Gifts From the Web: Tips on Assessing Student Learning

1999 ◽  
Vol 3 (1) ◽  
pp. 3-3
Author(s):  
Barbara B. Shadden
Keyword(s):  
Student Learning ◽  
The Web

Aplikasi MOOC Untuk Pembelajaran Dalam Kualitas MAVIB

Sensi Journal ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 128-139
Author(s):  
Po Abas Sunarya ◽  
Henderi Henderi ◽  
Wahyu Hidayat
Keyword(s):  
Decision Making ◽  
Online Learning ◽  
Student Learning ◽  
Swot Analysis ◽  
Student Publications ◽  
Decision Making System ◽  
The University ◽  
Web Learning ◽  
The Web

The publication of learning using MOOC in Raharja University is a facility for students and lecturers in learning, learning using MOOC is one of the objectives in the University of Raharja, which will help lecturers in explaining the material so that students are easy to access where I am in the study, the problem is the absence of web learning online using MOOC application, and the absence of information summary to take a decision and the difficulty of the students get information about course or view the material. To solve the problem is conducted research that builds an improvement system of student learning on the quality and quality of university Raharja using SWOT analysis and SPSS (Statistical Product and Service Solutions) method that is felt can help in the management of data. Then transformed in Web Form at Raharja University, it is expected to overcome existing constraints, by providing information that supports the decision-making system in the online learning publications. The system was created with collaborations from Rinfo, Rinfo Sheet, RinfoForm and iLearning Media that are part of the 10 pillars of Raharja University IT. That is further implemented for the needs of student publications at Raharja University through the Web I-Mavib.

scholarly journals Development of Online Learning Models to Improve Digital Literacy Capabilities of Students: a Preliminary Analysis

2019 ◽  
Vol 8 (3S2) ◽  
pp. 510-514
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Digital Literacy ◽  
Learning Model ◽  
Design Development ◽  
Learning Models ◽  
Academic Information ◽  
Development Approach ◽  
Addie Model ◽  
The Web

The purpose of this study was to identify the use of the web in student learning and analyzing the needs regarding the development of online learning models. In general, this study uses a research and development approach by adopting the Analysis, Design, Development, Implementation and Evaluation (ADDIE model). At this stage of the analysis, it is done by identifying the use of the web in student learning and the opinions of students and lecturers regarding the development of online learning models, using online surveys on students and lecturers. The results of preliminary studies on the use of the web in learning showed that the percentage for reading using digital technology tended to be low at 22.5% of students stated that they rarely read and 59.2% stated that they sometimes read, 47.9% of students sometimes sought academic information and 57.1% sometimes - sometimes use the web to complete tasks related to student studies. As for opinions on the development of learning models from 76 students stated, 2 (2.63%) stated that there is no need to develop online learning models, 69 (90.79%) stated that the development of online learning models was needed and 5 (6.58%) stated that it was necessary to develop online learning models. The same opinion was also conveyed by lecturers regarding the development of online learning models from 13 9 lecturers (69.23%) stating that the development of online learning models was needed and 4 (30.77%) stated that it was necessary to develop an online learning model. In general, the use of the web for learning in the low category and the high opinion regarding the need for online learning models for learning, so that further research is needed to develop an Online Learning Model to Improve Students' Digital Literacy Capabilities.

scholarly journals An Electronic Portfolio to Support Learning

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
Anne Wade ◽  
Philip Abrami ◽  
Jennifer Sclater
Keyword(s):  
Middle School ◽  
Student Learning ◽  
Educational System ◽  
Research Evidence ◽  
Electronic Portfolio ◽  
Research Project ◽  
Web Based ◽  
Further Development ◽  
The Web

n this paper, we provide a description of a CSLP research project that looked at portfolio use within a middle school, the web-based e-portfolio software we have developed within the context of the Quebec educational system, our plans for further development of the tool, and our research plans related to the use of portfolios to support learning. Our aim is to combine research evidence on portfolio use with practical feedback from the field in an attempt to develop easy-to-use, powerful software designed to support active self-regulated student learning in schools.

scholarly journals Challenging mobile learning discourse through research: Student perceptions of Blackboard Mobile Learn and iPads

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Shelley Kinash ◽  
Jeffrey Brand ◽  
Trishita Mathew
Keyword(s):  
Focus Groups ◽  
Student Learning ◽  
Student Perceptions ◽  
Mobile Devices ◽  
Mobile Learning ◽  
21St Century ◽  
Web Pages ◽  
Mobile Learn ◽  
Qualitative Feedback ◽  
The Web

<span>Many university academics disagree with the rationale that we should pursue mobile learning because 21st century students are apparently demanding it. We argue that the only defensible rationale for making mobile learning part of pedagogy is because it enhances student learning. This presentation shares results from research with 135 students engaged in mobile learning over two semesters. It addresses the question of whether </span><em>Blackboard Mobile Learn</em><span> made a perceived difference to their learning. Results revealed that in-class, students used their mobile devices for </span><em>Blackboard Mobile Learn</em><span> to the same extent as they used them for searching the web for study, accessing university web pages, email and making </span><em>Facebook</em><span> posts, but less than they used them for browsing the web for pleasure and </span><em>Facebook</em><span> reading. The majority of students were neutral when asked if they prefer </span><em>Mobile Learn</em><span> over PC access to </span><em>Blackboard</em><span>. Students were likewise neutral when asked whether they perceived </span><em>iPads</em><span> to improve their learning. There was higher frequency agreement that using </span><em>iPads</em><span> motivated them to learn. Qualitative feedback from focus groups was mixed, but largely positive. The overall interpretation was that it is a matter of course that students would access their subject site via mobile devices.</span>

A Framework for Developing Pre-Service Teachers’ Web 2.0 Learning Design Capabilities

2012 ◽  
pp. 58-76 ◽  
Author(s):  
Matt Bower
Keyword(s):  
Web 2.0 ◽  
Student Learning ◽  
Educational Practice ◽  
Learning Technologies ◽  
Learning Technology ◽  
Learning Design ◽  
Design Framework ◽  
Effective Learning ◽  
The Relationship ◽  
The Web

This chapter presents and evaluates a Web 2.0 Learning Design Framework that can be used to develop pre-service teachers’ learning design capabilities. The framework integrates the TPACK model of educational practice, Anderson and Krathwohl’s Taxonomy of learning, teaching and assessing, and different types of constructive and negotiated pedagogies, with a range of contemporary Web 2.0 based learning technologies. Pre-service teachers in a second year learning technology subject felt that the framework helped them to better understand the relationship between technology, pedagogy, and content, as well as create more effective learning designs for their students. Examples of student learning designs are used to illustrate the way that pre-service teachers applied the framework. Students’ reflective responses to the framework are also used to explain how the Web 2.0 Learning Design Framework can be more effectively used to develop pre-service teachers’ Web 2.0 learning design capabilities.

scholarly journals The Impact of Severe ME/CFS on Student Learning and K–12 Educational Limitations

Healthcare ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 627
Author(s):  
Faith R. Newton
Keyword(s):  
Student Learning ◽  
School Attendance ◽  
Office Visits ◽  
Socially Isolated ◽  
Doctor's Office ◽  
K 12 ◽  
The Impact ◽  
The Web

Children with ME/CFS who are severely ill are bedbound and homebound, and oftentimes also wheelchair-dependent. Very seriously affected children are often too sick for doctor’s office visits, let alone school attendance. The most recent data estimate that 2–5% of children may be severely affected or bedridden. However, there is no recent research that confirms these numbers. The severely ill receive little help from their schools, and are socially isolated. This article outlines several suggestions for the type of education that students with ME/CFS should be receiving and develops a preliminary sketch of the web of resources and emergent techniques necessary to achieve these outcomes.

Gifts From the Web: Mentoring

2008 ◽  
Vol 11 (2) ◽  
pp. 83-85
Author(s):  
Howard Wilson
Keyword(s):  
The Web

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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