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Learning resources are quite important for online learning while resource provision based on algorithms could not address learners' ubiquitous needs well. Moreover, the structure and content of resources are pre-defined which makes the "Structure" and "Content" coupled closely and could not easily adjust when learners' needs changed. To solve this problem, an automatic resource generation mechanism is needed. In this study, we summarize the main components of resource design and proposed a "Structure-Content Loosely Coupled" resource model (Learning Cell Model). The model separates the structure and content into independent yet connected parts by defining "Dynamic Structure" and "Container". Then, the automatic resource generation mechanism and its supporting system were designed based on the model and used in two 5th Grade classes. Results showed the mechanism and system could generate resources according to learners' needs accurately and improve learners' learning outcomes without increasing their cognitive load. Further, the learners had good attitude, technique acceptance, and satisfaction. Overall, the "Structure-Content Loosely Coupled" model and the proposed mechanism could be used creatively for more flexible and adaptive resource provision. They made the resource generation timely and automatic which helped teachers' resource design. The results are enlightening and foster further research in this field. [ABSTRACT FROM AUTHOR]

Chinese as a second language (CSL) learning has attracted more attention and supporting learners with adaptive resources becomes difficult. Some online systems recommended pre-designed resources from existing databases while the resources could not match learners' context. Designing resources dynamically according to learners' needs could be a solution while it's time-consuming. Targeting this problem, we proposed a "content-structure" loosely coupled model. Based on the model, we developed an automatic resource generation system and used it in a university. One class was chosen and the students were randomly assigned to the experimental (22 students) and control group (21 students). They participated in the course all the same except the resources generation method. During the learning process, the online behaviors were recorded for behavioral analysis and the learners' learning outcome and perceptions were measured by tests and questionnaires. Results showed that the system played positive roles in improving learners' learning outcome and perceptions. Moreover, we found that learners in experimental group participated more actively and there's evidence that the system could help learners better reflect on their needs. The results revealed the effectiveness of the system in supporting CSL learners' contextualized learning. This design will provide inspiration for future context-aware CSL learning research. [ABSTRACT FROM AUTHOR]

This study aimed to find out the perspectives of science teachers on the effectiveness of using mobile in learning and education. Technological development in all areas of life has made an impact on the development of the educational process, through the invention of devices such as cell phones which had a share of this development. These devices were developed to support programs and applications that help in the education and teaching process. The current study used the analytical descriptive approach applied to a group of 150 male and female teachers in secondary schools in Al Dakhiliyah Governorate in Oman. Interviews were conducted with all 150 participants by asking specific questions in order to be classified and analyzed in a scientific way that helped to understand teachers' perspectives in the context and compared to previous literature. The findings revealed the positive impact of using the cell phone in learning and its effectiveness in improving and developing the educational process despite challenges. Cell phones have proved their effectiveness in facilitating the learning process as the results of this study showed that they encouraged science teachers and motivated them to use cell phones in their lessons [ABSTRACT FROM AUTHOR]

Studying biology has research topics that are closely related to all the living things around the student and important for them to understand thoroughly. One of the local potentials in the environment around students that can be used as a source of learning biology is spice plants. This research is a qualitative descriptive study. The research aims to describe the spice plants in the Botanical Smartpark, which can be used as learning resources. The result of this research shows that there are 57 species and 27 families of spice plants found at the Botanical Smartpark, Yogyakarta, Indonesia. Spice plant biology objects can be used in biology learning by using project-based learning and socio-scientific issues-based learning models. In addition, this local potential can support education for sustainable development (ESD), through environmental conservation. [ABSTRACT FROM AUTHOR]

In the 21st century, students must have high knowledge and thinking skills which can be achieved through learning activities. This study aimed to develop a Project-Based Module (PBM) on the topic of determination, differentiation, and organogenesis that is feasible and effective in improving students' cognitive learning outcomes (CLO), critical thinking (CTS), and problem-solving skills (PSS). The module used the 4D developmental model consisting of define, design, develop, and disseminate, which then underwent validation and student response for its feasibility in terms of material adequacy, learning process, and layout design. The module was also tested for its effectiveness in improving CLO, CTS, and PSS. The result showed that the module was tested valid and categorized as "very worthy" as 91.6 % by material expert, learning expert, and layout expert. Students gave excellent responses to the module as 87.77 % with a very worthy category. Moreover, the independent t-test results show a significant difference in CLO (P = 0.00), CTS (P = 0.00), and PSS (P= 0.00) between the control and experimental posttest results. Thus, the project-based module improves student’s CLO, CTS, and PSS in the animal development course. Further research needs to be extended for wider-scale trials to obtain maximum results.

In the modern era, the significance of incentive mechanisms spans a variety of fields, including the development of smart cities, the dynamics within social information networks, and the realm of online education. This study introduces an innovative incentive strategy, grounded in the use of blockchain contracts, aimed at cultivating reliable interactions among participants while simultaneously bolstering the security and effectiveness of digital learning resources. By capitalizing on the inherently decentralized architecture of blockchain technology, this research unveils a novel approach to digital learning resources, encompassing both the concept and its associated storage framework. Moreover, the study proposes a dynamic optimization model specifically designed for the blockchain of educational resources. This model is crafted to fit seamlessly within the context of real-world educational settings, taking into careful consideration the diverse viewpoints of all stakeholders engaged with particular educational materials. In the realm of practical education, particularly within the domain of computer science, this approach emphasizes the integration of pertinent learning materials into blockchain nodes, thereby addressing key educational content. By implementing a blockchain smart contract, an incentive mechanism is created that rewards both learners and resource contributors, effectively encouraging active participation in resource development and quality improvement. This mechanism effectively tackles challenges in the learning process, such as inaccurate resource access, reduced learning efficiency, and the scarcity of current, high-quality online resources. Experimental findings show that the smart contract-driven online learning resource incentive mechanism significantly improves teaching effectiveness.

This research aims to identify the potential of medicinal plants in Pampang Village, Samarinda, East Kalimantan, which can be used as a source of chemistry learning at the junior and senior high school levels. This research used a descriptive method with a qualitative approach. Data collection was carried out through observation, interviews, and documentation. The research subjects, namely 11 residents of Pampang Village, were determined using purposive sampling. Data analysis used interactive model analysis, and data validity is measured using data triangulation techniques. The results of the research show that there are 20 medicinal plants that the people of Pampang Village widely used and eight medicinal plants have the potential to be used as a source of chemistry learning. These medicinal plants were sambung nyawa, meniran, bajakah, betel, seri, turmeric, coconut, and tamarind eggplant. These plants related to materials separating mixtures, reaction rates, functional groups, lipids, acid and base indicators, electrolyte and non-electrolyte solutions, acids and bases, chemical changes, and redox. Therefore, this can be used as a reference and consideration for chemistry teachers in the learning process. to help students understand chemistry lessons closely related to everyday life.

In a crisis such as COVID-19 that struck the world in 2019, social and community activities are restricted, including in-person classes. On the one hand, these restrictions are aimed as a precautionary measure against the virus spread; on the other hand, this could lead to a lost generation without an educational process. Notwithstanding this, online learning through a video-sharing platform is envisaged as the best way to keep learning in this particular situation. However, students have their learning style preferences. While a video-based sharing platform is seen as the most representative way of facilitating self-directed learning, understanding the motivations driving the adoption is crucial. This paper investigates technical, social, and personal environments that motivate generation Z to utilise this tool for self-directed learning, employing Social Cognitive Theory (SCT) as the theoretical lens. A total of 251 survey responses from this cohort were collected and analysed with a structural equation modelling approach. The findings reveal that perceived usefulness and content quality, peer influence, and self-efficacy and outcome from three perspectives, respectively, determine the adoption intention substantially by 67.1%. These findings provide several important implications for video-sharing platform acceptance in terms of both research and practice. Limitations and future research directions are also discussed. [ABSTRACT FROM AUTHOR]

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Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Born with a very artisanal and manual connotation, knitwear design has evolved into a highly technological industrial practice supported by digital tools and advanced machinery. For this reason, teaching in the field is a constant challenge requiring innovation and updated information, together with a memory of the more traditional aspects. The article reports a research work born at Politecnico di Milano upon the acquisition of the material archive of knitted samples donated to the School of Design by Marina Spadafora, a designer with a long-standing career in the knitwear field. Given the archive as a rich physical resource, collected and classified by the knitwear professional along her creative career as a daily-basis working tool, academic researchers questioned how they could extend its purpose to bring innovation to teaching and learning methods, combining the physical and the digital dimension. The research investigated the needs of knit design students, researchers, and professional designers to identify the advantages and the barriers in consulting the archive and connected the more theoretical notions about knit structures and the increasingly digital practices with the material heritage of the archive to result in a resource that stimulates students’ creativity and increases the learning experience.

This paper aims to stimulate a teaching and learning reflection for Indonesian IGCSE physics classrooms through a recent booming and recreational game of Newtonian yoyo called lato-lato. As physics is one of the critical and complex subjects in secondary school, it establishes a struggle for students to comprehend the concept of physics. The 21st-century physics education learning aims to promote high-end reasoning and deep understanding. Contextual physic learning will support this mission to reach maximum attainment for students. Physics through contextual knowledge will be more feasible for students. The recent phenomenon of lato-lato encounters a new interest for students. Lato-lato as a demonstrator and contextual example will be a resourceful material for several concepts of Newtonian mechanics, for instance: collision and energy. In addition, lato-lato may provide an advanced idea of circular motion, momentum, and impulse, oscillation. Lato-lato involvement may bring a chance for IGCSE curriculum adjustment in mechanics topics to become a significant pre-learning process. By using the adjusted curriculum, students are more likely to reach their maximum attainment and conceptual understanding of mechanics because students feel interested and encouraged to learn through a problem-solving and real-world setup. Lato-lato (Newtonian Yoyo) phenomenon may solve students’ learning difficulties in IGCSE physics through a conceptual phenomenon.

This study aims to determine the development of Weblog-based learning media on the subject matter of the biosphere. Weblog is an online-based application service that can be used to create learning media related to biosphere material. This research uses a development research method with the ADDIE model which was first developed by Raiser and Mollenda which was used as an approach in compiling learning media. Data collection techniques through observation, interviews, questionnaires and documentation. The instruments used are in the form of assessment criteria to determine the feasibility of media from material experts, media experts, and geography teachers as well as student responses to learning media using questionnaires. Data was collected in the form of research results on the quality of learning media and suggestions for product revision. The results of the material expert validation show that the media validation value given by validator 1 or material / content expert with valid category is 86.15%, validator II or product design expert gives a very valid assessment of 87.77%, then for validator III or in this case geography teacher subject experts give a very valid category assessment of 98%. The average response from students to this learning medium was 85.5%. Thus Weblog-based learning media on biosphere material can be used as a learning medium in schools and get a very good response by students.

This study aims to describe the use of podcast media as a learning resource in social studies learning and identify obstacles encountered. The method used in this study was the phenomenological method. The study subjects were students of SMP Kesatrian 1 Semarang City, which totaled 26 students, and teachers who taught social studies subjects. Interviews, observation, and documentation were done to collect the data. Interviews were used to obtain data using question and answer with informants. Data analysis was carried out in a study to draw conclusions from all the data that had been obtained. Researchers used data analysis techniques consisting of (1) Data collection, (2) Data Reduction, (3) Data presentation, and (4) Conclusion retrieval or verification. The research results were podcast media as an innovative and creative learning resource to be used in social studies learning in and outside the classroom. The use of podcast media as a learning resource is divided into three stages: the three stages' planning, implementation, and evaluation stages are carried out systematically. Based on this research, 76.92% of students understood learning materials with podcast media as a learning resource. In addition, there were 23.08% of students had difficulty using podcast media. It was due to several obstacles, both internally and externally. The internal obstacle was the need for memory capacity to access the Spotify application on the student's mobile phone. External obstacles existed due to learning distractions from the family environment if learning was carried out at home.

The topic of resources for learning mathematics commonly becomes of interest during times of disruption and rapid change in education. The considerable research on undergraduate mathematics students' resource use largely focuses on learning resources in the form of material technologies and texts. Concerned that contemporary decisions about resourcing for learning in mathematics may take the form of simply adding material resources, we identify the need for research that is designed around a broader notion of learning resource, and which focuses on what resources students use, as well as how they use multiple resources individually and together towards accessing mathematics. Thus, in our qualitative study of undergraduate mathematics students' resource use, we adopt a socio-cultural notion of resources as material, human, spatial, temporal and linguistic, and of resource use as transparent. We investigate six students' resource use, reported in weekly learning logs and focus group interviews. We show that students used material technologies and texts, and human and linguistic resources in three spaces − the live lecture, informal study and tutorial − with study time available for mathematics central to their choice of resources and how they used them. How students put these multiple resources to work (or not) towards accessing mathematics involved complex, agentic, individual work. Students' use of the lecturer's writing on the chalkboard, talk and gestures to make lecture notes in the live lecture is an example of this. Our findings offer insights into how lecturers can select learning resources, and also support students to use these towards accessing mathematics. [ABSTRACT FROM AUTHOR]

During the pandemic period, the education sector was heavily impacted involving transformations of instructional delivery from face-to-face to online mode. To date, we know that the virtual learning environment has been posing heavy demands particularly on the students. Learning from their own homes, they had to learn in isolation, deprived from the support of the instructor and peers as in conventional classrooms. As we continue to pursue online program offerings beyond the pandemic period, it is important to address students’ sense of isolation and their efforts to stay engaged in learning. This study aims to identify the extent to which the challenges students faced in a virtual learning environment during the pandemic, have impacted their intention to effectively use the online learning method. Respondents for this study consist of students in one private university. This study employs a quantitative method. A set of questionnaire survey was administered online with a return of 367 respondents. The research data was analyzed using Structural Equation Modelling (SEM) and Smart PLS. The findings gathered indicate that self-regulation, students' sense of isolation and lack of learning resources significantly impact their intention to effectively use elearning methods. It is thus evident that students’ intention to learn effectively must be supported by factors outside of themselves, to keep them highly motivated, disciplined, as well as proactive through self-directed learning. [ABSTRACT FROM AUTHOR]

The kind and range of attributes that an undergraduate medical student should acquire by the time of completion of their training are extensive. The exposure of undergraduate medical students to the local community during the training period carries immense significance in the learning curve of the students. The exposure to community as a learning resource satisfies multiple principles of adult learning, as medical students can be actively engaged in the learning process, wherein they have to play a specific role and the learning happens across all the learning domains and does not remain restricted to the cognitive domain alone. In conclusion, the use of community as a learning resource for facilitating the training of medical students has been linked with multiple benefits. However, it is quite essential that potential challenges should be identified and accordingly preparation is done by the concerned departments to ensure the attainment of learning objectives and avoid rejection from the community.

During the classical period, Islamic education in the Indonesian archipelago (Nusantara) could not be separated from the literature used. One of the earliest pieces of literature that have been used in the Nusantara since the 16th century AD is Asmarakandi book by Abū al-Laiṡ as-Samarqandī. This research aims to explain the significance and characteristics of the Asmakarakandi book related to its function as a learning resource and its implications for the implementation of early Islamic education in the Nusantara. This research is a literature review using the integration-interconnection scientific paradigm, namely the historical approach in Islamic studies. This research finds that the Asmarakandi book is a popular basic level of Islamic education learning resource used by Muslim communities from different socio-cultural backgrounds. The distinctive format of the Asmarakandi book also shows implications regarding its function as a learning resource for Islamic education. First, the used of the Asmarakandi book makes Islamic education take place systematically, effectively, and efficiently. Second, the suitability of the material with the level of religious understanding of the early Muslim community in the Nusantara. Third, the dialogue-based book format can encourage the critical power of the reviewers. Furthermore, fourth, the transformation of the book into local texts helps the general public understand the content of the Asmarakandi book.

Interaction with many learning resources and motivated students are some of the indicators of ideal historical learning. The concept of Rajeboning (infographic project based outdoor learning) can be used to support historical learning. Furthermore, examining Liang Ulin 2 (which is still unexplored) and its artifacts can help to spur historical learning. This research involved the five steps of historical research (topic selection, heuristics, criticism, interpretation and historiography), as well as a qualitative research-based literature study. The archaeological and historical potential of Liang Ulin 2 can be reviewed from the findings of artifacts which include: stone artifacts (lithic), earthenware shards, jewelry, shells, bones, teeth, and ochre. The utilization of the Liang Ulin 2 Site as a historical source using the concept of Rajeboning consists of three stages: session 1 (orientation); session 2 (execution); and session 3 (appreciation). The three sessions are expected to motivate students and thus realize the real purpose of historical learning. [ABSTRACT FROM AUTHOR]

The design of retrieval and recommendation method of personalized learning resources based on students' cognition level of professional knowledge and the correlation degree of the knowledge is of certain practical significance. In reality, students' learning preferences and needs will change with the passing of time and the upgrading of learning stages, so giving learning resource recommendations without considering the time series features of students' needs for learning resources cannot guarantee students' learning efficiency or the effect of personal knowledge system perfection. To solve this problem, this paper took online English learning as an example to study the retrieval and recommendation of English learning resources based on knowledge correlation. At first, the paper gave the relationship between the knowledge points of English learning resources, and gave judgements on students' mastery degree of knowledge points. Then, the influence of the semantics and relationships of knowledge points involved in English learning was fully considered, and the closeness degree of the correlation of learning resources was calculated. At last, this paper introduced a hybrid attention mechanism into the learning resource recommendation model, and gave the process for calculating the weight of hybrid attention. The effectiveness of the constructed model was verified by the experimental results. [ABSTRACT FROM AUTHOR]

This update describes the use of the "maths e.g." question database in enhancing any sort of learning material by easily including specific 'Try one yourself' links to any of the over 5000 individual (randomised) questions or allowing student selection from the numerous topics/sub-topics that span the school/university interface and selected service mathematics content. A new question type is also presented to facilitate the (partial) testing of more theoretical material. [ABSTRACT FROM AUTHOR]

This research aims to produce a product in the form of an encyclopedia of physics measuring instruments and to find out the quality of the encyclopedia of physics measuring instruments as a learning resource for SMP / MTs students. The type of research used in this research is Research and Development (RD), referring to the development of Borg Gall which has been modified by Sugiyono. The subjects of this study were students of class VII SMP Negeri 1 Brangsong. Data collection techniques in this study were carried out by means of interviews and questionnaires. The results of the encyclopedia quality assessment based on the evaluation of material experts are 100% with very good category, media experts are 94.29% with very good category, assessment from science teachers is 93.33% with very good category, and the assessment of student responses in the small-scale trial was 97.78% with the very good category. Based on this assessment, it can be concluded that the encyclopedia of physics measuring instruments developed has very good quality and is suitable for use as a learning resource for SMP / MTs students.

Objectives: We aimed at identifying and analyzing the accuracy of YouTube videos on colostomy and ileostomy.Methods: YouTube website was searched independently by researchers for videos on colostomy and ileostomy posted before the 18th of May, 2019. Based on predetermined inclusion and exclusion criteria, the videos matching the research objective were identified. Data related to each video were collected, and the videos were categorized using standardized criteria.Results: A total of 357 videos were identified. Finally, 149 videos were included in the study. Of these, 52 (35%) were educationally useful, and 97 (65%) were not useful. None of the video parameters, including the number of viewers, duration, number of likes or dislikes, days on YouTube or number of comments, was able to differentiate between useful or not useful videos. The score of videos was 14.7 ± 0.6 for valuable videos and 11.0 ± 2.0 for not useful videos (p < 0.001).Conclusions: While there were a reasonably number of colostomy and ileostomy videos, there was a smaller number on the surgical procedure. Most non-educational videos were not consistent with clinical guidelines.Practical Implications: YouTube videos on colostomy/ileostomy care can be an important educational resource to patients. However, a collaboration between patients, nurse educators and universities/hospitals is needed to produce high-quality videos. [ABSTRACT FROM AUTHOR]

This study aims to analyze the use of the counseling laboratory as a learning resource for counseling guidance study program students. This study uses a qualitative research method based on library research (library research). Collecting data using documentation techniques derived from library sources. Data analysis uses content analysis techniques where each source or literature used is adjusted and the context is seen for its suitability with other literature from books, journals or other research. In relation to learning resources, the counseling laboratory functions as (1) to provide completeness for the theoretical lessons that have been received so that theory and practice are not two separate things. The two of them are mutually examining and looking for the basis of each other; (2) providing scientific work skills for students/students; (3) provide and cultivate the courage to seek the essence of scientific truth from an object in the natural and social environment; (4) increase skills in using available tools and media to seek and find the truth; (4) fostering student curiosity as a capital for the scientific attitude of a prospective scientist.

In the current era, the world of education faces challenges of how to design learning by using digital media with the intention to improve the instructional quality and students’ competencies. Digital media are important in the world of education since they are able to present materials contextually, visually, interestingly, and interactively. The present study was aimed at identifying teacher-candidate students’ perceptions on the use of digital literacy as a learning resource. The study was a survey involving students of the universities that had a partnership with USAID Priority as the research population. A sample of 168 students was selected from seven such universities. Data were collected using questionnaires, interviews, and documentation. The weighting of the questionnaire scores used the Likert’s scale. The variable Digital Literacy consisted of four indicators of ICT basic competencies, informational skills, media awareness, and computational thinking. Findings show that the teacher-candidate students have good perceptions in the use of digital literacy as a learning resource. On the ICT basic skill indicator, the average score is at the high category; on the informational skill indicator, the average score is at the very high category; on the media awareness, the average score is at the high category; and on the computational thinking indicator, the average score is at the medium category.

The purpose of this research is to describe the results of the exploration of ethnomathematics of Sasak culture that can be used as a source of learning mathematics. This type of research is exploratory qualitative research with an ethnographic approach. This research focuses on buildings, crafts, arts, and traditional snacks. The research instrument is the researcher himself. While the method of data collection by interview, field studies, and documentation. Data analysis techniques with triangulation are data reduction, data presentation, and drawing conclusions. The results showed that Sasak cultural products can be used as a source of learning mathematics, especially on the elements of geometry including rectangles, triangles, trapezoid, circles, rhombus, laying-kites, cones, cylinders, and pyramid. Learning resources derived from Sasak culture, if properly utilized, will create meaningful mathematics learning for students.

Design thinking (DT) is a five-stage process (empathize, define, ideate, prototype, and test) that guides the creation of user-centered solutions to complex problems. DT is in common use outside of science but has rarely been applied to anatomical education. The use of DT in this study identified the need for flexible access to anatomical specimens outside of the anatomy laboratory and guided the creation of a digital library of three-dimensional (3D) anatomical specimens (3D Anatomy Viewer). To test whether the resource was fit for purpose, a mixed-methods student evaluation was undertaken. Student surveys (n = 46) were employed using the system usability scale (SUS) and an unvalidated acceptability questionnaire. These verified that 3D Anatomy Viewer was usable (SUS of 72%) and acceptable (agreement range of 77%-93% on all Likert-type survey statements, Cronbach's alpha = 0.929). Supplementary interviews (n = 5) were analyzed through content analysis and revealed three main themes: (1) a credible online supplementary learning resource; (2) learning anatomy with 3D realism and interactivity; (3) user recommendations for expanding the number of anatomical models, test questions, and gamification elements. These data demonstrate that a DT framework can be successfully applied to anatomical education for creation of a practical learning resource. Anatomy educators should consider employing a DT framework where student-centered solutions to learner needs are required., (© 2024 The Author(s). Clinical Anatomy published by Wiley Periodicals LLC on behalf of American Association of Clinical Anatomists and British Association of Clinical Anatomists.)

Failed experiments are a common occurrence in research, yet many undergraduate science laboratories rely on established protocols to ensure students are able to obtain results. While it is logistically challenging to facilitate students’ conducting their own experiments in the laboratory, allowing students to “fail” in a safe environment could help with the development of problem-solving skills. To allow students a safe place to fail and encourage them to think through a laboratory protocol, online decision trees were created to lead students through protocols and give them timely feedback. The online decision trees present students with a scenario, then students execute a protocol by selecting options that will lead them down different paths and result in various realistic results from their experiments. They receive feedback and instructional tutorials throughout the simulation that are dependent on their choices. The significance of this new resource for student learning is that it allows students to practice their problem-solving skills and gain theoretical knowledge about the purpose of various experimental steps. The purpose of this research study was to evaluate whether online decision trees affected students’ self-efficacy, metacognition, and motivation for completing a wet laboratory. A mixed-methods approach was used; three surveys were administered throughout the academic term. For survey 1, students completed the decision tree and survey before the wet laboratory. For survey 2, students completed the survey before the wet laboratory but completed the decision tree after the wet laboratory. Students’ reported self-efficacy and intrinsic motivation were increased with the administration of the online decision trees before the wet laboratory, but their extrinsic motivation and metacognitive scores were unchanged. For survey 3, students provided written feedback about the impact of the online decision trees, and their responses highlighted the importance of the visual components of the approach. [ABSTRACT FROM AUTHOR]

Newspaper has been acknowledged as one useful learning resource in EFL classrooms. In this digital era teachers as well as learners can access unlimited resources on the internet; one of the resources available for free and at all times is online news. However, nowadays some students are not really keen on reading news and reading it in English is even more challenging. For this reason this study aims to bridge this gap. This research tries to find out in what way reading news on the same topics in both the Indonesian and English versions benefits EFL learners in terms of content and vocabulary. There were 98 Indonesian freshmen from three Reading classes taking part in this study. They read both the Indonesian and English news on the same topics as their reading assignment during the semester. At the end of the semester an online survey was conducted to find out the benefits of the assignment. A focused group interview was conducted to gain more information on the subjects' responses in the survey. The findings show that reading both the Indonesian and English news on the same topics enhance the subjects' understanding of the content of the English news as well as help them better guess the meaning of unknown English words and increase their vocabulary knowledge. [ABSTRACT FROM AUTHOR]