scholarly journals Getting the Most from Classroom Simulations: Strategies for Maximizing Learning Outcomes

2010 ◽  
Vol 43 (03) ◽  
pp. 547-555 ◽  
Author(s):  
Timothy Wedig
Keyword(s):  
Political Science ◽  
Learning Outcomes ◽  
Significant Contribution ◽  
Learning Objectives ◽  
Core Component ◽  
Course Content ◽  
Face To Face ◽  
Science Courses ◽  
Instructor Role ◽  
Selection Of

AbstractClassroom simulations can make a significant contribution to learning outcomes in political science courses, provided that they are firmly linked to course content and learning objectives. This article offers a step-by-step decision framework for instructors seeking to use simulations as a core component of their courses, including selection of an exercise, pre-simulation preparation, instructor role during a simulation, and techniques for debriefing after the exercise. Options such as online and face-to-face, synchronous and asynchronous, distributed and single classroom, and individual and team formats are compared, with a focus on their associated learning outcomes.

scholarly journals The Need to Balance the Blend: Online versus Face-to-Face Teaching in an Introductory Accounting Subject

10.28945/3324 ◽  
2009 ◽  
Author(s):  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Accounting Students ◽  
First Year ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
Use Of Technology ◽  
Introductory Accounting ◽  
Accounting Unit

To remain globally competitive, there is increasing pressure for universities to incorporate a greater use of technology and innovation into their curriculum. In response, many higher education institutions have adopted a blended learning approach, which combines traditional face-to-face delivery with online teaching resources, to deliver course content. This paper documents the implementation of online resources in a first-year accounting unit, outlines subsequent changes and monitors its impact on learning outcomes. Whilst in its early stages, this preliminary work on action research will form the basis of determining an optimal blend of traditional and online learning environments for introductory accounting students. This research will endeavour to improve the structure of the curriculum and to positively impact on student learning outcomes.

scholarly journals SNOWBALL THROWING BERBANTU MEDIA TEKA-TEKI SILANG PADA MATA PELAJARAN EKONOMI

2021 ◽  
Vol 8 (1) ◽  
pp. 85
Author(s):  
Tati Heryati
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Objectives ◽  
Crossword Puzzle ◽  
Lecture Method ◽  
Final Measurement ◽  
Crucial Problem ◽  
Quasi Experimental ◽  
The Right ◽  
Selection Of

ABSTRACTThe low learning outcomes is a very crucial problem in learning, because learning it is the benchmarks of success in achieving learning objectives. Low learning outcomes are motivated by various factors including the selection of learning models with the right type to be used by educators. The purposes of this study are to find out the differences: 1) learning outcomes who apply the Snowball Throwing assisted by the crossword puzzle media on initial measurements (pretest¬) and posttest; 2) learning outcomes of students who apply the lecture method on pretest and posttest; and 3) improvement of learning outcomes students who apply the Snowball Throwing cooperative learning by crossword media with who apply the lecture method at the final measurement (posttest). The research method used is the Quasi Experimental and data analysis using the t test. The conclusion of this study is learning outcomes of students who apply Snowball Throwing type assisted by crossword puzzles are higher than who apply the lecture method.keywords: crosswords, learning outcomes, snowball throwing.        ABSTRAKRendahnya hasil belajar merupakan permasalahan yang sangat krusial dalam pembelajaran, karena hal tersebut merupakan indikator keberhasilan kegiatan pembelajaran. Rendahnya hasil belajar dapat dipacu oleh berbagai faktor salah satunya penggunaan model pembelajaran. Penelitian ini bertujuan mngidentifikasi perbedaan: 1) Hasil belajar siswa dengan menggunakan metode Snowball Throwing berbantu media teka teki silang pada saat pretest¬ dan posttest; 2) Hasil belajar siswa yang menerapkan metode ceramah pada saat pretest dan posttest; dan 3) Peningkatan hasil belajar siswa yang menerapkan cooperative learning tipe Snowball Throwing berbantu media teka teki silang dengan yang menerapkan metode ceramah pada saat posttest. Penelitian menggunakan metode eksperimen dan analisis data menggunakan Uji t. Hasil penelitian menunjukkan bahwa hasil belajar siswa dengan cooperative learning tipe Snowball Throwing berbantu media teka-teki silang lebih tinggi dibanding dengan yang menggunakan metode ceramah.Kata Kunci: hasil belajar, snowball throwing, Teka-Teki Silang    

scholarly journals Development of a Uniform Approach to Writing and Grading of Laboratory Reports in Horticultural Science Courses

2018 ◽  
Vol 7 (1) ◽  
pp. 125
Author(s):  
Neil O. Anderson ◽  
Emily E. Hoover ◽  
Bernadette Longo ◽  
Marjorie Ross
Keyword(s):  
Learning Outcomes ◽  
Science Curriculum ◽  
Scientific Communication ◽  
Learning Objectives ◽  
Large Percentage ◽  
Science Courses ◽  
Report Writing ◽  
Uniform Approach ◽  
Laboratory Report ◽  
Conducting Research

Written scientific communication, such as laboratory reports, are important components of undergraduate educationwithin the sciences. Since most Horticultural Science majors offer lecture- and lab-based courses, students oftenwrite laboratory reports for many courses across the curriculum and these reports comprise a large percentage of thewriting assignments in these classes. Instructors link learning objectives with laboratory reports to reinforce coursecontent. Students have noted inconsistencies across horticulture courses in requirements for laboratory report writing,which often leads to confusion. Thus, development of a grading rubric would improve the continuity of expectationsof laboratory report writing and grading within a Horticultural Science curriculum for instructors teaching coursesrequiring laboratory reports.When focusing just on laboratory writing in the curriculum, surveys and interviews indicated that a disconnect existsbetween what instructors expect of their students and what the stated learning outcomes were for their courses.Student’s ability to analyze results was seen as both a strength and weakness, as reported from faculty responses. Inlower division courses, analyzing results from student’s experiments was a weakness while in upper division coursesfaculty responses were mixed as to whether students had the skills to sufficiently analyze results from theirexperiments.When a grading rubric was trialed, students indicated that use of the same rubric in other Horticultural Sciencecourses would demystify the process of conducting research and communicating it effectively in laboratory reports.For this work to expand, one or more standard rubrics need to be developed for use by Horticultural Science courseswithin an institution to enhance our students’ abilities to become competent writers in this form of scientificcommunication. A baseline rubric for courses at the 3000 level was developed to serve as a template to further thisprocess.

scholarly journals FACEBOOK SEBAGAI SARANA PUBLIKASI HASIL PEMBELAJARAN

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Citra Dewi Utami
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Study Program ◽  
Art And Design ◽  
Face To Face ◽  
The Arts ◽  
Value Of Learning ◽  
Very High ◽  
Interactive Activity ◽  
Selection Of

The learning process is an interactive activity that occurs between educators and learners, and therefore it takes a comfortable and pleasant atmosphere in living it. One effort to create such process is with the selection of models and means of learning in accordance with the character of the course and target of learning.  Scientific Writing Guidance (Bimbingan Penulisan Karya Ilmiah/BPKI) is a fourth semester course on Television and Film Study Program, Department of Recorded Media Art, Faculty of Art and Design, Indonesian Institute of the Arts at Surakarta. This classroom action research that combines Inquiry learning methods and Drilling used Facebooksocial media as a means of learning.  This was used not as a medium for disseminating face-to-face material but as a media to upload student learning outcomes. The action cycle was implemented twice. The results of this study showed an average increase in the value of learning outcomes by 40% and very high learning motivation. Keywords: Inquiry, Drilling, Facebook

scholarly journals Is It Better to Be Feared Than Loved? Investigating the Efficacy of Different Teaching Methods on the Learning of Specific Content

2014 ◽  
Vol 47 (04) ◽  
pp. 855-861 ◽  
Author(s):  
Robert P. Amyot
Keyword(s):  
Political Science ◽  
Learning Outcomes ◽  
Learning Assessment ◽  
Teaching Techniques ◽  
Single Class ◽  
Specific Content ◽  
Course Structure ◽  
Science Courses ◽  
Specific Teaching ◽  
Methods Of Learning

ABSTRACTThe use and efficacy of problem-based learning (PBL) exercises during single class periods, especially in political science courses, have largely been unstudied. This article explores the ability of a PBL exercise to provide better learning outcomes than a standard lecture-discussion presentation on a particular topic in an introductory political science course. The author finds that the PBL approach, as a one-time pedagogical exercise, is not more effective at producing learning. In exploring the data, however, the author finds that differences in course structure and methods of learning assessment can have a larger impact on learning outcomes than specific teaching techniques.

scholarly journals Teaching Students to Hear the Other Side: Using Web Design and Election Events to Build Empathy in the Political Science Classroom

2018 ◽  
Vol 51 (03) ◽  
pp. 659-663
Author(s):  
Leslie Caughell
Keyword(s):  
Political Science ◽  
Learning Outcomes ◽  
Science Classroom ◽  
Web Design ◽  
Student Learning Outcomes ◽  
Democratic Citizenship ◽  
Student Experiences ◽  
The Political ◽  
Professional Skill ◽  
Course Content

ABSTRACTResearch suggests that technology in the political science classroom may enhance student experiences and help instructors achieve their student-learning outcomes. Yet, how technology may foster more empathy for opposing viewpoints—an essential characteristic of deliberative democracy—has received less attention. This article outlines an assignment that required students to use WordPress to construct a campaign website for an opposition candidate and write a paper justifying their content and design choices. After completing this assignment, students demonstrated increased knowledge of the candidates for whom they designed websites. Additionally, they displayed a greater level of confidence in the competence of those candidates and a greater understanding of why the candidates would appeal to certain voters. Students also expressed a belief that the assignment provided a tangible professional skill that they would use in the future, and they indicated that their belief in the demonstrated utility of the assignment made it more enjoyable and engaging. This assignment provides one example of how technology may be used in the political science classroom in a way that facilitates student engagement and democratic citizenship, while also helping the instructor to gauge students’ ability to apply course content to contemporary events.

scholarly journals Pembelajaran Ilmu Gizi Olahraga Berbasis Blended Learning pada Mahasiswa Pendidikan Jasmani, Kesehatan, dan Rekreasi

2019 ◽  
Vol 4 (2) ◽  
pp. 235
Author(s):  
Indra Duwi Kristiono ◽  
Wasis Djoko Dwiyogo ◽  
Imam Hariadi
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Sports Nutrition ◽  
Face To Face ◽  
Science Courses ◽  
Average Value ◽  
The Third ◽  
Nutrition Science ◽  
Efficiency Test

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p class="Abstract"><strong>Abstract:</strong> The purpose of this research and development is to produce a learning product based on blended learning (face-to-face, offline, and online) in sports nutrition science courses. The development of blended learning-based sports nutrition science learning is used by researchers using blended learning-based research models for learning outcomes in problem solving. The results of the research on effectiveness tests were obtained by researchers from 3 meetings that had been carried out by researchers. Effectiveness test data: at the first meeting: the average value of the student class obtained the value of letter B (74.85%). Second meeting: the average value of the student class is obtained by the letter A (84%). At the third meeting: the average value of the student class was obtained "A" (85.14%). The Efficiency Test of the first meeting was obtained by the total time of learning and working on the questions: 1) the longest total time of 67 minutes 54 seconds and the fastest time 67 minutes 1 second. Second meeting: the longest time is 73 minutes 9 seconds and the fastest time is 55 minutes 9 seconds. Third meeting: the longest time is 70 minutes 19 seconds and the fastest time is 57 minutes 30 seconds. With blended learning based learning products can increase efficiency which previously had to be done with 16 meetings, with blended learning the time needed was relatively short 3 meetings and had good effectiveness.</p><p class="Abstract"><strong>Abstrak:</strong> Tujuan penelitian dan pengembangan ini adalah untuk menghasilkan sebuah produk pembelajaran berbasis <em>blended learning</em> (tatap muka, <em>offline</em>, dan <em>online</em>) pada matakuliah ilmu gizi olahraga. Pengembangan pembelajaran matakuliah ilmu gizi olahraga berbasis <em>blended learning</em> ini peneliti menggunakan model penelitian berbasis <em>blended learning</em> untuk hasil belajar pemecahan masalah. Hasil dari penelitian pada uji efektivitas diperoleh peneliti dari tiga kali pertemuan yang sudah dilaksanakan peneliti. Data uji efektivitas: pada petemuan pertama: rata-rata nilai kelas mahasiswa diperoleh nilai huruf B (74,85%). Pertemuan kedua: rata-rata nilai kelas mahasiswa diperoleh nilai huruf A (84%). Pada petemuan ketiga: rata-rata nilai kelas mahasiswa diperoleh “A” (85,14%). Uji Efisiensi petemuan pertama diperoleh total waktu belajar dan mengerjakan soal: 1) total waktu terlama 67 menit 54 detik dan waktu tercepat 67 menit 1 detik. Pertemuan kedua: waktu terlama 73 menit 9 detik dan waktu tercepat 55 menit 9 detik. Pertemuan ketiga: waktu terlama 70 menit 19 detik dan waktu tercepat 57 menit 30 detik. Dengan produk pembelajaran berbasis <em>blended learning</em> dapat menambah efisiensi yang sebelumnya harus dilakukan dengan 16 kali pertemuan, dengan <em>blended learning</em> waktu yang dibutuhkan relatif singkat 3 kali pertemuan dan memiliki efektivitas yang baik.<em> </em></p></td></tr></tbody></table></div>

scholarly journals Blended Instruction in Symbolic Logic

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Kevin M. Graham ◽  
Brian Kokensparger
Keyword(s):  
Learning Outcomes ◽  
Traditional Instruction ◽  
Student Assessment ◽  
Learning Objectives ◽  
Symbolic Logic ◽  
Blended Instruction ◽  
Face To Face ◽  
Assessment Scores ◽  
Course Grades ◽  
Upper Level

This study examines through action research whether blended instruction in an upper-level philosophy course in introductory symbolic logic can help undergraduate philosophy students to achieve better learning outcomes than undergraduate philosophy students in a traditional, face-to-face version of the same course. The authors conclude that the change from traditional instruction to blended instruction did have a positive and significant effect on student learning as measured in course grades and student assessment scores for one course learning objective, as well as a positive but non-significant effect on student assessment scores for two additional course learning objectives.

scholarly journals Teaching Women/Gender and Politics: Current Trends and Challenges

2019 ◽  
Vol 52 (03) ◽  
pp. 531-535
Author(s):  
Lori Cox Han ◽  
Caroline Heldman
Keyword(s):  
Political Science ◽  
Learning Outcomes ◽  
Significant Contribution ◽  
Political Context ◽  
Gender And Politics ◽  
Instructional Resources ◽  
Undergraduate Women ◽  
Current Trends ◽  
Common Learning ◽  
Pedagogical Approaches

ABSTRACTThe study of women and US politics, as well as the role that gender plays in the broader political context, represents a significant contribution to the discipline of political science. Undergraduate courses on women/gender and politics continue to evolve as more innovative pedagogical approaches emerge. We considered the current trends and challenges related to teaching an undergraduate women/gender and politics course within political science. Through a survey of instructors, we assessed contemporary pedagogical approaches that reflect common learning outcomes, instructional resources that are available to undergraduate instructors, and challenges that instructors face in both offering and teaching this course. We found that institutions generally consider women/gender and politics courses to be tertiary parts of the curriculum and that a majority of faculty who teach these courses face pushback from students in ways that dismiss the importance of studying gender as a variable in political science.

scholarly journals The Democratic Syllabus

2014 ◽  
Vol 48 (01) ◽  
pp. 167-170 ◽  
Author(s):  
Susan McWilliams
Keyword(s):  
Political Science ◽  
Science Classroom ◽  
Democratic Politics ◽  
The Political ◽  
Student Surveys ◽  
Classroom Dynamics ◽  
Course Content ◽  
Science Courses ◽  
Democratic Authority ◽  
The Ideal

ABSTRACTThe ideal of the “democratic classroom” has been discussed in educational circles for several years. This article answers the question of whether there are specific advantages to be derived from a democratization of the political science classroom, especially one in which democracy itself is a focus of study. Can giving students more power over course content enhance their understanding of democratic authority and process? The author approached these questions by adding several “democratizing” elements to a seminar course, most notably a “democratic syllabus” in which students determined discussion topics, led class sessions, and submitted work of their own choosing. Student surveys and the author’s reflection suggest that the democratic syllabus was a success in terms of the classroom dynamics that it engendered and the thinking about democratic politics and citizenship that it encouraged. Both students and professor agreed that the democratic syllabus presented challenges that should be considered by anyone thinking about creating or modifying a course on this model. Yet this article argues that many political science courses would benefit from similar endeavors in classroom democratization.

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