INTERNET - BASED EDUCATION

KAMARIAH BT MD SALLEH SPM0247/13MARDHIAH BT JOHARI SPM0053/13NURUL BAHIYAH BT ISMAIL SPM0158/13HASYYATI BT MAT HANIPI SPM0106/13

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Introduction of INTERNET - BASED EDUCATION (IBE)

Internet-based education is referred to by multiple terms, including online learning, e-learning, cyber learning, and Web-based learning.

The term open educational resources (OER) is being used to represent content, tools, and software that are freely available on the Web for educational purposes (Smith, 2009).

Internet-based education is offered by public, private, and nonprofit entities and may operate locally, regionally, nationally, or internationally.

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EDUCATION DEVELOPMENT

Universiti Putra Malaysia launched its first entirely online program in December of 1999 with 200 students, and serves other countries in the region – including Cambodia, Myanmar, Mauritius, Singapore, and Sri Lanka. Similarly, Libya, Morocco, Sudan, and Tunisia all cite the development of virtual or open universities in Africa (Farrell and Isaacs, 2007), following the development of virtual and open universities throughout Europe and Asia.

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FUNDAMENTAL TYPES

REPLACE EXISTING FACE TO FACE COURSES

ENHANCE FACE- FACE COURSES

BLENDED OR HYBRID APPROACH

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LATEST DEVELOPMENT IN ONLINE LEARNING

MULTIMEDIA MATERIALS

SIMULATION VISUALIZATIONAUDITORY REINFORCEMENT KEY

CONCEPTS

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FLORIDA VIRTUAL SCHOOL

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Prevalence of IBE in secondary school-Online Learning-

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Prevalence of IBE in secondary school-international ibe in k12 education-

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Common Purposes for Online Learning

Improve students outcomes:

increase personalization to

match the strength and interest of

student

expanding the range of resources available.

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Online Learning as Educational Replacement

1. Why rural areas and advanced courses ?

Reduce cost – individual / small

group participate in a virtual course.

Lack of support in

higher level courses.

Lack of interest/prepare

d student.

Lack of qualified teachers –

expecially science and mathematics

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Online Learning as Educational Replacement

2. Why at-risk students (pemulihan) :

retake course accumulate course credit

To meet graduation

requirement.

-For credit recovery

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Online Learning as Educational enhancement

Help student visualize difficult scientific concepts.

1. Student retention – retention rate are lower compared to traditional classroom. Why? Because of:

(i) difficulty of accessing technology.(ii) relative immaturity of students.(iii) competing demands.

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Research on the effectiveness of ibe

2. Student learning outcomes :(i) promotes active and engaging

student participation in learning.

1. Based on the rigorous experimental or quasi experimental study – IBE at least as effective as traditional classroom.

2. It is not uncommon, in fact, for students to learn more when part of their instruction takes place online.

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Summary of article

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Tujuan

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PERBANDINGAN ANTARA PENGAJARAN TRADISIONAL DAN PENGAJARAN MAYA

• suasana pembelajaran adalah berpusatkan guru

• Guru dianggap sebagai orang yang serba tahu untuk menyalurkan ilmu pengetahuan kepada muridnya

• Modul pengajaran hanya bergantung kepada buku teks dan pengetahuan murid terbatas setakat kandungan dalam buku teks sahaja

• murid tidak faham di dalam kelas dan malu bertanya, murid tersebut akan kekal tidak memahami isi pelajaran yang diajar.

• Penyampaian isi pelajaran bergantung kepada guru untuk mewujudkan persekitaran belajar yang menarik dan menyeronokkan

• Fokus utamanya adalah murid. Suasana pembelajaran ini akan memaksa pelajar menjadi berdikari dan lebih aktif dalam pembelajarannya.

• Sekiranya murid malu bertanya, murid boleh berbincang dengan guru atau rakan mereka secara maya.

• masa lebih fleksibel dan kurang tekanan kerana boleh dilakukan di mana sahaja asalkan ada kemudahan komputer dan internet.

PENGAJARAN TRADISIONAL PENGAJARAN MAYA

Kelebihan1. Fleksibel – masa dan tempat2. Paperless – ke arah kelestarian alam

sekitar3. Menyediakan pelajar kepada pendidikan

dan pekerjaan alaf ke-21.4. Menjimatkan masa dan usaha5. Hubung dan kolaborasi6. Belajar di luar sempadan7. Menarik dan Menambat Perhatian8. Platform pembelajaran yang terbukti

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Keburukan

Pandangan anda??

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DAPATAN KAJIAN :KAJIAN TINJAUAN MENGENAI KEBERKESANAN PENGGUNAAN KONSEP PERSEKITARAN PENGAJARAN MAYA FROG (FROG VLE) DI KALANGAN MURID SK HAJI MAHMUD CHEMOR, PERAK PADA NOVEMBER 2013

• pelajar jarang menggunakan aplikasi ini memandangkan jumlah minit matapelajaran yang lain menghadkan kekerapan mereka ke makmal komputer.

• kekurangan alatan . Hanya sebanyak 40 biji komputer sahaja di SK Haji Mahmud Chemor iaitu 20 komputer dari makmal A dan 20 komputer lagi di makmal B. Murid terpaksa menunggu giliran mereka untuk memasuki makmal komputer tersebut memandangkan terdapat murid yang ramai di SK Haji Mahmud Chemor iaitu sebanyak 745 orang murid di sesi pagi.

• Bagi mengakses aplikasi FROG VLE ini, murid hanya tertumpu di sekolah dan waktu sesi persekolahan sahaja. Ini adalah di sebabkan sebilangan murid akan menggunakan jaringan internet YES di sekolah untuk mengakses aplikasi FROG VLE. Sebilangan besar keluarga murid di SK Haji Mahmud Chemor mempunyai pendapatan perkapita tahunan yang sederhana dan rendah.

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“Amazing talent can be found anywhere. Maybe the next Albert Einstein or the next Steve Jobs is living somewhere in the remote village in Africa and if we could offer that person education, they would be able to come and put the next big ideas and make the world the better place for all of us”