Optimizing Distance E-Learning: The Role of Feedback Timing and Learning Styles in Enhancing Student Outcomes | Chapter 2 | An Overview of Literature, Language and Education Research Vol. 6

Aims: The aim of this study is to explore the interaction between feedback timing (immediate via mobile learning vs. delayed via Moodle) and learning styles (active vs. reflective) and their effect on the acquisition of blogging design skills and satisfaction in a distance e-learning environment.

 

Study Design: A factorial experimental design (2 × 2) was employed, dividing 67 students from a distance learning program into four groups: active learners with immediate feedback, active learners with delayed feedback, reflective learners with immediate feedback, and reflective learners with delayed feedback. Feedback was delivered synchronously via mobile tools for immediate feedback, and asynchronously via Moodle for delayed feedback.

 

Methodology: Data were gathered using an observation checklist for blogging design outputs, a satisfaction scale for the e-learning environment, and the Felder-Silverman Learning Styles Model to categorize students.

 

Results: The study revealed significant differences in skill acquisition between students who received immediate feedback and those who received delayed feedback. Active learners performed better than reflective learners in both practical skills and satisfaction. However, no significant interaction between feedback timing and learning style was found regarding satisfaction with the e-learning environment.

 

Conclusion: Immediate feedback through mobile learning tools enhances practical skill acquisition, particularly for active learners. The study recommends incorporating mobile learning for immediate feedback and conducting workshops for faculty to enhance their feedback strategies in e-learning environments.

 

 

Author (s) Details

 

Mohammed Kamal Afify
College of Education, Imam Abdulrahman Bin Faisal University, P. O. Box 1982, Dammam, 31441, Saudi Arabia.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v6/2716

Interventions on the Perceptions of Student Teachers’ Use of WhatsAapp in Teaching Methods of English as a Second Language Classroom in Namibia | Chapter 2 | An Overview of Literature, Language and Education Research Vol. 8

The mobile phone has become the preferred means of communication, especially among young people, and there are many teachers who are committed to introducing it as a resource in their classrooms. Mobile devices and their features have been in the glare of publicity for educational purposes WhatsApp, in this case, increases learning opportunities for students to work smarter and more effectively. This research investigated students’ perceptions towards using the WhatsApp application as a learning tool for Teaching Methods of English as a Second Language on a Bachelor’s Degree in Education. The study employed a mixed methodology where the first part of it was done in 2018 and followed in 2024. To achieve this, about 99 students in the same cohort completed the self-administered questionnaires. Another six students were followed and interviewed after they had been in the field for about two years. The study revealed, among many, that the use of WhatsApp can impact negatively the performance of students who do not own smartphones while students with smartphones do well. The platform shows a variance in balancing online activities (WhatsApp) and academic preparation and distracts students from completing their assignments and adhering to their private studies timetable. However, students enjoy using WhatsApp as a tool for learning and call for institutions to offer internet amenities as a top urgency in contemporary instruction. Teachers need to create learning opportunities for students on the platform that encourage all to join and learn.  Such opportunities are good for peer-to-peer learning opportunities, whether synchronous or asynchronous.

 

Author (s) Details

 

Nchindo Richardson Mbukusa
Faculty of Education, University of Namibia, Windhoek, Namibia.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v8/3157

Students' Experiences with Mobile Devices for Chemistry Learning: A Case Study | Chapter 10 | Progress in Language, Literature and Education Research Vol. 4

STEM education is a teaching and learning discipline where Science, Technology, Engineering, and Mathematics are taught in an integrated manner so that students are able to apply the knowledge, skills and values of these subjects to solve real-world problems. This chapter aims to identify the Malaysian matriculation students' learning experiences utilising mobile devices for chemistry learning. The study used a qualitative case study approach and was conducted at a matriculation institution in Malaysia. Initially, 84 students used an online diary to reflect on their learning path, whereas 17 students who were active in mobile learning were purposefully chosen for the interview. The conclusion that can be drawn from this research is the students have both positive and negative experiences with using mobile devices to learn chemistry. They thought that utilising a mobile device to learn chemistry encouraged knowledge construction, visualisation of abstract concepts, self-control in learning, and intellectual discourse. The issue of learning resource quality, on the other hand, posed a challenge to their cognitive capacity for studying chemistry. This study provided educators with insights into the significance of incorporating mobile devices for chemistry learning. Mobile devices have been used as an emerging learning tool to promote chemistry learning in the 21st century. The impact of digital technologies enabled by mobile devices can improve students' knowledge of abstract chemistry concepts. Educators can create appropriate chemistry instructional strategies based on the student's learning needs.

Author(s) Details:

Wai Foong Lok,
Department of Education, Teacher Education Institute (Ipoh Campus), Malaysia.

Mahizer Hamzah,
Department of Educational Studies, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Malaysia.

Please see the link here: https://stm.bookpi.org/PLLER-V4/article/view/13152