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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE)
Siti Hajar Halili
University of Malaya
Education

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Online teaching in China during the COVID-19 pandemic Li Yuebo; Siti Hajar Halili; Rafiza Abdul Razak
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.23205

Abstract

This study was undertaken to understand the overall impact of China's online education practices at all levels during the COVID-19 pandemic. A study of remote learning was an opportunity to better understand the long-term impact and adoption of structural and pedagogical practices in the post- pandemic period. The main research subjects were teachers and administrators in K-12 primary, vocational colleges and universities. The adult learning andragogy model was utilized as a framework for understanding the conditions under which students and faculty learned and taught in a remote learning environment. Statistical analysis of survey data indicated the research subjects had expectations for a change in teaching methods into the future. Future research is needed to carry out an in-depth analysis of how to build a model for online education. As a result of this study, it was determined that the continuous evaluation of online education would help in shaping best practice for teaching and learning in a remote environment within China’s educational system.
A review of flipped learning in innovative math education Naufal Ishartono; Siti Hajar Halili; Rafiza Abdul Razak
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25842

Abstract

Many systematic reviews have examined flipped learning models in various fields. However, there is little research on the use of the flipped learning model in mathematics education, which could help researchers and practitioners use and develop a model to implement mathematics learning processes. To fill this gap, this study aimed to analyze and synthesize current knowledge and practices in the implementation of flipped learning in mathematics education. Systematic literature review was adopted as the research method following an article selection and screening process using the preferred reporting items for systematic review and meta-analysis (PRISMA) protocol. Articles published from 2012 to 2021 in some reputable databases (Web of Science, Scopus, and ERIC) were reviewed, and 17 of 137 articles were included for detailed analysis and synthesis. The findings of this study showed that research in the implementation of the flipped learning model in mathematics education focused on documenting the affectivity of the implementation of the flipped learning model, developing learning processes, and sharing preliminary findings and student feedback. Future research is highly recommended to examine different aspects of flipped learning implementation, promote longitudinal data based on multi-year research for implementing flipped learning, and review various learning media to strengthen students’ understanding of mathematics.
Co-Authors Li Yuebo Naufal Ishartono Rafiza Abdul Razak