty time. We examined how content delivered via interactive, online module compared to traditional lecture for student learning and satisfaction. Methods: Third-year family medicine clerkship students completed questionnaires following either an online module or lecture on orofa

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Schürer-Maly, C. C., J. Frahne, M. Lelgemann, M. Butzlaff, and H. C. Vollmar. "An E-learning Platform for Guideline Implementation." Methods of Information in Medicine 45, no. 04 (2006): 389–96. http://dx.doi.org/10.1055/s-0038-1634093.

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Summary Objectives: Effective knowledge translation in medicine is an essential element of a modern health care system. Evidence-based clinical practice guidelines (CPGs) are considered relevant instruments for the transfer of knowledge into clinical practice. To improve this transfer we have created Internet-based continuing medical education (CME) modules and online case-based learning objects. Methods: Building upon existing CPGs, an e-learning platform including a multi-step review process was developed to generate CME modules. These CME modules were presented through a modified content ma

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Rahayu, Ismi, and Sukardi Sukardi. "A NEEDS ANALYSIS FOR THE DEVELOPMENT OF E-MODULES PROJECT-BASED LEARNING." JURNAL PENDIDIKAN TEKNOLOGI KEJURUAN 3, no. 1 (2020): 41–45. http://dx.doi.org/10.24036/jptk.v3i1.3923.

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This research aims to describe the results of the needs analysis for the development of electronic module project- based learning. This research was a qualitative descriptive study by using survey methods in identifying the needs of students and teachers in learning assessment. In this research, needs analysis refers to the achievement of student learning outcomes, problems faced by students, and the media needed in the learning assessment process. This research used observation and interview methods in collecting the data. Observations and interviews were done for the students of grade X of c

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Vinken, J., and S. Upadhye. "P011: A learning module for better medical record review research." CJEM 22, S1 (2020): S68. http://dx.doi.org/10.1017/cem.2020.219.

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Innovation Concept: The objective of this research study was to create a flipped classroom, interactive, experiential learning module on how to do a medical record review study. It is designed for medical students, residents, physicians, and researchers to have a remote, online, but interactive experience that expands on textbook concepts. The “flipped classroom” means that learners will guide their own education. This learning module will include a pre-test, interactive video module, and a post-test. These components will ensure each learner reaches previously set learning goals and not only

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Kelly, Rafael, Sebastian Dormido, Carmen Monroy, and Elizabeth Díaz. "Learning control of robot manipulators by interactive simulation." Robotica 23, no. 4 (2005): 515–20. http://dx.doi.org/10.1017/s0263574704001031.

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Control systems of robot manipulators offer many challenges in education where the students must learn robot dynamics and control structures, and understand relations between the control parameters and the systems performance. Interactive simulation is aimed at improving the understanding of and intuition for the abstract parts of the control of robot courses. This paper presents an application of interactive simulation to teach control systems of robots. The application considers a nonlinear robot arm and two control modules: position control and motion control. Students can directly manipula

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Irfannuddin, Muhammad, Arwan Bin Laeto, Eka Febri Zulissetiana, Budi Santoso, Ardesy Melizah Kurniati, and Tyas Hestiningsih. "Virtual national workshop: preparation of multimedia modules for physical education teachers in accordance with COVID-19 prevention procedures." Advances in Physiology Education 45, no. 3 (2021): 563–67. http://dx.doi.org/10.1152/advan.00249.2020.

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The COVID-19 pandemic has caused changes in the school learning system. Face-to-face learning shifted to remote learning using multimedia approaches. Online learning created particular difficulties for Physical Education (PE) teachers. Previously, they had to be role models in the teaching of physical activity. A national virtual workshop was conducted to support those teachers as they shift to remote learning. The purpose of the workshop was to provide PE instruction through social media and develop online learning modules. The 3 days of activities consisted of 4 lectures and 6 workshops prov

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Moradi, Moein, Lin Liu, Carl Luchies, Meagan Patterson, and Behnaz Darban. "Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics." Education Sciences 8, no. 3 (2018): 109. http://dx.doi.org/10.3390/educsci8030109.

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This study explored the effectiveness of online instructional modules for providing supplementary instruction in basic mathematics and physics concepts. The modules were developed in accordance with a cognitive apprenticeship model. Participants (N = 47) were students enrolled in a required Statics course at a midwestern university. Participants were randomly assigned to either an intervention or control group. The results show that the intervention group performed significantly better on post-tests through using the online instructional modules, while there was no significant improvement of p

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Sefriani, Rini, and Jhon Veri. "Design and Manufacture of Interactive Multimedia Modules Based on Macromedia Director MX in Simulation and Digital Communication Subjects." KOMTEKINFO 8, no. 1 (2021): 92–101. http://dx.doi.org/10.35134/komtekinfo.v8i1.1227.

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This research and development aims to produce products in the form of Learning Media Interactive Multimedia Module Based on Macromedia Director MX for Class X in SMK-SMAK Padang. This research uses the Research and Development (R&D) research method which refers to the 4D Model with the stages passed in this research are the definition stage, the design stage, the development stage, and the deployment stage. Data retrieval is done to the user of the Interactive Multimedia Module. The research sample consisted of 33 people consisting of 32 students and 1 teacher of the subject of Simulation

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Rafli, Yenzi, and Muhammad Adri. "PENGEMBANGAN MODUL BERBASIS E-BOOK INTERAKTIF PADA MATA PELAJARAN DASAR DESAIN GRAFIS." Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, no. 1 (2019): 106. http://dx.doi.org/10.24036/voteteknika.v7i1.103787.

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Development of interactive e-book based modules as one of the learning media in an effort to convey knowledge information to students in schools to achieve learning objectives. The number of constraints that are present when the learning process takes place such as the absence of students in schools with various kinds of reasons and the absence of teachers when the learning process in the classroom becomes a problem in school education. Learning media is one solution so that students can learn more actively and independently in order to catch up with lessons. The purpose of the development of

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Henderson, Ronald W., and Edward M. Landesman. "The Interactive Videodisc System in the Zone of Proximal Development: Academic Motivation and Learning Outcomes in Precalculus." Journal of Educational Computing Research 9, no. 1 (1993): 29–43. http://dx.doi.org/10.2190/j53a-v7vt-22d0-vgek.

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High school students enrolled in precalculus/trigonometry classes were randomly assigned to receive instruction either by a master teacher in a regular classroom or via interactive videodisc instructional modules. The interactive modules were designed to help students understand mathematical concepts by means of real-world video exemplars of the concepts, and by modeling problem-solving strategies and metacognitive processes. Evaluation results showed that students who learned solely by means of the interactive videodisc materials achieved as well or better than students who received tradition

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Henderson, Ronald W., Edward M. Landesman, and Iris Kachuck. "Computer-Video Instruction in Mathematics: Field Test of an Interactive Approach." Journal for Research in Mathematics Education 16, no. 3 (1985): 207–24. http://dx.doi.org/10.5951/jresematheduc.16.3.0207.

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Field tests were conducted to evaluate theory-based computer-video instructional modules designed to teach or review concepts and operations for factors, prime numbers, and fractions. Task analysis and demand specification procedures were used to sequence instructional objectives within and across topics. Cognitive social learning theory provided a framework for the incorporation of attentional, retentional, and motivational features into the video sequences. Field testing of the factors and prime numbers modules with ninth graders from five mathematics classes revealed statistically and pract

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Villatoro, Tatiana, Katherine Lackritz, and Joanna S. Y. Chan. "Case-Based Asynchronous Interactive Modules in Undergraduate Medical Education." Academic Pathology 6 (January 1, 2019): 237428951988471. http://dx.doi.org/10.1177/2374289519884715.

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Undergraduate medical education traditionally consists of 2 years of lecture-based courses followed by 2 years of clinical clerkships. However, over the past couple decades, undergraduate medical education has been evolving toward non-lecture-based integrated curriculums, requiring a collaborative curriculum. Additionally, e-learning platforms have become efficacious and essential to delivering education asynchronously to students. At Thomas Jefferson University, the Pathology and Obstetrics and Gynecology departments collaborated to create a pilot series of case-based asynchronous interactive

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