Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

This study deals with the effort of obtaining information about aspects of practicality or implementation of lesson plans and local content textbooks, the quality of textbooks, and the responds of teachers and students toward local content and its application at the school in Babar island. The research was conducted at Babar State High School 1 using descriptive analytical method. Data was collected using observation and questionnaire techniques. Observations were made to obtain information related to the implementation of classroom learning. The questionnaire was used to explore teachers and students perspective about textbooks. The research results indicate that learning activities happened smoothly. The quality of the textbook used is quite good and has a good level of readability. The response of teachers and students to teaching books is highly positive. The teaching material provided is in accordance with the needs of the school, especially students. The enthusiasm of students is seen in the whole learning activities, both in face to face and in completing tasks (homework).

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PEMBUATAN MEDIA PEMBELAJARAN TINGKAT DASAR (SD/MI/SDIT) DENGAN MEMANFAATKAN LIMBAH SAMPAH (KARDUS) UNTUK METERI SISTEM PENCERNAAN MANUSIA

TA'AWUN ◽

10.37850/taawun.v1i01.180 ◽

2021 ◽

Vol 1 (01) ◽

pp. 37-42

Author(s):

Dwi Rosyidatul Kholidah ◽

Choerul Anwar Badruttamam ◽

Anis Ulfiyatin

Keyword(s):

Learning Process ◽

Psychological Effects ◽

Learning Activities ◽

Early Age ◽

Instructional Media ◽

Content Learning ◽

Surrounding Environment ◽

Lesson Content ◽

The Media ◽

The Many

The use of media in the learning process can generate new desires and interests, generate motivation, and stimulate learning activities, and even bring psychological effects on students, especially early age students. The use of instructional media will help the effectiveness of the learning process and the delivery of messages and lesson content. Learning media is useful in clarifying the delivery of teaching material, overcoming space and time, spurring children to be more active, and can increase cooperation. The benefits of using a learning media will be felt optimally if the teacher is able to select and use the media in accordance with its goals and functions. Digestive process media made of cardboard that is no longer used is one of the many media that can be obtained from the surrounding environment which is useful for learning children at the SD / MI / SDIT level. Besides being useful for students, learning media is also useful for educators. Educators will also get skills to design instructional media designs, make them, and maintain learning media properly.

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Taxonomy of Collaborative E-Learning

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch132 ◽

2011 ◽

pp. 839-846 ◽

Cited By ~ 3

Author(s):

Janet E. Salmons

Keyword(s):

Collaborative Learning ◽

Qualitative Study ◽

Conceptual Framework ◽

Learning Activities ◽

E Learning ◽

Perceptions Of Teaching ◽

Depth View

The Taxonomy of Collaborative E-learning offers a new conceptual framework for understanding levels of collaboration. This framework can be used to plan, organize, and assess e-learning activities so participants learn to achieve collective outcomes. The Taxonomy of Collaborative E-learning is grounded in the results of a qualitative study that explored an in-depth view of instructors’ perceptions of teaching with online collaborative methods, and descriptive examples of their approaches. Study findings were used to refine and build on the researcher’s original designs for the “Taxonomy of Collaborative Learning.”

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Five Principles for MOOC Design: With a Case Study

Journal of Information Technology Education Innovations in Practice ◽

10.28945/2250 ◽

2015 ◽

Vol 14 ◽

pp. 125-143 ◽

Cited By ~ 6

Author(s):

John R. Drake ◽

Margaret T. O'Hara ◽

Elaine Seeman

Keyword(s):

Online Education ◽

Online Courses ◽

Learning Activities ◽

Development Projects ◽

Web Technologies ◽

Content Learning ◽

Massive Scale ◽

Massively Open Online Courses ◽

Made In

New web technologies have enabled online education to take on a massive scale, prompting many universities to create massively open online courses (MOOCs) that take advantage of these technologies in a seemingly effortless manner. Designing a MOOC, however, is anything but trivial. It involves developing content, learning activities, and assessments to accommodate both the massiveness and openness of the course. To design an effective MOOC, instructors need to integrate both pedagogical and information systems theory. In this paper, we present a case study of a MOOC grant and a series of decisions made in its development. These decisions, when paired with the theoretical framework, suggest five principles – meaningful, engaging, measurable, accessible, and scalable – may be applicable to future MOOC development projects.

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Becoming a manager of learning activities

Journal of Dental Education ◽

10.1002/j.0022-0337.1970.34.3.tb00278.x ◽

1970 ◽

Vol 34 (3) ◽

pp. 234-236

Author(s):

PK Morse

Keyword(s):

Learning Activities

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Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

Perspectives on Issues in Higher Education ◽

10.1044/ihe14.1.21 ◽

2011 ◽

Vol 14 (1) ◽

pp. 21-28

Author(s):

Mary J. Emm ◽

Christine P. Cecconi

Keyword(s):

Student Perceptions ◽

Clinical Supervision ◽

Private Practice ◽

Universal Design ◽

Professional Preparation ◽

Learning Activities ◽

Functional Information ◽

Course Content ◽

Group Activities ◽

Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

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A Multimedia Situational Test With a Constructed-Response Format

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000035 ◽

2011 ◽

Vol 10 (2) ◽

pp. 78-88 ◽

Cited By ~ 18

Author(s):

Janneke K. Oostrom ◽

Marise Ph. Born ◽

Alec W. Serlie ◽

Henk T. van der Molen

Keyword(s):

Cognitive Ability ◽

Computer Technology ◽

Psychology Students ◽

Learning Activities ◽

Ability Test ◽

Constructed Response ◽

Job Experience ◽

Relationship Of ◽

The Relationship ◽

Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

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