Virtual Discussion for EFL Students Establishing Three Domains: Cognitive, Affective, and Psychomotor
DOI:
https://doi.org/10.29103/ijevs.v1i3.1586Keywords:
Virtual Discussion, Cognitive, Affective, PsychomotorAbstract
In teaching and learning process, teacher may use certain learning strategies or methods. Virtual discussion, for instance, it can be done to encourage students cognitive, affective, and psychomotor. This activity provides an opportunity for students to sit and listen as they speak and think critically, logically, and rationally. Moreover, students get better results when they work together than those who study individually. This survey research conducted to find out the correlation among virtual discussion with cognitive, affective, and psychomotor of 110 students in IKIP Budi Utomo Malang. The result shows that the virtual discussion has strong correlation not only in cognitive domain, but also it has strong correlation with affective and psychomotor domain. Almost all significant values are positive. There is only one negative significant value between cognitive and affective. Thus, it illustrates that the increasing of cognitive domain by applying virtual discussion is not always followed by the increasing of affective domain.References
Alinier N, Alinier G. (2005). Design of an Objective Assessment Tool to Evaluate Students Basic Electrical Engineering Skills. The Higher Education AcademyEngineering Subject Centre.
Boumova, V. (2008). Traditional Vs. Modern Teaching Methods: Advantager and Disadvantages of Each. Master Diploma Thesis: Masaryk University.
Dillenbourg, P. (2000). Virtual Learning Environments. Presented at the EUN Conference 2000: Learning in the New Millennium: Building New Education Strategies for Schools.
Eaton, R., & Beecher, M. (2007). The Art of Asking Question. In Becoming a Great Gospel Teacher. American Fork, UT: Covenant Communication.
Guaman, L. V. J. (2012). EFL Teenagers Social Identity Representation in a Virtual Learning Community on Facebook. PROFILE, Vol. 14, No. 2, pp 181-193.
Hanson-Smith, E. (2001). Technology in the Classroom: Practice and Promise in the 21st Century. TESOL Professional Paper 4.
Harizaj, M. (2015). Discussion as an Active Learning in EFL. European Scientific Journal, Vol. 11, No. 16, pp 231-236.
Hoover, R. et. al. (2010). Composition, molecular structure, properties, and modification of pulse starches: A Review. Food Research International, Vol. 43, Issue 2.
Hoover, J. D., &Giambatista, R. G. (2009). Why Have We Neglected Vicarious Experiental Leaerning?. Developments in Simulation and Experiental Learning, Vol. 34, pp. 324-330.
Kasilingam, G, et. al. (2014). Assessment of Learning Domains to Improve Students Learning in Higher Education. Journal of Young Pharamacists, Vol. 6, Issue 4, pp 27-33.
Khidzir, N. Z., Daud, K. A. M., & Ibrahim, M. A. H. (2016). The Relationship among Students Domai of Learning Development Implementing Virtual Learning in Higher Learning Institutions. International Journal of Information and Education Technology. Vol. 6 No. 6.
Kuama, S. (2016). Is Online Learning for All English Language Students?. PASAA, Vol. 52, pp 53-82.
Micklich, D. L. 2011. Examining the Cognitive, Affective, and Psychomotor Dimensions in Management Skill Development through Experimental Learning: Developing a Framework. Developemnt in Business Simulation and Experiential Learning, Vol. 38.
Palloff, R. & Pratt, K. (2007). Building Online Leaerning Communities: Effective Strategies for the Virtual Classroom (2nd Edition). San Fransisco, CA: Jossey-Bass.
Pilotti, M., Anderson, S., & Hardy, P. (2017). Factors Related to Cognitive, Emotional, and Behavioral Engagement in the Online Asynchronous Classroom. International Journal of Teaching and Learning in Higher Education. Vol 29 No. 1.
Rahmat, A. (2017). Small Group Discussion Strategy Towards StudentsReading Comprehension of SMA Negeri 11 Bulukumba. METATHESIS, Vol 1, No.
Rani, K. U., & Archana, S. (2017). Role of A Teacher in English Language Teaching (ELT). International Journal of Educational Science and Research (IJESR). Vol. 7, Issue 1 pp. 1-4.
(http://www.researchgate.net/publication/312610317)
Zhu, Erping. (2006). Interaction and Cognitive Engagement: An Analysis of Four Asynchronous Online Discussion. Vol 34, pp 451-480.
Downloads
Published
Issue
Section
License
Please find the rights and licenses in International Journal for Educational and Vocational Studies (IJEVS)
1. License
The article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.
2. Authors Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
IJEVS's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, IJEVS permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and IJEVS on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
- Copyright, and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in future own works, including lectures and books,
- The right to self-archive the article,
- the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (International Journal for Educational and Vocational Studies).
5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
6. Termination
This agreement can be terminated by the author or IJEVS upon two months notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating partys notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of IJEVS.
7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by IJEVS or its sublicensee.
8. Miscellaneous
IJEVS will publish the article (or have it published) in the journal if the articles editorial process is successfully completed and IJEVS or its sublicensee has become obligated to have the article published. IJEVS may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers.
