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Hypermedia reading materials: Undergraduate perceptions and features affecting their reading comprehension
Abstract
Due to the potential of the Internet and blended learning environment, students, especially L2 learners, are often required to read references available online. A study was conducted to identify the perceptions of L2 learners comprising TESL undergraduates towards TESL-related hypermedia reading materials and the factors contributing to their reading comprehension. This case study involved eleven third-year undergraduate TESL students enrolled in a course called ‘Teaching of Reading Skills in an ESL Context’. Data was collected using Think Aloud Protocol, semi-structured interviews, and reflective notes. The findings of this study revealed various participants’ perceptions regarding hypermedia reading materials. Among the factors that improved their reading comprehension include the design of the hypermedia materials and content in terms of the manner in which information was displayed. The participants highlighted the difficulties associated with reading long hypertexts and expressed preference for texts which come in point-form format. Other features cited as being helpful in their reading were the inclusion of pictures, tables, diagrams, audio materials, and videos along with the text. Some other features included hyperlinks and glossaries provided by the websites that the students found beneficial in helping them understand the text. Other less favorable aspects of reading hypermedia materials included advertisements on the websites, easy access to social media websites, and poor Internet connection and bandwidth speed. These were reported to affect the reading process in such a way that they distracted the participants’ concentration, and this ultimately affected reading comprehension to a certain degree. It is hoped that these findings could provide insights for course developers in developing or selecting websites to suit their teaching and learning purposes.
... Moreover, the findings of the past studies related to speaking skills revealed that the ESL learners have low participation and engagement in speaking activities [56]. In a study related to reading skills, second language learners were reported to face distractions like pop-up advertisements while using online reading materials [57]. All these findings from the previous studies depicted that ESL learners face challenges when they participate in language lessons and activities. ...
... Nevertheless, only Whatsapp and Facebook were found to be discussed by the authors of the articles in this systematic review (Table 8). Six articles have discussed social media applications [55][56][57][62][63][64]. Whatsapp has been a useful tool for ESL learners especially in rehearsing speaking [56]. ...
... Similarly, the findings from [55] highlighted the use of scaffolding through Facebook to improve ESL students' writing skills. Some past studies did not actually focus on one specific type of social media tool [57,[62][63][64]. In addition, other previous studies focused on social media, reading skills [57], and writing skills [55]. ...
Blended learning in English as a Second Language (ESL) has become a growing trend in sustaining education at higher learning institutions. The impact of the Industrial Revolution 4.0 on education has made the integration of technology vital in the teaching and learning dyad. The COVID-19 pandemic has placed even more emphasis on the incorporation of technology in ESL pedagogy. Nevertheless, the reviews on blended learning in ESL are inadequate despite its great significance in sustaining education. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were adopted for reviewing current studies, and two core journal databases, namely Scopus and Web of Science, with two supporting databases (Science Direct and Mendeley) were utilized. A total of 32 articles were identified through a systematic search of “blended learning” OR “blended education” OR “blended courses” OR “integrated learning” AND “strategies” OR “techniques” OR “applications” OR “methods” AND “ESL” OR “English as a Second Language.” Four main themes emerged from this review, namely collaborative-based learning, learning management systems, social media applications, and technology-based learning. Finally, several recommendations were presented at the end of this research that should be the focus of future studies.
... Esta tesis ha sido ampliamente debatida en las últimas décadas, con especial interés en estudiantes de educación básica primaria y secundaria, y a pesar de la defensa que se ha hecho desde el ámbito educativo y científico se constata que para el desempeño en actividades académicas o de aprendizaje escolar se necesita desarrollar dominios en otras habilidades digitales (Fajardo et al., 2016). De este modo, investigaciones recientes revelan relaciones existentes entre las habilidades digitales y los niveles de desempeño en la lectura digital (Hamdan et al., 2017;Liontou, 2015;Prescott et al., 2018;Schechter et al., 2015;Titova, 2017;Yagci, 2015), y por ello la importancia de incursionar en la formación transversal de competencias de alfabetización digital. ...
... Por lo tanto, el lector digital necesita de habilidades y estrategias que le permitan avanzar con éxito en la comprensión de lo leído, independiente del formato. Leu et al. (2014), citados por Hamdan et al. (2017), plantean cinco prácticas de procesamiento de la lectura en línea que pueden favorecer la comprensión lectora: i) leer para construir preguntas útiles; ii) leer para ubicar información; iii) la comprensión de lectura en línea implica una evaluación crítica de la información, su nivel de precisión, confiabilidad y sesgo (Burbules y Callister, 2000); iv) el proceso de lectura también implica leer para sintetizar información de varias fuentes; y, en último lugar, v) la comprensión de lectura exitosa en línea implica la capacidad de comunicarse en diferentes espacios interactivos en Internet (Britt y Gabrys, 2002). ...
... Lin et al. (2016), a propósito del proceso cognitivo implicado en la lectura, no solo de materiales de aprendizaje sino también en las solicitudes o instrucciones que reciben los estudiantes para la realización de actividades académicas, destacan su relevancia tanto en el desarrollo de habilidades lectoras como en la construcción de sistemas de autorregulación y corregulación del aprendizaje en ambientes mediados por tecnologías TIC. Mas aún, Hamdan et al. (2017) concluyen que los resultados en la comprensión están directamente relacionados con el diseño y la clase de material hipermedia utilizado, por ejemplo: audios, imágenes, glosarios e información de la web donde se ubican los textos. ...
La lectura como actividad cultural y cognitiva está presente en los procesos académicos de niños y jóvenes de todos los niveles educativos, en particular, en la modalidad blended-learning (b-l). El dominio exigido para la lectura en impreso o digital requiere de un proceso de formación y trabajo escolar teórico-práctico orientado por los docentes, pues los modos de leer y aproximarse de forma efectiva a los textos no son inherentes al ser humano, de ahí la necesidad de aprenderlos. Aplicando el método de Revisión Sistemática de la Literatura (RSL) en un corpus documental de 43 investigaciones realizadas entre el 2012 y el 2018, este artículo de revisión expone algunas tendencias y características relacionadas con la lectura y su uso digital en ambientes b-l. Entre los resultados se destacan la incidencia de las Tecnologías de la Información y la Comunicación (TIC) en las maneras como los escolares leen y acceden a la información, así como su papel mediador en el aprendizaje y la interacción del lector con el texto. Sin embargo, el desarrollo de competencias lectoras no se logra como consecuencia directa de la inclusión de recursos tecnológicos en el ambiente b-l, razón por la cual se requiere ampliar el espectro de investigación, concretamente, en la educación primaria.
... Similarly, the study of Kim (2014) revealed that although all participants showed improvement in their reading comprehension ability, those exposed to blended learning displayed more significant development when compared to participants studying with traditional approaches. Hamdan et al. (2017) employed a case study to obtain a qualitative detailed understanding of participants and their interaction with a hypermedia reading process. Findings from their study highlighted the usability and effectiveness of online supplementary materials, such as diagrams, audio, and video, and how students consequently gained a greater understanding of hypermedia reading materials using these resources. ...
... Alnoori & Obaid, 2017; Behjat, Yamini, & Bagheri, 2012;Ghazizadeh & Fatemipour, 2017;Hamdan, Mohamad, & Shaharuddin, 2017;Hinkelman, 2013;Kim, 2014) and reading strategies(Alshwiah, 2009;Hamdan et al., 2017;Levy, Dickerson, & Teague, 2011;Pombo, Loureiro, & Moreira, 2010). ...
... Alnoori & Obaid, 2017; Behjat, Yamini, & Bagheri, 2012;Ghazizadeh & Fatemipour, 2017;Hamdan, Mohamad, & Shaharuddin, 2017;Hinkelman, 2013;Kim, 2014) and reading strategies(Alshwiah, 2009;Hamdan et al., 2017;Levy, Dickerson, & Teague, 2011;Pombo, Loureiro, & Moreira, 2010). ...
Blended learning is a pragmatic approach to education, combining online and traditional methods, applied extensively in the fields of English as a first, second and foreign language. The present study examined the effectiveness of the blended learning approach for the development of the reading skills of undergraduate students. Participants were 60 Thai students divided into experimental and control groups. Post-tests of each group were used as the main method of data collection, with a t-test being utilized to examine any differences between post-test scores. Statistically significant differences (t = 32.098; sig = .000) were investigated for effect size utilizing a Cohen’d test. Results revealed a significant effect size (Cohen’d = 3.937). The implications of this study suggest that the implementation of blended learning could considerably improve the English language reading skills of undergraduate students studying English as a foreign language.
... Учитывая столь существенную роль чтения в развитии личности, следует отметить, что формирование культуры чтениянесомненная задача образования. Лауреат Нобелевской премии по литературе Г. Гессе выразил мысль о «подлинном образовании» так: «Его рольне развитие отдельных способностей и результатов, а помощь в придании смысла нашей жизни, в истолковании прошлого, в бесстрашной готовности встретить 4 Необходимость изучать способы глубокого восприятия художественного текста признаётся научным сообществом 7 , но современные исследователи чаще обращаются к вопросу об особенностях чтения как интеллектуальной деятельности 8 [8], которую рассматривают как рефлективный процесс в аспекте разных уровней понимания: сознательное чтение, понимающее чтение и т. п. [9]. В некоторых работах предпринимаются попытки оценить влияние чтения на развитие сознания учащихся [10], а также структурировать полноценное чтение на «механизм чтения» и «понимание смысла читаемого» [11]. ...
... Напротив, (и это тревожит учёных) очевиден факт стремления различными способамикраткими пересказами, адаптированными переводами, ссылками на авторитеты и т. п.облегчить «работу» читателя, предложить ему «готовые» истины [12]. Вместе с тем художественный текст в силу своей специфики способен стимулировать процессы, связанные с порождением и актуализацией личностных смыслов читателя 9 . Эту функцию художественной литературы можно определить как смыслообразующую. ...
... Таким образом, реализация на практике смыслообразующей функции художественной литературы выдвигает специальную задачу, связанную с разработкой средств и способов управления чтением как продуктивной деятельностью, связанной с порождением личностных смыслов читателя. Исходя из этого, 9 мы провели теоретико-экспериментальное исследование и разработали модель управления чтением, включающую систему методов для формирования продуктивной формы читательской деятельности. Модель составила основу специальной обучающей программы по смысловому чтению, направленную в конечном счёте на развитие сознания участников обучения. ...
Introduction. The article focuses on the problem of finding ways of reading that would put the reader in the position of active interaction with the text and initiate the processes of semantic formation. This problem has not been properly studied both in Russia and abroad. The purpose of the article is identify the conditions for generating personal meaning in the reading process and to build a base reading management model contributing to a deeper understanding of literature. Materials and Methods. The research methodology is built on the key principles, methods and concepts of the psychological theory of activity and the theory of speech activity; includes the concept of meaningful reading, the concept of reading management, and the principle of "creative" reading, the content of which differs from the "informative" reading and is based on modeling method. Results. The main research results consist in identifying the psychological conditions of meaningful reading. The article examines significant issues of developing students’ consciousness by means of changing the ways of reading, and describes the methods of reading management contributing to generation of meanings. It is emphasized that these methods increase the contribution of the artistic structures to the development of value-semantic sphere of the reader, which is responsible for the implementation of the most important tasks of people’s life: finding their place in the world, searching for their essence and individualization. Conclusions. The author concludes that overcoming superficial attitude to literature can be achieved as a result of applying the proposed reading management model, which excludes the position of the reader as a consumer of the completed text. The feasibility of its application in teaching is experimentally proved. The author provides the examples of teaching materials in reading management as a process of generation of meaning. The author notes that reading management focuses on the implementation of the cultural goals of literary texts resulting from the inclusion of the subject in the sphere of human meanings and values, which involves the actualization of personal senses of the reader. Therefore, teaching literature in schools and universities should be based on psychological and educational aspects of reading process.
... Students who are learning English as a second language also face challenges in terms of the use of the internet for supplementary reading. Hamdan, Mohamad, and Shaharuddin (2017) investigated the perceptions of second language learners (TESL undergraduates) towards TESLrelated hypermedia reading materials and factors impacting their reading comprehension. Utilizing the Think Aloud Protocol, reflective notes, and semi-structured interviews as data collection methods, the authors identified a number of factors affecting students' reading comprehension. ...
... She indicated that the most essential factor for ensuring that students have the best possible chance of achieving the set goals was assessment. She also suggested a clear Several studies investigating the challenges of BL have identified several problems faced by institutions, such as a lack of Internet connectivity, technical issues, workload, and confusing instructions in Blackboard (Al Zumor et al., 2013;Banditvilai, 2016;Guangying, 2014;Hamdan et al., 2017;Ja'ashan, 2015;Poon, 2013;Thang et al., 2012) as well as difficulties encountered by students, (Alshathri, 2016;Hamad, 2017;Ja'ashan, 2015;Thang et al., 2012;Vaughan, 2007) and instructors (Alaidarous & Madini, 2016;Alebaikan & Troudi, 2010;Badawi, 2009;Yang, 2012). Ja'ashan (2015) examined 130 undergraduate students' perceptions toward challenges in BL in an English module. ...
The recent development in the field of technology in education has led to renewed interest in blending traditional methods of teaching with technology which might enhance language teaching and learning. The purpose of this paper is to review the literature concerning the strengths and weaknesses of blended learning as a technology-enhanced pedagogical tool that combines online and face-to-face instructional activities, on the development of English skills, inclusive of its use in the teaching of English as a Foreign Language (EFL). Furthermore, this article sheds new light on how blended learning allows the learner to become autonomous and engaged in the construction the knowledge, rather than acting as passive absorbers. It is expected that this paper will contribute to enhancing the body of knowledge that exists in the area of blended learning, especially as it applies to the issue of the acquisition of experience in English as a foreign language. It can be concluded that the use of blended learning has the potential to support EFL learning and maximize EFL learners’ opportunities to practice the English language freely at their convenience. There are issues which need to be addressed and, or resolved, such as ensuring that the library facilities are capable of delivering this type of approach, online materials are suitably supportive of the students needed to access them, and the design of blended learning approaches take account of the preferred learning methods of students, and the workload required to be successful.
... The use of e-learning in institutions of higher learning worldwide is constantly evolving and it has become a crucial component in the teaching and learning processes, particularly, in the study of languages (Islam et al. 2015). Currently, higher education institutions in Malaysia are moving towards e-learning and using technologies in the classrooms (Hamdan et al. 2017). One of the main purposes of employing e-learning is to complement traditional methods of teaching and learning such as manual presentation of lessons on the whiteboard, face-to-face interaction, and conventional discussions. ...
... The integration of online discussion in language classrooms could help university students gain more information and knowledge, in which these two elements are very fundamental and useful. Various studies have proven that ODF has become a common method of online learning, as it provides various advantages such as spatial and temporal flexibility in learning and communicating, and it broadens students' opportunities to share and express their ideas, especially when discussing complex and difficult topics (Wang & Member 2015, Hamdan et al. 2017. ...
The use of online discussion forum is slowly penetrating into classroom teaching and learning as studies have proven that it contributes to a positive learning environment, provided that learners and educators know how to use it effectively. In order to know how to use the online discussion forum effectively, this study was conducted. The research objective was to identify the online discussion strategies employed by the participants. This case study involved fifteen 2nd semester Engineering Technology Malaysian undergraduates enrolled in “Professional English 1” course. Data were gathered from a focus group interview, individual interview and participants' reflective notes. Five participants volunteered to be interviewed individually and the remainder express their interest to be interviewed in a focus group interview. The participants were interviewed immediately after their online discussion activities. The participants were also asked to reflect to their opinions on their online discussion experience after each online discussion activities. These findings indicate that participants employed three online discussion strategies to facilitate their project work, namely: 1) devising and coordinating ideas before posting 2) interpreting others' responses before posting their ideas online, and 3) ratifying their own statements before posting. These strategies were employed by the participants to complete a proposal for a Community Service Responsibility (CSR) project. It is hoped that these findings could provide insights and create awareness among the lecturers on the strategies employed by the participants so that more effective and meaningful online discussions could be carried out. © 2018 Penerbit Universiti Kebangsaan Malaysia. All rights reserved.
... Common challenges in the e-learning system are students' involvement in learning (Khan, Egbue, Palkie, & Madden, 2017) and internet connection problems (Hamdan, Mohamad, & Shaharuddin, 2017). An eff ective instructional design is, therefore, imperative in an online learning system because of the need to compensate for the physical absence of an instructor (Costley & Lange, 2017). ...
The use of e-learning applications in learning needs to consider the potential for improving students' character. This classroom action research was aimed at investigating the use of Besmart e-learning in improving the students' self-discipline in the Community Economy course. The participants of this research were 108 students majoring in Management at the Faculty of Economics, Universitas Negeri Yogyakarta. This study was based on the model by Kemmis and McTaggart, which comprises steps of planning, implementing/acting, observing and evaluating, analyzing, and refl ecting. This study was classroom action research. The data were collected in two cycles of the model through questionnaires, observations, interviews, and system monitoring. This study employed triangulation techniques of data source and method to ensure the data validity. The fi ndings show that using e-learning can improve the students' self-discipline. The students' self-discipline was refl ected in self-learning materials, participation in the discussion forums, and submitting the assignments. Besmart is not only a learning medium but can also increase student self-discipline and participation in learning. The success factor in this research is not only the learning media but also the skills of lecturers and students to optimize the use of this media.
... During ODF, which is remarkably similar to the initial talks, teacher comments in the form of questions are still encouraged (Hamdan et al., 2017;Omar et al., 2018). Also, follow-up questions to expand on the discussion. ...
The global expansion in Internet access and the rise of digital media are compatible with students’ characteristics as generations-Z who mainly engage in nature through mobile applications. Because of the characteristics of today’s students and the growth of digital media and information, there is a need for critical media literacy (CML) instructions and the use of digital-based and student-centered learning approaches such as online discussion forums(ODFs). Through an exploratory study, we aim to understand better students’ perceptions of ODF for their CML learning within EFL classes, factors affecting students’ active participation in ODF, and teachers’ roles in ODF while facilitating students’ CML learning in an EFL context and enhancing students’ engagement and performance in ODF. 250 EFL students from Indonesian secondary schools took part in this study. The participating students were studying English with CML embedded into the lessons. The research showed significant conclusions about factors that need to consider while having ODF in CML learning within the EFL context and the roles of teachers in ODF. We have also provided some practical and feasible suggestions from which practitioners in the area might benefit.
... Higher education institutions in Malaysia are currently embracing online learning and the use of technology in the classroom. (Hamdan et al, 2017). One of the key goals of using online learning is to complement traditional methods of teaching and learning such as manual presentation of lessons on the whiteboard, face-to-face interaction, and conventional discussions. ...
At higher education institutions, hybrid learning that incorporates digital classroom and online teaching and learning activities are becoming increasingly popular norms. Throughout the academia, the usage of online discussion forums is progressively making its way into language classroom as studies have shown that it contributes to a good learning environment if efficiently used by both learners and educators. This qualitative study investigated strategies used by undergraduates as purposive samples in planning and executing ideas for a project via online discussion mode. This simple case study involved 15 second semester undergraduates taking “Professional English 1” course in Bachelor in Engineering Technology program. A focus group interview and follow-up individual interviews were used to elicit information from the undergraduates. All these were also triangulated with document analysis of their reflective notes and drafts of writing works. Several questions were asked to the undergraduates during both interviews to determine their strategies when discussing online. The findings indicate that participants have tremendously benefited from online discussions and have employed three main strategies namely 1) asking for clarification, 2) going over previous responses and 3) using free online services and websites. This study provides useful insight and increases awareness among lecturers on the online discussion strategies used by students, allowing for more successful and meaningful planning of tasks involving online discussion.
... It is designed in the form of a website with various media content such as video, audio, text, images and graphics that are designed as attractive as possible so that it encourages and makes it easier for students to master English in contexts and situations in the tourism sector. Hamdan et al., (2017) stated that the layout of the website, specifically its design, color, font size, table, and diagrams, also affects the students' reading. A website, which is too crowded with information and advertisements, in readers losing concentration. ...
The development of the global tourism industry rapidly makes the importance of English communication skill at tourism workplace. State Polytechnic of Lampung has provided English subjects 1, 2, and 3 for students. Unfortunately, the implementation has not given any significant contribution to improve students’ English communication skills especially English for tourism. English instructional materials did not fulfill students’ needs and stakeholders’ needs and standard English competences in tourism workplace. The limitation of learning source become a learning problem for students due to limitation of time to practice English out site of classroom without teacher’s guidance. Therefore, it is important to develop a kind of learning model which independence resource that gives a solution to solve the learning problems. Developing model of English learning for tourism based on hypermedia was intended to give an alternative independence learning resource to improve competences in English for Tourism based on hypermedia. The developing of English learning model base on hypermedia applied research and development (R&D) model used a combination of Dick and Carrey model, Hannafin peck Model and Allen model. There were three stages in developing model of English for tourism based on hypermedia. The first step was conducting needs analysis; identifying instructional goals, conducting instructional analysis, and analyzing learners and contexts. The second step was designing material for learning based on hypermedia that was electronic module; writing instructional objectives, developing assessment instruments, and developing learning strategies. The third steps were developing learning material and implementation; developing and selecting instructional materials, implementing and conducting formative evaluation and revision. The results of the formative evaluation from subject matter experts (instructional, media and English for tourism), one to one evaluation, showed that model of English learning for tourism based on hypermedia generally was categorized very good (average score: 89,31). One to one evaluation by three learners was also and small group evaluation by eight learners which evaluated on clarity, impact on learners and feasibility showed that design model of English learning for tourism based on hypermedia was categorized very good. Field trial that was conducted to 37 students indicated that model design of English learning based on hypermedia for tourism was good and suitable with learning objective, easy to use and understand, demonstrate learning experiences, sufficient for English materials, useful, assessment measure learning outcome, feedback, interesting and engaging learning, motivating, and collaboration between students. The t-test paired sample test showed that design of English for tourism was effective to be used as learning resources with average pretest score was 58,05 and average post test score was 70,92 with gain score was 12,86, while the significant (2-tailed) was 0,000 < 0,05.
... Sobre la comprensión lectora en hipermedios, Hamdan et. al (2017) y Salmerón et. al (2017 mostraron que el procesamiento profundo de la información, la presencia de textos en fragmentos breves y puntuales, así como la inclusión de imágenes, tablas, diagramas, materiales de audio y videos -juntos o articulados con el texto-favorecen la comprensión lectora. ...
Este artículo da cuenta de los resultados de la tesis doctoral: “Hipertextualidad y conectividad: alternativas de la cultura digital para la configuración de ambientes educativos”, que tuvo como objetivo identificar y describir los elementos que caracterizan las prácticas educativas en ambientes en los que se favorece la conectividad, la hipermedialidad y la mutimodalidad, y que, junto con la cibercultura, se erigieron como categorías teóricas. La investigación consistió en un estudio microtecnográfico desarrollado en una Institución Educativa Distrital (IED) con un grupo de 30 estudiantes de grado quinto, en aulas dotadas con tabletas y plena conectividad. Dentro de los hallazgos y conclusiones del estudio se destacan: 1) el surgimiento del espacio de interacción como un hipermedio en sí mismo; 2) una relación entre procesos de juego y aprendizaje; 3) la aparición de nuevas dinámicas de atención distribuida; 4) la diferenciación simbólica entre el laboratorio y el aula de clase; 5) el reconocimiento de que las propuestas pedagógicas no son tan nuevas como las tecnologías digitales; 6) las tabletas no favorecen la escritura hipermedial, pero sí la multimodal y la hibridación entre lo digital y lo análogo.
... Learners need to be guided to make use of all strategies. They need to be capable to employ them appropriately (Hamdan, Mohamad, & Shaharuddin, 2017). While-reading strategies direct students to copy the excerpts from the book that has an evident impact on the transition of the story and then write down their views for the chosen text. ...
Online education is recognized and well-known method of learning in the developed countries, however, it is becoming popular in the developing countries like Pakistan. Coronavirus Disease 2019 was officially acknowledged as pandemic on March 11, 2020 by the World Health Organization. Beyond other sectors, education sector has also been affected significantly because of the pandemic. The situation tested the readiness of universities to deal with the crisis. This study is conducted to have the students’ view point regarding online education during Coronavirus Disease 2019 pandemic. Total 300 students of University of Karachi and Federal Urdu University participated in the research. Pre-designed questionnaire is used for the purpose of data analysis. Software used include SPSS and MS-Excel as both the software are easy to use and have user friendly interface. Results reveal that Recorded lectures are the most preferred mode of online learning. Most of the students are with the view point that electricity breakdown is the major technical issue faced during online learning. Moreover, communication gap between instructor and student is the major nontechnical issue faced during online learning. Traditional/ offline Education have been the most preferred mode of learning in usual circumstances.
... This condition occurs because the hypermedia framework allows learners to quickly and constructively access a lot of knowledge (Müller & Seufert, 2018;Rosa-Jimenez et al., 2018). The use of hypermedia to facilitate learning offers numerous advantages, both at the young learners (Wang & Yang, 2016) and higher education level (Hamdan et al., 2017;Sáiz-Manzanares et al., 2019). On the other hand, hypermedia learning systems allow students to organize their learning processes without any support from a teacher or another person (Çebi & Güyer, 2019). ...
Several of the impactful strategies for improving learning are through use of hypermedia. The use of hypermedia in research publications is projected to grow to continue increasing. This growth is also observed in the various fields of research. This research offers a bibliometric analysis of 1,224 articles on the use of hypermedia in learning, published in 443 scholarly outlets, written by 2,584 authors (240 single-authored documents and 2,344 multi-authored documents). The objective of this research is to identify the trending topic in hypermedia learning. We collected bibliographic data from the Scopus database and analyzed it using the Bibliometrix tool in R software and VOSviewer. Based on citation analysis metrics, we have defined the most influential articles, journals, authors, countries, and affiliations. Although keywords and terms are possibly the most relevant topics and results of the research, it is feasible that several of the significant trends and issues that have been discussed in the full text are insufficient from our study. Further, future research should analyze relevant research clusters for emerging trends on hypermedia learning.
... Esta metodología constituye un nuevo modelo de enseñanza a partir de mediaciones tecnológicas para favorecer el aprendizaje y el éxito académico. No obstante, en diferentes investigaciones emerge como requerimiento asociado con el éxito escolar el dominio de competencias digitales o el desarrollo de la alfabetización digital, para el alcance de los propósitos de enseñanza y aprendizaje que declara el ambiente b-Learning, tal como lo exponen Da Silva y Behar (2017) Así, por ejemplo, algunos de los recursos tecnológicos reportados como exitosos en el uso y manejo de contenidos asociados con aprendizajes específicos en ambientes b-Learning han sido: el modelo de competencia digital CompDigAl_EAD, según Da Sil-va y Behar (2017); los cursos híbridos y en línea centrados en procesos de pensamiento computacional (CT), según Basogain et al. (2017); las herramientas de anotación colaborativa basadas en la web, según Rau et al. (2004, citados por Jan et al., 2016; el uso de entornos de autoría para el diseño de aprendizaje y desarrollo de contenidos, según Papanikolaou et al. (2017); el hipertexto y la hipermedia en procesos lectores, según Hamdan et al. (2017); el Lexia Reading Core 5, propuesto por Schechter et al. (2017); y las herramientas de computación en la nube, según Al-Samarraie y Saeed (2018), entre los más nombrados. ...
En la era de la información y el conocimiento, resulta innegable la importancia de las Tecnologías de la Información y la Comunicación en los escenarios educativos. Los entornos de aprendizaje mixto o Blended-Learning ofrecen al profesor una amplia gama de mediaciones para el aprendizaje; sin embargo, se requiere avanzar en la construcción de criterios didácticos y tecnológicos para su diseño. Basados en el método de revisión sistemática de la literatura (RSL), este estudio documental analiza un grupo de 43 investigaciones sobre la modalidad b-Learning en el ámbito educativo, las cuales revelan sus alcances y retos. Los hallazgos muestran que los aspectos más relevantes para incursionar en el diseño didáctico de experiencias b-Learning son la evaluación, el trabajo colaborativo y las mediaciones tecnológicas.
... In the online learning process, active learners' participation may not be observable, but it can be seen through the students' activity in writing a post in the discussion forum and doing the online test at the end of each session. This result is in line with Wei et al. (2015), Wang & Member (2015), Hamdan et al. (2017), and Omar et al. (2018) who explains that writing ideas in the online discussion forum as the active participation broadens students' learning possibility to share and express the ideas that help them gain more useful knowledge and information. The learners also elicit several supplementary learning materials by browsing the internet. ...
In technology-enhanced language learning, student engagement and roles of learners are being popular to be exposed to a better understanding of their progress on their performance of learning, and possible pitfalls in the online language classes during the study-from-home program in the times of COVID-19. This article attempts to explore the students' perceptions of their engagement in the online learning process. It also investigates the prominent learners' roles in the online learning environment and the possible factors affecting their engagement or participation in the online learning process. An exploratory research design was applied to this study. The subjects were a hundred and sixty-five undergraduate students from the English Literature Department and the English Education Department. The data collected were from a questionnaire that was distributed using Google Form link via WhatsApp Group, an online interview through the ZOOM meeting, and online observation through learning management systems (LMS) Moodle used by the students. Results show that most students conveyed positive responses toward their online engagement. There were also three most prominent learners' roles identified. These roles covered active learning, problem solvers, and knowledge seeker. Besides, most students expressed that the number of compulsory task submissions, content courses, unstable internet connection, and limited internet data become the learning factors that might demotivate them to accomplish the online activities and complete the online language course. Thus, course creators or teachers should reconsider using appropriate and effective online learning activities and online learning objects to enhance the students' active engagement in the online course.
... The reading programs should expose the parents to relevant reading strategies and how to select appropriate reading materials for their children. Among the relevant reading strategies are on how to develop connections with extratextual materials, such as materials relating to oneself, other texts, and other people (Hamdan, Mohamad, & Shaharuddin, 2017). Cognitive strategies such as inferential thinking, intertextuality, monitoring comprehension, and evaluation are deeply linked to sociocultural reading strategies such as connection to self and socio-affective strategies. ...
... These environments are composed of hypermedia resources that increase attention and complement and support the effectiveness of the learning exercise (Bataineh & Mayyas, 2017). Some of the resources used in the virtual environment are: glossaries, diagrams, videos or annotations (Hamdan et al., 2017). ...
This article presents the results of an exploratory study about the contributions of a blended English as a Foreign Language (EFL) learning program, with a flipped classroom instructional model, to the development of the listening and reading skills of academic and administrative staff of a higher education institution. The research followed a mixed method approach framed on variables such as the development of oral (listening) and written (reading) comprehension activities. The results present some contributions of the blended-flipped instructional model to the EFL teaching and learning processes, as well as to development of professors’ and administrative staff’s communicative competences in English. This study highlights how the combination of blended learning with a flipped classroom approach to proficiency program design opens new possibilities in the language learning instructional design field, and demonstrates the blended-flipped model’s positive effects on language learning. It is also novel in its proof of the effectiveness of creating a program based on the professional development needs of the University’s community of professors and administrative staff from various disciplines.
... The learning materials for reading can be varied. For instance, comic (Iwahori, 2008;Roozafzai, 2012), hypermedia (Hamdan, Mohamad, and Shaharuddin, 2017), or any other materials with particular qualifications (Nordin R, 2017). Moreover, learning materials will greatly assist students' understanding of texts and materials which have not been previously known by the students. ...
... Na contemporaneidade, com a progressiva inserção dos recursos digitais nas escolas com finalidades didáticas, pesquisas têm sido desenvolvidas a fim de apontar indícios da melhor forma de utilização destes meios e suas implicações no ensino e na aprendizagem. Neste contexto, no que se refere ao hipertexto digital, algumas pesquisas (BARROS; BEZERRA, 2012;CASSONATO;BULEGON, 2015;HAMDAN et al., 2017) têm se empenhado no estudo desta ferramenta. ...
Entre as tecnologias digitais utilizadas no ensino de Ciências tem-se o hipertexto digital. O objetivo deste artigo foi avaliar as percepções de alunos sobre um hipertexto digital, construído na plataforma Wix, para uma intervenção didática, como parte de uma pesquisa de mestrado realizada no decorrer de 2016 e 2017. A metodologia é de abordagem qualitativa e foi desenvolvida a partir de um estudo de caso. Os participantes foram 15 alunos de uma escola pública de um município da região noroeste do RS. Os dados foram coletados a partir de questionários, dos quais seis questões serão apresentadas neste artigo. Quanto à análise dos dados, foi realizada a partir da Análise de Conteúdo. Verificou-se que nas percepções dos participantes, o hipertexto digital se apresenta como favorável à sua aprendizagem, principalmente pelas informações apresentadas e por ser uma forma diferenciada de aprender. Ressaltaram a ferramenta como sendo motivadora, interessante, inovadora e de fácil acesso.
Sustainable Development Goal 4 aims to achieve good quality education and in order to achieve SDG 4, it is very crucial for English as Second Language tertiary learners to have strong English language competency. Verbal communication ability is highly related to English language competency. Learners must possess effective verbal communication skills in order to acquire good employment and carry out their job duties effectively at workplaces (Sathiyaperba et al., 2021). However, lack of verbal communication particularly less interaction between the learners has become a grave concern (Fariza Puteh et al., 2019; Janitha, 2021; Ting et al., 2017). Several scholars have sought to solve the verbal communication problems among ESL tertiary learners through face-to-face approaches and online approaches. Face to face approaches have been criticized by previous scholars due to learners have less responsibility for their learning (Alsaaty et al., 2016; Mongwaketse, 2018). ESL learners' verbal communication problem also has been extensively researched using online strategies like gamification and mobile integrated approaches. Nevertheless, face to face or online approach alone could not help to enhance ESL learners' verbal communication problem particularly learner-learner interaction. The 9th shift of Malaysian Education Blueprint emphasizes on technology integration in teaching and learning (Ministry of Education Malaysia, 2015). Thus, blended learning approach has been widely applied in tertiary institutions including in ESL classrooms. However, learners complain about the challenges they face during verbal communication learning in blended environment. Hence, the aim of this study is to explore ESL students' qualitative insights on learner-to-learner interaction in a blended environment. Keywords: Blended Learning, English as a Second Language, Learner-To-Learner Interaction, Qualitative
English language proficiency exceptionally verbal communication is essential in achieving Sustainable Development Goal four, which is a good quality higher education. Nevertheless, past literature reported a lack of verbal communication among the graduates of English as a second language. Due to the emphasis on technology integration in Malaysian Education Blueprint 2015-2025, blended learning has been widely implemented in most tertiary institutions. However, learners complain they face challenges during verbal communication learning, particularly in learner-to-instructor interaction in a blended environment. Therefore, this study explores the learners’ opinions regarding learner-to-instructor interaction for verbal communication learning in a blended environment. The result of this research is substantial to English language instructors, curriculum designers, and English language learners as the input provides the information to understand the phenomenon in-depth and suggestions to improve verbal communication problems in learner-to-instructor interaction in the blended learning environment. The research question this study intends to answer is “What are the informants’ opinions on learner-to-instructor interaction for verbal communication learning in a blended environment?”.This study employed qualitative research inquiry, particularly phenomenological design, and the data was collected through semi-structured interviews, written accounts, and a focus group discussion. The data was then analyzed using thematic analysis. The findings revealed two significant themes related to the phenomenon: the roles of the instructor and the issues in the learner-to-instructor interaction as well as six sub-themes. Future studies might consider including English language instructors to obtain different perspectives.
With the rapid development of the financial industry, the total social demand has changed greatly, so it is imperative to cultivate talents in the financial industry. The arrival of information society promotes the development of social economy, and the traditional teaching methods have been difficult to meet the current situation. Under the promotion of national education policy, the construction of online open high-quality courses has made significant advantages, which further promotes the research of financial intelligent teaching based on hypermedia. Based on the analysis of the traditional teaching in our country, combined with the knowledge of economics and finance as the content carrier of the intelligent teaching system, a virtual teaching model is established to realize the research and development of the intelligent teaching system of finance. First of all, through reading a lot of relevant literature to understand the development trend and disadvantages of the development of online intelligent system at home and abroad, so as to compare the achievements of traditional financial teaching and intelligent teaching system, and explore the applicability of traditional teaching principles and related theories in guiding the construction of open courses of intelligent network system. Secondly, it summarizes the key elements and basic principles of the course design, and how to apply them to practical teaching. By combining the learning situation of the platform course in the form of questionnaire, it summarizes and analyzes the problems and deficiencies in the construction and learning process of the intelligent teaching finance course teaching design. Through the research of this paper, it is concluded that the financial intelligent teaching based on hypermedia can effectively promote the participation of students, improve the construction of curriculum resources, and reduce the pressure of traditional teaching.
This mixed methods study investigates the effect of a multimodal reading intervention on EFL reading achievement and intercultural awareness of students (n = 20) at a Japanese university. A cross-culturally themed graphic novel was employed to overcome language barriers and cultural mores and promote higher-order literacy. Asynchronous discourse on the e-learning platform (Edmodo) was analyzed for evidence of higher-order literacy and intercultural awareness development. Wilcoxon signed ranks tests of triggering question responses and peer-to-peer responses on online forums at the beginning and end of term were analyzed for cognitive density. Thematic analysis of an open-ended survey was conducted to gather student perceptions of the graphic novel. Results revealed a significant effect on reading achievement but no significant improvement of intercultural awareness (at α = 0.05). Survey analysis indicated a high degree of student satisfaction with the multimodal literacy instruction and asynchronous computer-mediated discourse (ACMC), as well as other emergent themes. These findings suggest reading instructors of low-level EFL university students should consider employing non-traditional reading and learning modalities, especially for students with high cognitive maturity and low reading proficiency.
The purpose of this research is to interrogate the effectiveness of developing board games to teach literary elements such as characters, setting and themes based on the literary text ‘To Kill a Mockingbird’ by Harper Lee. The development of board games in teaching English literature aims to help student teachers to critically examine their understanding of the approaches to teaching literature. It will further develop critical appreciation and cultural awareness for students whose English is a second language. This study is based on a course ‘Teaching of literature: Reading the word and the world’ taught to 45 Year 2 TESL undergraduate student teachers at the Faculty of Education, UKM. This case study was designed with four methods of data collection namely questionnaire, interview, student teachers’ board games and reflective essays. In this study, the student teachers had formed six groups and then had chosen either a theme or a character such as ‘Tom Robinson’, ‘Atticus Finch’, ‘Boo Radley’, ‘Scout Finch’, ‘Gender stereotyping’ and ‘Racism’ to be developed further into board games. They later reflected on the whole process of developing board games, identifying its strengths, weaknesses and suggestions on how to improve it. Generally, the participants perceived that developing board games helps them to teach the literary elements such as characters, setting and themes to the pupils.
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