International Journal of Educational Technology and Learning http://scipg.com/index.php/101 <p>The International Journal of Educational Technology and Learning (IJETL) is a peer-reviewed academic journal published by Scientific Publishing Institute.</p> Scientific Publishing Institute en-US International Journal of Educational Technology and Learning 2523-0581 Model Development of Instructional Design, Commercial Graphics-Based Planning Project, in the Faculty of Arts and Design, Trisakti University http://scipg.com/index.php/101/article/view/48 <p>The purpose of this study was to develop a learning model based Commercial Graphic Design Drafting project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. Dick, Carey, and Carey models of Research and Development (R and D) are applied to develop this model. The model consists of the systematic phase used to develop learning products Drafting Commercial Graphics. Results of learning products reviewed by expert instructional design, instructional material expert, and instructional media specialist. A series of formative evaluation session - a review and revision process - undertaken in developing these learning products. The result showed that the learning model Drafting Commercial Graphics implemented a project-based approach has been improving learning outcomes better than the target - the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. The results of the research and development of this model in the category of Good.</p> Menul Teguh Riyanti ##submission.copyrightStatement## 2018-01-12 2018-01-12 2 1 1 7 10.20448/2003.21.1.7 Engineering Mathematics and Modern Technology http://scipg.com/index.php/101/article/view/50 <p>Technology has become an essential tool for doing mathematics in today’s world. It can be used in a variety of ways to improve and enhance the teaching of mathematics. Technology can provide students with opportunities to explore different representations of mathematical ideas and support them in making connections both within and outside of mathematics. The use of technology in teaching mathematics activities may be regarded as a new language of communication in the development of construction of knowledge. Knowledge about the role of technology in the educational process can contribute to better preparation of future teachers in not only choosing the right technology but also the way of teaching. Our main goal, of all efforts in this regard, is the connection between mathematics and technology.</p> Qefsere Doko Gjonbalaj Luigj Gjoka ##submission.copyrightStatement## 2018-01-12 2018-01-12 2 1 8 13 10.20448/2003.21.8.13 Student Cognitive Presence in Small Group Collaboration Facilitated by Mobile Instant Messaging http://scipg.com/index.php/101/article/view/52 <p>Cognitive presence describes the co-construction of knowledge in an online learning community. Few previous studies examined the development of cognitive presence in using mobile instant messaging (MIM) for academic purposes. Specifically, students nowadays set up small-size MIM discussion groups to work on group projects in higher education. No study has examined the establishment of cognitive presence in these small groups. This paper reports a multi-case study, investigating three self-initiated discussion groups in higher education. Data were collected primarily from the online interactive records and students’ semi-structured interviews. The Community of Inquiry framework was utilized as the guidance for coding process. The results show that students demonstrated cognitive presence in the group discussions, yet only 36% of the total messages contained indicators of cognitive presence. The majority (64%) of messages were on non-academic topics, such as greetings and casual social talks. In the interviews, we found students like using MIM for social purposes, but not for academic purposes, due to the social nature of MIM, the possible delayed responses, and the lack of “facilitators”.</p> Yuhan QIAO Ying TANG Khe Foon HEW ##submission.copyrightStatement## 2018-01-12 2018-01-12 2 1 14 24 10.20448/2003.21.14.24