The U-pace instructional approach: Greater student learning through student-centered online instruction

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

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UPAYA MENINGKATKAN KOMPETENSI GURU DALAM MEMBUAT MEDIA PEMBELAJARAN DARI LIMBAH ANORGANIK

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v5i3.8406 ◽

2021 ◽

Vol 5 (3) ◽

Author(s):

Nurmaini Nurmaini

Keyword(s):

Student Learning ◽

Inorganic Materials ◽

Learning Activities ◽

Teacher Competence ◽

Instructional Media ◽

Student Centered ◽

Student Centered Learning ◽

The Subject

This research is motivated by the need for learning which demands that the teacher is not only proficient in teaching but also facilitates student learning activities in order to create student-centered learning. This study aims to improve teacher competence in making instructional media, in this case media from inorganic materials. This research was conducted at SDN 11 Bathin Solapan with 18 teachers as the subject. The instrument in this study was an observation sheet. The results showed that in the first cycle the competence of the teacher in making learning media was 67.13%, and the second cycle was 74.54% with good criteria. Based on the results of the study, it can be concluded that providing guidance can improve teacher competence in making learning media from inorganic materials.

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Teaching, Learning and Multimedia

Interactive Multimedia in Education and Training ◽

10.4018/978-1-59140-393-7.ch004 ◽

2005 ◽

pp. 60-72 ◽

Cited By ~ 3

Author(s):

Loreen M. Butcher-Powell

Keyword(s):

Student Learning ◽

Teaching And Learning ◽

Theoretical Framework ◽

Streaming Video ◽

Internet Research ◽

The Internet ◽

Student Centered ◽

Web Based ◽

Teaching Learning ◽

Almost All

“We must not forget that almost all teaching is Multimedia” (Schramm, p.37). Today, the magnetism of multimedia is clearly oblivious via the use of streaming video, audio clips, and the Internet. Research has shown that the use of multimedia can aid in the comprehension and retention of student learning (Cronin & Myers, 1997; Large Behesti, Breulex & Renaud, 1996; Tennenbaum, 1998). As a result, more educators are utilizing Web-based multimedia materials to augment instruction online and in the classroom. This chapter provides a theoretical framework for transforming Student Centered Discussion (SCD), a traditional based pedagogy strategy, to a new multimedia pedagogy SCD strategy. The new multimedia SCD pedagogy represents a new way of teaching and learning. As a result, positive responses and feedback have been collected from students in their ability to interpret facts, compare and contract material, and make inferences based on recall of information previously presented or assigned in article readings.

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Leveraging Asynchronous Online Instruction to Develop Elementary School Mathematics Teacher-Leaders

Assessing the Role of Mobile Technologies and Distance Learning in Higher Education - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-7316-8.ch004 ◽

2015 ◽

pp. 78-99

Author(s):

Drew Polly

Keyword(s):

Elementary School ◽

Student Learning ◽

Online Instruction ◽

Teaching And Learning ◽

Teacher Leaders ◽

Graduate Program ◽

School Teacher ◽

The United States ◽

School Mathematics ◽

Elementary School Mathematics

This chapter describes how the author leveraged asynchronous online instruction to develop elementary school teacher-leaders' knowledge of elementary school mathematics content and pedagogies in a graduate program in the United States. This chapter provides the theoretical framework of learner-centered professional development and explains how the six courses in the program embody the framework and support teachers' development of knowledge and skills related to mathematics teaching and learning. This chapter also shares the findings of a study that evaluated teacher-leaders performance on five student-learning outcomes in the program as well as feedback on course evaluations and end-of-program surveys. Data analysis indicated that every teacher-leader demonstrated proficiency on each student-learning outcome. Implications for the design of asynchronous online programs are also shared.

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Is it Live or is it Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning

10.3386/w16089 ◽

2010 ◽

Cited By ~ 36

Author(s):

David Figlio ◽

Mark Rush ◽

Lu Yin

Keyword(s):

Student Learning ◽

Online Instruction

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Undergraduate Biology Instructors Still Use Mostly Teacher-Centered Discourse Even When Teaching with Active Learning Strategies

BioScience ◽

10.1093/biosci/biaa077 ◽

2020 ◽

Vol 70 (10) ◽

pp. 901-913

Author(s):

Petra Kranzfelder ◽

Jennifer L Bankers-Fulbright ◽

Marcos E García-Ojeda ◽

Marin Melloy ◽

Sagal Mohammed ◽

...

Keyword(s):

Active Learning ◽

Student Learning ◽

Learning Strategies ◽

Strong Positive Correlation ◽

Biology Teachers ◽

Student Centered ◽

Undergraduate Biology ◽

Dialogic Discourse ◽

And Mathematics ◽

Undergraduate Science

Abstract Reform efforts in undergraduate science, technology, engineering, and mathematics (STEM) instruction often emphasize student-centered teaching approaches, but relatively little attention is paid to the way STEM teachers use discourse when interacting with their students. In the present study, we examined the instructional and discourse behaviors of biology faculty members (N = 20) teaching in undergraduate biology classes. Although we found that the biology teachers spent most of their time guiding student learning in active learning activities and less time presenting, an analysis of their classroom communicative approaches showed that the participants mostly used authoritative and not dialogic discourse to teach biology content. Similarly, we found a strong positive correlation between biology teachers guiding student learning and authoritative, interactive approaches, suggesting that these teachers mostly asked the students to recall facts or basic concepts rather than asking them to collaboratively build knowledge. We describe the implications of these findings and our results for undergraduate biology instruction.

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Topics and Comments: A Student-Feedback Technique for Evaluating the Influence of an Instructional Approach

Psychological Reports ◽

10.2466/pr0.1993.72.2.459 ◽

1993 ◽

Vol 72 (2) ◽

pp. 459-465 ◽

Cited By ~ 1

Author(s):

Mark B. Goor ◽

Sandra S. Weeks ◽

Gina L. Lomax ◽

Stephen F. Davis

Keyword(s):

Main Idea ◽

Introductory Psychology ◽

Student Feedback ◽

Instructional Approaches ◽

Feedback Process ◽

Instructional Approach ◽

Student Centered ◽

Key Topics ◽

The Way

An easily implemented, student-feedback technique, which indexes the influence of a lesson by evaluating students' recall of key topics and relevant comments made during class, is assessed by analyzing feedback collected after two types of lessons. Seven instructors requested feedback from 259 students in ten sections of introduction to psychology. Data indicate that this student-feedback process is sensitive to instructional approaches. Specifically, when comparing lecture presentations with student-centered activities in introductory psychology classes, feedback varied in terms of (a) the way students phrased the key idea, (b) the percent of comments attributed to instructors versus peers, (c) the relevance of those comments, and (d) students' agreement on the main idea of the lesson.

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Best practices in active and student-centered learning in physiology classes

AJP Advances in Physiology Education ◽

10.1152/advan.00064.2018 ◽

2018 ◽

Vol 42 (3) ◽

pp. 417-423 ◽

Cited By ~ 10

Author(s):

Barbara E. Goodman ◽

Megan K. Barker ◽

James E. Cooke

Keyword(s):

Best Practices ◽

Student Learning ◽

Teaching And Learning ◽

Review Article ◽

Faculty Members ◽

Evidence Based ◽

Teaching Approaches ◽

Student Centered ◽

Student Centered Learning ◽

Physiology Students

This review article includes our analysis of the literature and our own experiences in using various types of active learning as best practices for evidence-based teaching in physiology. We have evaluated what physiology students should be expected to learn and what are specific challenges to enhancing their learning of physiology principles. We also consider how the instructor should design his or her teaching to improve buy-in from both students and other faculty members. We include a discussion of how the readers can evaluate their teaching approaches for their successes in enhancing student learning of physiology. Thus we have addressed pedagogical improvements specific to student learning of physiology, with additional suggestions from cognitive psychology approaches that can improve physiology teaching and learning.

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