Counseling Ethics Education: Teaching and Learning Development Reformation

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

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Persepsi Mahasiswa Universitas Muhammadiyah Palopo terhadap Pelaksanaan Pembelajaran Daring Saat Pandemi Covid-19

MANAZHIM ◽

10.36088/manazhim.v3i1.1069 ◽

2021 ◽

Vol 3 (1) ◽

pp. 70-82

Author(s):

Saman Saman

Keyword(s):

Undergraduate Students ◽

Teaching And Learning ◽

Sampling Technique ◽

Descriptive Study ◽

Education Quality ◽

Data Presentation ◽

Collection Data ◽

Qualitative Descriptive ◽

Learning Development ◽

Education Quality Assurance

This research is a qualitative descriptive study which includes data collection, data reduction, data presentation, and conclusion drawing. The population in this study were all undergraduate students of the Muhammadiyah University of Palopo for all the subjects taught by the author. Samples were taken using purposive sampling technique which is only aimed at students who take courses that are taught by the author in several majors, one of which is the accounting department. The data in this study were obtained through a questionnaire that was filled out online by students using Google Form. The questionnaire used was adapted from the practical course service satisfaction questionnaire issued by the Center for Learning Development and Education Quality Assurance (P4MP) Bengkalis State Polytechnic, where the questionnaire consisted of three aspects of assessment namely (a) aspects of teaching and learning, (b) aspects of competence lecturers, and (c) infrastructure aspects. From the results of the analysis, the results obtained for the teaching and learning aspects of the majority (110 or as many as 68%) of students thought that online learning could be accessed well, besides the results of manual calculations using the Ms. application. Office Excel obtained an average result for the teaching and learning aspects of 3.28

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Thinking About Difficulties: Using Poetry to Enhance Interpretative and Collaborative Skills in Healthcare Ethics Education

Cambridge Quarterly of Healthcare Ethics ◽

10.1017/s0963180120000201 ◽

2020 ◽

Vol 29 (3) ◽

pp. 459-469

Author(s):

AMY HADDAD

Keyword(s):

Learning Strategies ◽

Teaching And Learning ◽

Ethics Education ◽

Ethical Issues ◽

Health Science ◽

Healthcare Ethics ◽

Common View ◽

Reading Text ◽

Working Together ◽

To Come

AbstractViewing difficulty as an opportunity for learning runs counter to the common view of difficulty as a source of frustration and confusion. The aim of this article is to focus on the idea of difficulty as a stepping-off point for learning. The literature on difficulty in reading texts, and its impact on thinking and the interpretive process, serve as a foundation for the use of poetry in healthcare ethics education. Because of its complexity and strangeness compared to the usual scientific and clinical texts health science students encounter, poetry is an excellent means to achieve the aim of thinking through difficulties in ethics. Specific examples of teaching and learning strategies for turning difficulty into opportunities for learning are presented, including the difficulty paper and the triple mark-up method. Both methods require students to examine their process of working through difficulties, reflect on how they make sense of difficult texts and then share their process and interpretations in a collaborative manner with peers. The importance of framing difficulties as a public, visible, collaborative process rather than a personal process is emphasized. Working together to hypothesize reasons for difficulty and map out plans to come to terms with difficulty are equally relevant for reading text as they are for reading complex ethical situations. Finally, I argue that transference of this kind of personal and collaborative learning about difficulties benefits interprofessional clinical practice, particularly when dealing with ethical issues.

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2019/2020 Learning Centre Practice in Aotearoa/New Zealand: Report

ATLAANZ Journal ◽

10.26473/atlaanz.2021/006 ◽

2021 ◽

Vol 5 (1) ◽

pp. 1-61

Author(s):

Julia Tanner ◽

◽

Xiaodan Gao ◽

Keyword(s):

New Zealand ◽

Teaching And Learning ◽

Extended Period ◽

Professional Status ◽

Aotearoa New Zealand ◽

Financial Pressure ◽

Similar Range ◽

Learning Development ◽

Academic Contracts ◽

The Impact

Data on the services and staffing in tertiary learning centres are necessary for providing professional support for tertiary learning advisors (TLAs). Full scale surveys of Aotearoa New Zealand centres were conducted in 2008 and 2013. In 2019, a third survey was conducted to explore whether the identified trends were continuing and whether there were any changes. This survey was sent to managers and team leaders at 26 tertiary learning institutions in Aotearoa New Zealand. Four topics were investigated: 1) the professional status of TLAs; 2) learning centre organisation; 3) the services provided by TLAs; 4) trends and changes since 2013. In 2020, when the lockdown resulting from the Covid-19 pandemic meant all centres had to cease operating face-to-face services for an extended period, some follow-up questions about the impact of Covid-19 were sent to the respondents of the 2019 survey. This report presents the five main findings of the 2019/2020 surveys, and provides comparisons with the previous surveys. First, more TLAs had postgraduate qualifications, and more TLAs were given general/professional contracts than academic contracts. Second, fewer learning centres were part of libraries or teaching and learning development units. Third, centres provided a similar range of services, with an increase in pastoral and wellbeing support. Fourth, services were more embedded, and more were delivered in online/blended modes, particularly since Covid-19. Lastly, changes in learning centres’ structures and service delivery were due to institutional financial pressure and student needs. We make some recommendations, including changing some questions in future surveys, updating the ATLAANZ professional practice document regularly, and implementing a TLA accreditation scheme in Aotearoa New Zealand.

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MENINGKATKAN KEMAMPUAN MENDENGAR MELALUI AUDIO-VISUAL UNTUK MENAMBAH VOCABULARY (KOSA KATA) BAHASA INGGRIS

Jurnal Niara ◽

10.31849/nia.v11i1.1519 ◽

2018 ◽

Vol 11 (1) ◽

pp. 1-5

Author(s):

Yefni Marianova

Keyword(s):

Student Learning ◽

Learning Process ◽

Teaching And Learning ◽

Visual Learning ◽

Visual Media ◽

Action Execution ◽

Average Value ◽

Positive Effects ◽

Learning Development ◽

Media Learning

This study aims to improve the interest and quality of teaching and learning process of English students, especially on listening skills. Increased interest is done through the use of audio-visual media by displaying videos or listening to movies in the form of audio-visual which is expected to provide opportunities for the creation of fun learning conditions and to determine whether the Audio-Visual learning model can improve student activity and student achievement. This research method using TOD in three cycles in students of class VII-9 and VII-3 SMP N 21 Pekanbaru in three cycles. The three cycles cover the same stages, but with different media. Cycle 1 using notebook displays videos according to Chapter / title, KD and teaching materials, cycle 2 using notebook media with in focus listening to animation films, and cycle 3 using VCD media, consisting of four stages: planning, action execution, observation, and reflection. Actions can be done by applying learning with audio visual media. Learning process by utilizing different media then students become active to listen, record important words (vocabulary) from being heard and seen, recite, understand the meaning of words, train memory, and using vocabulary in simple sentences, student learning activeness looks more active. Based on the results of the research, it can be seen that the students 'learning mastery on the mastery of vocabulary by using audio-visual experience improvement. Where is known from the average value of students' ability on the initial data is 76.4 (enough) with 38.6% complete students or 17 0rang. The first cycle obtained an average of 79.4 (good) with a mastery of 65.9% students or 29 people. The results of the process of the learning process of the students of Class VII-9 SMPN 21 Pekanbaru City in the second cycle increased by an average of 83.2 (good) with a completeness of 44 students or 100%. Based on the results of the data then this research is said to be successful, because more than 85% of students have obtained a value of 78 - 100. Both cycles of action was apparently many students who are interested in learning English with audio visual media. Qualitatively, the atmosphere of English learning becomes more fun and creates positive effects on student learning development

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Efektivitas Penggunaan Aplikasi Daring, Video Conference Dan Sosial Media Pada Mata Kuliah Komputer Grafis 1 Di Masa Pandemi Covid-19

JISIP (Jurnal Ilmu Sosial dan Pendidikan) ◽

10.36312/jisip.v4i3.1274 ◽

2020 ◽

Vol 4 (3) ◽

Author(s):

Abdul Haris Rustaman

Keyword(s):

Teaching And Learning ◽

Development Process ◽

Final Exam ◽

Visual Communication Design ◽

Lecture Material ◽

Learning Patterns ◽

Design Program ◽

Learning Development ◽

Level Of Understanding ◽

The Impact

Covid-19 the Impact of application learning patterns in the world of education. This also occurs in the computer graphics 1 corses of Visual Communication Design Program, Trilogi University Jakarta. The process of delivering lecture material switches from offline to perfectly digital online by utilizing educational-based applications by Edmodo, Google Meet, and Instagram as supporters to display the final Exam. The purpose of this study was to determine the level of understanding of students in using the application. The research method used is qualitative by looking at the highest percentage of respondents (students) who use the application. The results of this study are expected to be a benchmark or input in the teaching and learning development process in the coming semester program.

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The role and efficacy of generic learning and study support: what is the experience and perspective of academic staff?

Journal of Learning Development in Higher Education ◽

10.47408/jldhe.v0i2.57 ◽

2010 ◽

Author(s):

Richard Bailey

Keyword(s):

Higher Education ◽

Qualitative Study ◽

Teaching And Learning ◽

Academic Staff ◽

Institutional Context ◽

Staff Attitudes ◽

Institutional Practices ◽

Context Data ◽

Study Support ◽

Learning Development

The importance of student learning and study support is now widely recognised in higher education but empirical research into this aspect of teaching and learning is still limited in scope. In particular the experience, perceptions and understandings of academic staff constitutes a perspective which seems under-explored. This paper presents the findings of a qualitative study in this area undertaken in one institutional context. Data are presented which illustrate academic staff attitudes to, and beliefs about learning and study support and the effects of institutional practices and priorities on how this type of provision is framed and delivered. The findings have implications for the challenge of learning development in higher education.

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METODE CONTEXTUAL TEACHING AND LEARNING UNTUK PENGEMBANGAN PEMBELAJARAN PAI

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v10i2.792 ◽

2015 ◽

Vol 10 (2) ◽

Author(s):

Rofiq Faudy Akbar

Keyword(s):

Religious Education ◽

Real World ◽

Teaching And Learning ◽

Learning Methods ◽

Learning In Context ◽

Library Research ◽

Contextual Understanding ◽

Real World Learning ◽

Contextual Teaching ◽

Learning Development

Kajian ini bertujuan untuk mendeskripsikan pengembangan pem- belajaran dengan metode kontekstual. Dalam pembahasannya, kajian ini menggunakan pendekatan studi kepustakaan dengan menelaah sumber-sumber ilmiah. Pemilihan metode yang tepat akan mampu mengatasi keterbatasan pembelajaran dan memberikan efek pada proses pembelajaran yang akan berlangsung. Salah satu cara untuk membuat efektif belajar belajar, menciptakan suasana yang menyenangkan dan tidak membosankan (joyfull dan pembelajaran quantum), menyediakan pengalaman/dunia nyata dalam pembelajaran dan menggunakan berbagai sumber belajar. Berdasarkan penelitian yang telah dilakukan dapat diketahui bahwa metode Contextual Teaching and Learning sangat cocok diterapkan dalam pembelajaran Pendidikan Agama Islam karena motode ini terfokus pada pemahaman, perkembangan ilmu, ketrampilan dan pemahaman kontekstual peserta didik tentang hubungan mata pelajaran dengan apa yang dijumpai peserta didik dalam kehidupan sehari-hari.Kata kunci: metode, pembelajaran, kontekstualCONTEXTUAL TEACHING AND LEARNING METHODS FOR THE DEVELOPMENT OF ISLAMIC RELIGIOUS EDUCATION LEARNING. This study aims to describe the learning development with cintextual method. In the implementation this study uses library research by examining the scientific sources. The selection of an appropriate method will be able to overcome these limitations and give effect on the learning process that will take place. One of learning method to create effective learning , creating an atmosphere of fun and not boring (joyfull and quantum learning), providing real- world experience (real world learning) and using a variety of learning resources is the method of Contextual Teaching and Learning (CTL) or Learning in Context. Contextual Teaching and Learning methods are very suitable to be applied in the teaching of Islamic Education because it is focused on understanding , development of knowledge, skills and contextual understanding of the students about the subjects relationship to what students encountered in daily life.Keywords: method, contextual, learning , Islamic religious education

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Exploring Datafication for Teaching and Learning Development

Fostering Communication and Learning With Underutilized Technologies in Higher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4846-2.ch006 ◽

2021 ◽

pp. 79-92

Author(s):

Mark Schofield

Keyword(s):

Higher Education ◽

Data Collection ◽

Online Teaching ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Traditional Classroom ◽

Digital Data ◽

Education Literature ◽

Learning Development ◽

Teaching Learning

The scale, magnitude, and diversity of higher education teaching/learning and higher education institutions (HEIs) have resulted in corresponding diverse datafication representations. Contrary to conventional datafication, where the objective is profitability (e.g., adopting facial recognition for improved policing), the datafication of HEIs should be analysed, understood, and interpreted for its unique diversity, practice, and consequences. The result of the COVID-19 pandemic has forced a paradigm shift from conventional/traditional classroom-based teaching to online teaching, which has resulted in enhanced data collection. Taking a post-digital perspective on modern practices in higher education literature, this chapter argues for an organic view, in which the datafication must consider the aspects of teaching, learning, and educational context that are absent in digital data. The findings from the discussion lead to the conclusion that datafication can complement expert judgement in HEIs when informed by the unification of pedagogy and technology.

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The Purpose of K-12 Education From a Theoretical Perspective

Participatory Pedagogy - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8964-8.ch001 ◽

2021 ◽

pp. 1-23

Keyword(s):

Teaching And Learning ◽

Theoretical Perspective ◽

Theory Development ◽

Learning Theories ◽

Learning Networks ◽

Learning And Teaching ◽

Universal Language ◽

Theoretical Perspectives ◽

Learning Development ◽

K 12

Teaching and learning theories have developed from the work of the psychology, sociology, and education academies. No single theory can account for learning development in humans. An obvious statement, of course, but a declaration that educators need to remember occasionally. Theories do provide a universal language for the purposes of enquiry, investigation, and implementation. This chapter seeks to make connections between theory development in advancing education priorities and the need for learning networks to associate with earning networks. Theoretical perspectives create an effective teaching and learning framework. This chapter will offer several definitions of theory, a review of the different types of theory – including description and range of education theorists from the 19th and 21st centuries. Subject matter, including the usefulness and suitability of using theory in developing constructs on learning; the accountability of learning and teaching; and learning as shared work, are discussed. The focus of the chapter includes a case study.

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