Engaging Students in Online Data Analytics Learning: Meaningful Learning in Higher Education
DOI:
https://doi.org/10.37134/ejsmt.vol9.2.3.2022Keywords:
online learning, meaningful learning, engagementAbstract
The implementation of full online teaching and learning activities in Higher Educational institutions invites tangible challenges to sustain students’ interest and engagement in the course, throughout the semester. Meaningful learning encourages students to develop concepts constructively in active learning that promote the integration of knowledge in daily life and potential career applications. Meaningful learning also applies richer application capabilities in synchronous or asynchronous learning systems. Visualization is a technic to support concept description and imagination and provide an additional effective layer for learning towards increased motivation. In this paper, a discussion of the active involvement of students using visualization in online data analytics courses at the tertiary level is presented. Based on functional context principles of visualized course content, recommendations to practitioners are discussed.
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References
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[2] R. Yilmaz and Z. Argun, “Role of visualization in mathematical abstraction: The case of congruence concept,” Int. J. Educ. Math. Sci. Technol., vol. 6, no. 1, pp. 41–57, 2018, doi: 10.18404/ijemst.328337.
[3] J. Naujokaitiene, G. Tamoliune, A. Volungeviciene, and J. M. Duart, “Using learning analytics to engage students: Improving teaching practices through informed interactions,” J. New Approaches Educ. Res., vol. 9, no. 2, pp. 231–244, 2020, doi: 10.7821/naer.2020.7.561.
[4] A. B. Vallori, “Meaningful Learning in Practice,” J. Educ. Hum. Dev., vol. 3, no. 4, pp. 199–209, 2014, doi: 10.15640/jehd.v3n4a18.
[5] S. J. Priniski, C. A. Hecht, J. M. Harackiewicz, S. J. Priniski, C. A. Hecht, and J. M. H. Making, “Making Learning Personally Meaningful : A New Framework for Relevance Research Making Learning Personally Meaningful : A New Framework for Relevance Research,” J. Exp. Educ., vol. 86, no. 1, pp. 11–29, 2018, doi: 10.1080/00220973.2017.1380589.
[6] C. Guimarães, M. César, O. Machado, and S. F. Fernandes, “Comic Books : A Learning Tool for Meaningful Acquisition of Written Sign Language,” J. Educ. Learn., vol. 7, no. 3, pp. 134–147, 2018, doi: 10.5539/jel.v7n3p134.
[7] E. A. Ismail and J. E. Groccia, “Students Engaged in Learning,” NEW Dir. Teach. Learn., no. 154, pp. 45–54, 2018, doi: 10.1002/tl.20290.
[8] J. Garfield and D. Ben-zvi, “Helping Students Develop Statistical Reasoning : Implementing a Statistical Reasoning Learning Environment,” Teach. Stat. An Int. J. Teach., vol. 31, no. 3, pp. 72–77, 2009.
[9] K. K. Fan, P. wei Xiao, and C. H. Su, “The Effects of Learning Styles and Meaningful Learning on the Learning Achievement of Gamification Health Education Curriculum,” EURASIA J. Math. Sci. Technol. Educ., vol. 11, pp. 1211–1229, 2015, doi: 10.12973/eurasia.2015.1413a.
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[11] D. P. Ausubel, J. D. Novak, and H. Hanesian, Psicologia Educacional . Rio de Janeiro: Interamericana. 1980.
[12] T. Karki et al., “Meaningful learning with mobile devices : pre- service class teachers ’ experiences of mobile learning in the outdoors,” Technol. Pedagog. Educ., vol. 27, no. 2, pp. 251–263, 2018, doi: 10.1080/1475939X.2018.1430061.
[13] L. Cadorin, A. Bagnasco, A. Tolotti, N. Pagnucci, and L. Sasso, “Instruments for measuring meaningful learning in healthcare students : a systematic psychometric review,” J. Adv. Nurs., vol. 72, no. 9, pp. 1972–1990, 2016, doi: 10.1111/jan.12926.
[14] D. P. Ausubel, “A Subsumption Theory of Meaningful Verbal Learning and Retention,” J. Gen. Psychol., vol. 66, no. 2, pp. 213–224, 1962, doi: 10.1080/00221309.1962.9711837.
[15] D. H. Jonassen and J. Strobel, “Modeling for Meaningful Learning,” in In: Hung D., Khine M.S. (eds) Engaged Learning with Emerging Technologies. Springer, Dordrecht, 2006.
[16] D. Jonassen, “Using Cognitive Tools to Represent Problems,” J. Res. Technol. Educ., vol. 35, no. 3, pp. 362–381, 2003, doi: 10.1080/15391523.2003.10782391.
[17] S. I. Shariffah Sebran Jamila, A. H. Rosnahrizah, and H. Mohd Nuri, “Transformasi Sekolah: Pembelajaran Bermakna,” 2017.
[18] S. I. Siti NorFarahana and M. Siti Mistima, “Pembelajaran Abad Ke 21: Pendekatan Kontekstual Untuk Pembelajaran Bermakna dalam Pengajaran dan Pembelajaran Matematik,” Semin. Pendidik. Serantau ke-VIII, pp. 75–89, 2017.
[19] N. Annamalai, M. K. Kabilan, and S. Annamalai, “Enhancing meaningful learning of poems using Edmodo,” Pertanika J. Soc. Sci. Humanit., vol. 26, no. 2, pp. 841–858, 2018.
[20] Z. Ashfahani, M. S. Amla, I. Mohd Arif, and S. Ghavifekr, “Promoting Meaningful Learning via Online Project-based Module,” Int. J. e-learning High. Educ., vol. 6, no. 5, pp. 71–95, 2017.
[21] S. N. Sailin and N. A. Mahmor, “Promoting Meaningful Learning Through Create-Share-Collaborate,” 2017, doi: 10.21070/picecrs.v1i1.502.
[22] M. Raihanah, “Flipped Classroom & Meaningful Learning among UKM Graduate Students: A Teacher’s Reflection,” in In Mohamed Amin, Embi Norazah, Mohd Nordin Ebrahim, Panah (eds). Blended & Flipped Learning : Case Studies in Malaysian HEIs, 2014.
[23] A. Hamdan, R. Din, S. Z. Abdul Manaf, N. S. Mat Salleh, I. F. Kamsin, and N. M. Ismail, “Exploring the relationship between frequency use of Web 2.0 and meaningful learning attributes,” J. Tech. Educ. Train., vol. 7, no. 1, pp. 50–66, 2015.
[24] P. Wessa, “How Reproducible Research Leads to Non-Rote Learning Within Socially Constructivist Statistics Education,” Electron. J. e-Learning, vol. 7, no. 2, pp. 173–182, 2009.
[25] A. Zieffler, J. Garfield, and E. Fry, “What Is Statistics Education?,” Int. Handb. Res. Stat. Educ. Springer, Cham, pp. 37–70, 2018.
[26] C. Franklin and J. Garfield, “The Guidelines for Assessment and Instruction in Statistics Education: Developing statistics education guidelines for pre K-12 and college courses,” in Thinking and reasoning about data and chance: Sixty-eighth NCTM Yearbook, G. F. Burrill, Ed. Reston, VA: National Council of Teachers of Mathematics, 2006, pp. 345–375.
[27] J. Garfield, “The Challenge of Developing Statistical Reasoning,” J. Stat. Educ., vol. 10, no. 3, 2002.
[28] B. Chance, D. Ben-Zvi, J. Garfield, and E. Medina, “The Role of Technology in Improving Student Learning of Statistics,” Technol. Innov. Stat. Educ., vol. 1, no. 1, 2007.
[29] D. L. Neumann, M. M. Neumann, and M. Hood, “Evaluating computer-based simulations , multimedia and animations that help integrate blended learning with lectures in first year statistics,” Australas. J. Educ. Technol., vol. 27, no. 2, pp. 274–289, 2011.
[30] B. C. Heddy, G. M. Sinatra, H. Seli, G. Taasoobshirazi, and A. Mukhopadhyay, “Making learning meaningful: facilitating interest development and transfer in at-risk college students,” Educ. Psychol., vol. 37, no. 5, pp. 565–581, May 2017, doi: 10.1080/01443410.2016.1150420.
[31] C. Chiou, “Effects of concept mapping strategy on learning performance in business and economics statistics,” Teach. High. Educ., vol. 14, no. 1, pp. 55–69, 2009, doi: 10.1080/13562510802602582.
[32] P. Cobb and K. McClain, “Principles of instructional design for supporting the development of students,” in The challenge of developing statistical literacy, reasoning, and thinking, D. Ben-Zvi and J. Garfield, Eds. Kluwer Academic Publishers, Dordrecht, 2004, pp. 375–396.
[33] M. Tan and K. F. Hew, “Incorporating meaningful gamification in a blended learning research methods class : Examining student learning , engagement , and affective outcomes,” Australas. J. Educ. Technol., vol. 32, no. 5, pp. 19–34, 2016.
[34] S. Tishkovskaya and G. A. Lancaster, “Statistical Education in the 21 st Century : a Review of Challenges , Teaching Innovations and Strategies for Reform,” J. Stat. Educ., vol. 20, no. 2, pp. 1–56, 2012.
[35] E. Mensah, “Exploring Constructivist Perspectives in the College Classroom,” SAGE Open, vol. 5, no. 3, pp. 1–14, 2015, doi: 10.1177/2158244015596208.
[36] T. Ab Halim and H. N. Siti Muhibah, “Prinsip Pembelajaran Aktif Dalam Pengajaran dan Pembelajaran Pendidikan Islam,” J. Pendidik. Fak. Pendidik., no. 3, pp. 28–42, 2015.
[37] L. H. Hill, “Concept Mapping to Encourage Meaningful Student Learning,” Adult Learn., vol. 16, no. 3–4, pp. 7–13, 2005.
[38] R. Ahmad and S. Bayat, “Collaborative problem-based learning in mathematics : A cognitive load perspective,” vol. 32, no. 2011, pp. 344–350, 2012, doi: 10.1016/j.sbspro.2012.01.051.
[39] A. L. Gibbs and E. Gil, “Promoting Modeling and Covariational Reasoning Among Secondary School Students in the Context of Big Data,” Stat. Educ. Res. J., vol. 16, no. 2, pp. 163–190, 2017.
[40] C. Li, Z. Dong, R. H. Untch, and M. Chasteen, “Engaging Computer Science Students through Gamification in an Online Social Network Based Collaborative Learning Environment,” Int. J. Inf. Educ. Technol., vol. 3, no. 1, pp. 72–77, 2013, doi: 10.7763/IJIET.2013.V3.237.
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Published
2022-11-03
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Mohamad Judi, H., Iksan, Z., & ‘Sahari @ Ashaari, N. (2022). Engaging Students in Online Data Analytics Learning: Meaningful Learning in Higher Education. EDUCATUM Journal of Science, Mathematics and Technology, 9(2), 16–22. https://doi.org/10.37134/ejsmt.vol9.2.3.2022
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Copyright (c) 2022 Hairulliza Mohamad Judi, Zanaton Iksan, Noraidah ‘Sahari @ Ashaari
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