E-Learning Vlog Model Development: Enhancing Learning Motivation and Cognitive Ability (A Case Study of Students of Budgeting)

Sylvana, Andi and Awaluddin, Murtiadi (2019) E-Learning Vlog Model Development: Enhancing Learning Motivation and Cognitive Ability (A Case Study of Students of Budgeting). In: AAOU Annual conference, 14-16 October 2019, Pearl Continental Hotel Lahore, Pakistan.

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Abstract

Online tutoring (simply known as tuton) at Universitas Terbuka or UT (Open University) incorporates the interplay between students and several components, i.e., tutors, peers, and course materials. Tuton has hitherto been delivered through discussion forums to create responsive e-learning experiences, which predominantly call for a multitude of inputting text. Lack of keyboard skills, among other things, can be a serious impediment to desirable academic progress and hence gainful learning outcomes. This has made it necessary for e-learning model to weigh in on the integration of vlog (video blogging) into tuton practices. The present study sheds light upon the extent to which vlog-based tuton affects learning motivation and cognitive ability among the students of budgeting. A questionnaire is developed, and data is obtained from 92 UT students who undertake tuton for budgeting course in the academic year of 2019.2. We settle on path analysis to look at the relationships between variables, with major findings that include; 1) vlog-based tuton is better perceived than text-based discussion platforms; 2) vlog-based tuton has a positive and significant effect on students’ learning motivation; 3) vlog-based tuton has a positive and significant effect on students’ cognitive abilities; and 4) vlog-based tuton has a positive and significant effect on students’ cognitive abilities through their learning motivation. These findings imply the urge for UT to commit resources to facilitating vlogging activities that aim for better motivational strategies and cognitive learning among the students.

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