scholarly journals Social, usability, and pedagogical factors influencing students’ learning experiences with wikis and blogs

2008 ◽  
Vol 16 (2) ◽  
pp. 272-306
Author(s):  
Shailey Minocha ◽  
Dave Roberts
Keyword(s):  
Student Satisfaction ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Use Of Technology ◽  
The Social ◽  
Perceptions And Expectations ◽  
Intended Learning Outcomes

With a variety of technology-enabled tools and environments to choose from, it is increasingly difficult for educators to ascertain the factors that influence the quality of the students’ learning experience and hence make appropriate choices for the use of technology. In this paper, we discuss the role of two technologies — wikis and blogs — in teaching and learning. We provide case studies of two courses at the Open Umiversity, UK and empirical evidence of students’ experiences, perceptions, and expectations on these courses. We discuss the context of these courses and the usage of these technologies: The pedagogical underpinnings and the rationale for introducing these technologies; the intended learning outcomes from the usage of these tools; and the extent to which the activities based around these tools have enabled the intended learning and facilitated the learning process. We report on the social, usability, and pedagogical factors that have influenced the quality of students’ learning experience. The research reported in this paper aims to provide guidance to course designers and educators for choosing tools, particularly wikis and blogs, for their contexts and for creating value and generating a positive student experience to engender student satisfaction and retention.

scholarly journals The Significance of the Reflective Practitioner in Blended Learning

2010 ◽  
Vol 2 (2) ◽  
pp. 18-29 ◽  
Author(s):  
Aleksej Heinze ◽  
Chris Procter
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Programme ◽  
Use Of Technology ◽  
Student Focus ◽  
Student Cohorts ◽  
Action Research Cycles

This paper examines the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. However, the advantage of an interpretive approach is allowing the findings to determine the course of the research. During the first action research cycles, the focus of the research changed from the use of technology in blended learning to the role of the practitioners involved. The authors advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework.

scholarly journals Assuring the Quality of the Course Learning Outcomes Assessment Process

2021 ◽  
Author(s):  
Walid Ibrahim ◽  
Hoda Amer
Keyword(s):  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Learning Experience ◽  
Assessment Process ◽  
Learning Outcomes Assessment ◽  
Proper Actions ◽  
Definition Of ◽  
Intended Learning Outcomes ◽  
Practical Instrument

Learning Outcomes Assessment (LOA) provide educators with a practical instrument to review and enhance the alignment between the planned, delivered and experienced curriculum. Effective LOA processes help educators decide on the proper actions to take and the strategies to implement in order to ensure the continuous improvement of the student learning experience, and the attainment of the intended learning outcomes. Nonetheless, the adoption of LOA in higher education is still lagging and the assessment loop is rarely closed. This is mainly due to the indigent implementation of the assessment processes, and the vague definition of the responsibilities and quality assurance measures. This paper introduces a committee infrastructure to foster accountability and responsibility and assure the quality of the implemented assessment processes. The infrastructure has been established syccessfully over the last few years, and a noticeable improve in the execution of the assessment process has been detected.

Hakikat dan Konsep-Konsep Dasar Psikologi Pendidikan, Belajar dan Pembelajaran Serta Faktor-Faktor yang Mempengaruhinya

2014 ◽  
Vol 3 (2) ◽  
pp. 156-164
Author(s):  
Rusdi Rusdi
Keyword(s):  
Learning Outcomes ◽  
Educational Psychology ◽  
Business Education ◽  
Teaching And Learning ◽  
Educational Process ◽  
Human Beings ◽  
Psychological Knowledge ◽  
Actual Teaching

Is a must for every educator who is responsible, that he was in carrying out his duties,act in a manner consistent with the \"state\" of the students. In this context, the role of psychology as a scienceknowledge which seeks to understand human beings, with the goal to be able to treat it with moreright. Therefore, the psychological knowledge of students in the educational process is necessary andimportant for every educator; so that every educator should be a requirement to have knowledgeon educational psychology. The central issue in educational psychology is a matter of learning andlearning. This is not surprising, because the actual teaching and learning is a follow implementationin business education. In seeking to educate, children students learn and the teachers do the teachingto the students. The quality of students' learning outcomes are determined by the learning process that caninfluenced by many factors, both internal and external.

scholarly journals RETRACTED ARTICLE: Global Assessment in the World Bank Education Strategy 2020

2011 ◽  
Vol 2 (1) ◽  
pp. 29-41 ◽  
Author(s):  
Christopher S. Collins
Keyword(s):  
Learning Outcomes ◽  
World Bank ◽  
Developed Countries ◽  
Quality Of Higher Education ◽  
The World Bank ◽  
Education Strategy ◽  
Retracted Article ◽  
Intended Learning Outcomes

This article examines the language of global accountability as well as the recommended tools used to assess the quality of higher education as noted in the new World Bank Education Strategy 2020. This article concludes that intended learning outcomes often reflect ideological dispositions and when imposed on countries considered “developing,” have the potential to replicate the pattern of placing greater value on knowledge produced in “developed” countries. This trend may continue to relegate developing countries to the role of consumers in the knowledge economy.

Emotional competence: a key leadership competence for university students

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Cecilia M.S. Ma
Keyword(s):  
Learning Outcomes ◽  
Youth Development ◽  
Emotional Competence ◽  
Effective Leader ◽  
Important Quality ◽  
Basic Concepts ◽  
Leadership Competence ◽  
Intended Learning Outcomes

AbstractIn the leadership literature, emotional competence is commonly regarded as an important quality of an effective leader. In this paper, the basic concepts and theories of emotional competence are introduced. The role of emotional competence in positive youth development and effective leadership is described. To help students appreciate the importance of emotional competence, a lecture on emotional competence was developed in a subject entitled “Tomorrow’s Leaders” at The Hong Kong Polytechnic University. The objectives, intended learning outcomes, lecture outline and lecture materials are presented in this paper. Issues regarding the teaching of emotional competence are discussed.

scholarly journals Role of Smart Applications for Teaching Mathematics at Government School in Oman

2020 ◽  
Author(s):  
Jomana Saif Mahfudhi ◽  
Juhaina Al Raisi ◽  
Vikas Rao Naidu ◽  
Bushra Al Kalbani ◽  
Rajani Rani Gupta
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Learning System ◽  
School Level ◽  
Learning Tools ◽  
Government School ◽  
Use Of Technology ◽  
E Learning ◽  
Different Sources

Education technology is important for every educational organization in these days. With the advancement in smart technology and Wi-fi enabled campus, it is possible to implement various online and e-learning tools to support the educational content in order to enhance teaching and learning experience. This research aims to apply such technology into practice at the primary school level, where the teachers will be able to customize or develop their own applications using some freely available resources. This will facilitate an understanding of mathematics through customized user experience and even a teacher with minimal knowledge of computer will be able to make use of technology to make the mathematics class more interesting. This research collected data from different sources such as questionnaires and interviews. The authors found from the data that majority of the participants strongly agreed that such e-learning system was greatly beneficial, especially, for the abstract subjects such as mathematics.

scholarly journals The Significance of the Reflective Practitioner in Blended Learning

2012 ◽  
pp. 175-187
Author(s):  
Aleksej Heinze ◽  
Chris Procter
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Programme ◽  
Use Of Technology ◽  
Student Focus ◽  
Student Cohorts ◽  
Action Research Cycles

This paper examines the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. However, the advantage of an interpretive approach is allowing the findings to determine the course of the research. During the first action research cycles, the focus of the research changed from the use of technology in blended learning to the role of the practitioners involved. The authors advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework.

scholarly journals Embedding Information Literacy into the Prehospital Care Curriculum

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Leanne Hamilton
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Prehospital Care ◽  
First Year ◽  
Learning Skills ◽  
Graduate Attributes ◽  
Core Subject ◽  
Care Course

This paper presents a teaching and learning model applied within a first year core subject taught within the Prehospital Care course at Charles Sturt University. The aim of the model is to improve the quality of the first year student learning experience, and facilitate the development of graduate attributes that improve learning outcomes and address paramedic occupational needs. This model was the outcome of a process of critical reflection by the author and collaboration between academics, educational designers, learning skills and librarian staff at Charles Sturt University.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

Peningkatan Teknologi Informasi Melalui Supervisi Pendidikan

2019 ◽  
Author(s):  
Rika ramadani ◽  
Hade Afriansyah
Keyword(s):  
Information Technology ◽  
Learning Process ◽  
Quality Of Education ◽  
Information Technology Education ◽  
Use Of Technology ◽  
Ongoing Training ◽  
The World ◽  
Teacher Supervisors

Progress in information technology that is so fast is expected to improve the quality of education in Indonesia. In the world of information technology education can help and support the learning process. Especially now all the learning process activities can be done online. Progress in information technology must also be supported by quality human resources. In this case the teacher is very instrumental in the utilization of information technology in the world of education. Because the teacher is one of the education supervisors who will encourage the advancement of the quality of education in Indonesia. But in reality the quality of teachers in Indonesia is inadequate. There are still many teachers who cannot use information technology in learning especially for teachers who are senior or old. As teacher supervisors, they must improve the quality of their performance in using technology. To improve the ability of teachers to use technology, ongoing training is needed to use technology. The role of the head of the school as a supervisor is also needed, namely the principal is obliged to supervise, control, and approach the teacher in terms of the use of technology in the learning process.

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