ABSTRACT
The Covid-19 pandemic impacted the increasing use of Android smartphones in teaching and learning. This study aims to build markerless VR-AR (Virtual Reality-Augmented Reality) as Android-based teaching materials for construction engineering students at Polytechnic. VR-AR-based teaching materials that have been established can reduce the risk of spreading Covid-19 without reducing learning quality. This research used the V-model method, which is divided into two parts, particularly development and testing activities. Testing is performed by developers and examiners using ISO 25010. The test results of VR-AR-based teaching materials that have been established show that the teaching materials were very feasible in terms of functional suitability, compatibility, and usability. All functions of the VR-AR application operate smoothly and work successfully on various Android operating systems with different screen resolutions. Moreover, users were satisfied with the developed VR-AR-based teaching materials. They felt comfortable, fun, and excited when using the AR application. © 2022. All Rights Reserved.
ABSTRACT
The declaration of the movement control order (MCO) in Malaysia has led to the closure of the education sector due to pandemic coronavirus disease 2019 (COVID-19). The teaching and learning (T&L) structure shifted from conventional classroom education to fully online distance learning (ODL). The unprecedented experience of 'home quarantine' has multifaced impacts on students' mental health. The study aimed to obtain the correlation of technical and vocational education and training (TVET) students' depression, anxiety, and stress (DAS) in fully implementing online distance learning. A survey study was used using a quantitative approach and respondent was evaluated by the depression anxiety stress scale-21 (DASS-21). Understudy's t-test and one-way analysis of variance (ANOVA) were utilized to investigate the relationship between these perspectives. Analysis from the DASS-21 inventory revealed that 30% had severe or extremely severe depression, 41% anxiety, and 20% stress among the vocational students. Anxiety showed a hugely significant difference among genders and the department compared to depression and stress. Therefore, the finding suggests that some intervention must ensure online distance learning is conveniently accessible and congenial with practical work for the vocational student syllabus. © 2022, Intelektual Pustaka Media Utama. All rights reserved.
ABSTRACT
The 21th century changed the way of learning from traditional campus-based learning to e-learning. It is obvious that the e-learning system has become functional due to the cur-rent global COVID 19 pandemic, which since March 2020 has actively begun to influ-ence the Kazakhstani education system. All education systems have switched from tra-ditional classroom teaching to distance learning, which to varying degrees imitates and uses the format of classroom studies. This article deals with learning and teaching ap-proaches on the basis of the e-learning education system and cognitive pedagogy in dig-ital era. There is also a description of research experiment results conduced on English First online platform at Satbayev University in Kazakhstan. The results were positive. In addition, authors highlight challenges of information communication technologies in ed-ucation and discuss different theories devoted to digital education. © 2021 Artesis Hogeschool Antwerpen - Hoger Instituut voor Vertalers en Tolken. All rights reserved.
ABSTRACT
The uncontrolled outbreak of the SARS-CoV2 novel coronavirus makes all countries confused. One of the impacts is the education sector so learning must be carried out online. This study aims to know the response of schools related to the COVID-19 emergency policy and preparation of learning conducted by teachers. This research is qualitative research with a phenomenological approach to defining school responses and teacher preparation for distance learning during the COVID-19 pandemic. The informants of this study were 49 high school teachers. The base of data collection is online using the Office Form and followed up with a private message to deepen the information. The stages of data analysis are to do data reduction, determine themes, explore engagement between themes, and make conclusions. The study conclusion is schools quickly adhere to government policies to implement distance learning. However, the follow-up at each school varied greatly. Each school interprets the government circular and adapts it to the situation of the school. Second, the teacher modified the existing learning design by considering local conditions and students' needs. Modifications to the design of learning were very varied because the needs of students and the character of the material were very versatile. The most difficult challenge was producing learning media and making fair assessment plans. The teachers were obstacles in making media because of the limited ability of IT and difficulty planning the assessment because they feel unable to see student activities carefully. © 2005 ongoing JATIT and LLS.