scholarly journals Exhibits facilitate histology laboratory instruction: Student evaluation of learning resources

2001 ◽  
Vol 265 (5) ◽  
pp. 222-227 ◽  
Author(s):  
Paul J. McMillan
Keyword(s):  
Student Evaluation ◽  
Laboratory Instruction ◽  
Learning Resources ◽  
Evaluation Of Learning

scholarly journals Evaluation of learning resource rooms in public schools in Ajloun governorate according to teachers point of view: تقييم غرف مصادر التعلم في المدارس الحكومية في محافظة عجلون من وجهة نظر معلميها

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Dr. AHMAD ALI AL- JABALI
Keyword(s):  
Public Schools ◽  
Local Community ◽  
Point Of View ◽  
Average Score ◽  
Learning Resources ◽  
Resource Room ◽  
Arithmetic Average ◽  
Significant Difference ◽  
Evaluation Of Learning ◽  
High Degree

This study aims at identifying the evaluation of learning resources rooms in public schools in Ajloun governorate from the point of view of their teachers. The study was based on the descriptive analytical method. The study population consisted of (107) male and female teachers. random. The study reached a set of results, The most important: The arithmetic averages of the responses of the study sample to evaluate the room of learning resources as a whole came with a high degree, with an average of (3.63) and the field of parents with a high degree, and an arithmetic average (3.92), followed by the teacher field, with an average (3.66). ), Then the student field, with an average (3.64), while the resource room field, the lowest average score, with an average (3.40), The results also showed that there is no statistically significant difference according to sex and educational qualification, and that there are statistically significant difference for the job experience variable for (11 years and above). To disseminate the experience of forming a support committee to all departments, institutions and programs working with people with special needs in the local community.

Collaborative Argumentation in Learning Resource Evaluation

2011 ◽  
pp. 574-588 ◽  
Author(s):  
John C Nesbit ◽  
Tracey L. Leacock
Keyword(s):  
Evaluation Framework ◽  
Instructional Designers ◽  
Evidence Based ◽  
Learning Resources ◽  
Development Method ◽  
Quality Ratings ◽  
Collaborative Argumentation ◽  
Design Projects ◽  
Evaluation Of Learning ◽  
Collaborative Evaluation

The Learning Object Review Instrument (LORI) is an evaluation framework designed to support collaborative critique of multimedia learning resources. In this chapter, the interactions among reviewers using LORI are framed as a form of collaborative argumentation. Research on collaborative evaluation of learning resources has found that reviewers’ quality ratings tend to converge as a result of their interactions. Also, novice instructional designers have reported that collaborative evaluation is valuable preparation for undertaking resource design projects. The authors reason that collaborative evaluation is effective as a professional development method to the degree that it sustains argumentation about the application of evidence-based design principles.

Exploring an Innovative Course Delivery Method for Accelerated BSN Students

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Rhoda A. Owens
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Online Survey ◽  
Student Evaluation ◽  
Course Delivery ◽  
Convenience Sample ◽  
Graded Material ◽  
Course Delivery Methods ◽  
Evaluation Of Learning ◽  
Bsn Students

AbstractBackgroundThe purpose of the pilot study was to develop and implement an innovative hybrid-delivered professional development course and explore accelerated BSN student satisfaction and perceived learning.MethodsThe convenience sample consisted of 16 accelerated BSN students at one Midwestern university. The Student Evaluation of Learning and Feedback to Instructors online survey instrument used consisted of 21 five-point Likert-scale items.ResultsStudents reported that the course was organized (M = 3.96) and promoted student learning (M = 4.53) and engagement (M = 3.97). Graded material was adequate (M = 4.31). The course created a supportive adult learning environment (M = 3.84) and instructor rapport (M = 4.47). Knowledge was applied during clinical experiences.ConclusionsHybrid courses can facilitate student learning and satisfaction. Further research is warranted to explore innovative hybrid course delivery methods with accelerated BSN students. It is critical to ensure quality education for this special nursing population.

Using and Evaluating Learning Objects for Online Courses in Vocational Education

2009 ◽  
pp. 421-430
Author(s):  
Simone C.O. Conceição ◽  
Elaine Strachota ◽  
Steven W. Schmidt
Keyword(s):  
Vocational Education ◽  
Subject Matter ◽  
Online Courses ◽  
Student Evaluation ◽  
Learning Objects ◽  
Interactive Games ◽  
The Future ◽  
Online Environments ◽  
Procedural Tasks ◽  
Evaluation Of Learning

The use of learning objects, such as videos, interactive games, and tutorials, has become increasingly popular in online vocational education. Used to reinforce concepts, to allow students to review subject matter, and to help students become more adept at procedural tasks, learning objects can enhance learning in online environments. This chapter presents an overview of learning objects, framed in a study that resulted in an instrument that can be used for student evaluation of learning objects. Also included is a discussion of the future of learning objects in online vocational education.

scholarly journals An evaluation of learning resources in the teaching of formal philosophical methods

2003 ◽  
Vol 11 (3) ◽  
Author(s):  
Susan A.J. Stuart ◽  
Margaret I. Brown
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Resources ◽  
Philosophical Method ◽  
Philosophical Methods ◽  
Context Of Learning ◽  
Evaluation Of Learning ◽  
Learning Logic

In any discipline, across a wide variety of subjects, there are numerous learning resources available to students. For many students the resources that will be most beneficial to them are quickly apparent but, because of the nature of philosophy and the philosophical method, it is not immediately clear which resources will be most valuable to students for whom the development of critical thinking skills is crucial. If we are to support these students effectively in their learning we must establish what these resources are how we can continue to maintain and improve them, and how we can encourage students to make good use of them. In this paper we describe and assess our evaluation of the use made by students of learning resources in the context of learning logic and in developing their critical thinking skills. We also assess the use of a new resource, electronic handsets, the purpose of which is to encourage students to respond to questions in lectures and to gain feedback about how they are progressing with the material.DOI:10.1080/0968776030110306

scholarly journals PELATIHAN PENGAJARAN MENGGUNAKAN QUIZIZZ PADA MATA PELAJARAN BAHASA INGGRIS UNTUK SISWA SMP PADA GURU-GURU SMPN 2 KEDIRI, LOMBOK BARAT NTB

2021 ◽  
Vol 5 (1) ◽  
pp. 1030
Author(s):  
Moh. Fauzi Bafadal ◽  
Rima Rahmaniah ◽  
Ilham Ilham
Keyword(s):  
Junior High School ◽  
Student Evaluation ◽  
School Teacher ◽  
High School Teacher ◽  
Community Services ◽  
Teacher Competency ◽  
Level Of Satisfaction ◽  
Junior High School Teacher ◽  
Service Activity ◽  
Evaluation Of Learning

ABSTRAKTujuan utama pengabdian kepada masyarakat ini yaitu untuk meningkatkan kompetensi guru dalam mengelola kelas online melalui pelatihan pengajaran menggunakan Quizizz  pada mata pelajaran Bahasa Inggris untuk siswa SMP pada guru-guru SMPN 2 kediri. Quizizz  merupakan web tool untuk membuat permainan kuis interaktif yang digunakan dalam pembelajaran di kelas. Quizizz  tidak hanya dapat dikerjakan saat pembelajaran di kelas saja, tetapi juga dapat dibuat soal untuk pekerjaan rumah, sehingga dapat dimainkan kapan saja dan dimana saja oleh siswa asalkan tidak melebihi batas waktu. Hasil observasi awal ditemukan bahwa guru-guru menggunakan WA Group dan Google Classroom. Pelatihan dilakukan dengan pemberian materi, tanya jawab, dan praktek pembuatan media Quizizz . Untuk mengetahui keberhasilan kegiatan pengabdian ini, dilakukan evaluasi dengan pengisian angket respon terhadap kepuasan menggunakan Quizizz . Hasil angket menunjukkan respon peserta pelatihan puas terhadap pelaksanaan PKM ini dan menjawab sangat mudah sebesar 100%. Tingkat kepuasan peserta pelatihan dari segi materi, penyampaian materi, proses diskusi serta pelatihan individu 100%. Sedangkan 50% menyatakan mengalami peningkatan terkait kemampuan menggunakan media Quizizz  dan pengelolaan kelas online. Dari hasil pelatihan disarankan agar guru-guru di masa pandemi ini memahami dan menggunakan media Quizizz  agar evaluasi pembelajaran terhadap siswa lebih efektif dan menyenangkan. Kata kunci: pelatihan; guru; Quizizz . ABSTRACTThis community services aims to improve teacher competency in administering online classes by providing junior high school teacher at SMPN 2 Kediri with Quizizz  training. Quizizz  is a website that allows you to create interactive quiz games in the classroom. Quizizz  can be used in class and to create homework questions so that students can play it whenever and wherever they choose as long as the time limit is not exceeded. English teachers use WA Group and Google Classroom after performing preliminary observation. The training was conducted by distributing materials, discussion, and offering hands-on practice in creating Quizizz  media. An evaluation was done to determine the success of this service activity by filling out a response questionnaire to in using Quizizz . The findings of the questionnaire revealed that the training participants were satisfied with the implementation of this activity and answered very easily by 100%. The level of satisfaction of the training participants in material, material delivery, discussion process, and individual training is 100%. Meanwhile, 50% of the respondents said their abilities improved in using Quizizz  media. It is suggested that teachers understand and use the Quizizz  during this pandemic so that student evaluation of learning is more enjoyable. Keywords: training; teacher; Quizizz .

scholarly journals Going digital to enhance the learning of undergraduate students

2020 ◽  
Vol 17 (3) ◽  
pp. 70-85
Author(s):  
Nicholas Patterson ◽  
◽  
Madeleine Schultz ◽  
Guy Wood-Bradley ◽  
Elicia Lanham ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Student Evaluation ◽  
First Year ◽  
Learning Resources ◽  
Digital Learning ◽  
Learning Materials ◽  
Exam Preparation ◽  
Video Lectures ◽  
Lecture Recordings

The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students’ self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.

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