Classroom concept as a response to the COVID-19 pandemic: An antivirus built-environment approach

Abstract This discussion is based on the COVID-19 pandemic, which causes children to be vulnerable to infection due to their still-developing organs and immune system. The nature of the virus to survive in the environment encourages the existence of variants of the virus, making vaccines the only way to stop the virus from spreading internally. Based on the latest research by WHO, a new virus variant has been found with the potential for transmission and effects that are more severe than the previous virus. The COVID-19 pandemic has had an impact on changing educational activities to distance through the use of technology. Children are a golden phase to learn and get to know something that tends to be through direct interaction. However, this is less effective because of children who need to be supervised and tend to be given natural direction and the children’s homes’ different psychological conditions and conditions. This study aims to analyze the concept of an excellent class to minimize the risk of spreading COVID-19 and other virus variants in the future so that it is safe for the health of users, namely children. It conducts a concept-based framework with an antivirus built-environment approach supported with simulation, literature and precedent review. In the discussion, the concept of an antivirus built-environment class is supported by an understanding of biophilic built-environment, especially biomimetics and direct use of nature, as well as the existence of spatial shift standards due to the risk of spread, government regulations on learning systems, healthy space and climate conditions in Indonesia. Biomimetics translates the character and work system of viruses biologically with the help of antivirus software tools because of the similarities in their properties. Antivirus built-environment on the class concept is realized in the form of scanning incoming users with the help of technology and room protection. The application of this concept, when discovered, is expected to prevent the accumulation of users from minimizing interactions that are at risk of spreading the virus, nourish users with the help of nature, and provide a place for children’s learning activities.

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A Reflective View of the Introduction of Technologies in Social Work Fieldwork Modules within the South African Context

Education & Self Development ◽

10.26907/esd16.1.06 ◽

2021 ◽

Vol 16 (1) ◽

pp. 54-73

Author(s):

Marichen van der Westhuizen ◽

◽

Sibulelo Gawulayo ◽

Nomvuyo Lukelelo ◽

◽

...

Keyword(s):

Online Learning ◽

Social Work ◽

Activity Theory ◽

Direct Interaction ◽

First Year ◽

Learning And Teaching ◽

Use Of Technology ◽

Role Players ◽

African Context ◽

Teaching In Higher Education

The COVID-19 pandemic highlighted the need to prepare students for emergency online learning and teaching. The blended-learning approach that includes online learning and teaching options in social work theoretical modules has been described as valuable in providing students with a variety of modes of learning and teaching. However, its use in fieldwork modules requires further research. This article aims to explore the experiences and perceptions of undergraduate student social workers and their supervisors regarding the inclusion of technologies in the first-year fieldwork module, and how this affected their online experiences during the pandemic. The activity theory served as a theoretical framework. A qualitative approach was followed with an explorative-descriptive research design. Participants were selected through purposive non-probability sampling. Data was collected through written reflection sheets that were analysed through thematic content analysis. Ethics included voluntary participation, informed consent, privacy, confidentiality and anonymity. The findings indicate that all the components of the activity theory were present, while challenges experienced prior and during the pandemic were identified as a lack of previous exposure to the use of technology and of access to technological resources, socioeconomic challenges, the need to become skilled in becoming independent scholars, a need for direct interaction among students and between students and supervisors/lectures, and the importance of a variety of role-players to support learning. The findings provided a foundation to draw conclusions and make recommendations regarding what is needed to effectively use the activity theory’s components in fieldwork modules and to prepare students for technology-based learning and teaching in higher education settings.

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The Effectiveness of Blended Learning Implementation in Ecological Chapters Judging from the Understanding of Students' Concepts

Journal of Biology Education ◽

10.15294/jbe.v8i2.31584 ◽

2019 ◽

Vol 8 (2) ◽

pp. 156-162

Author(s):

Elok Dyah Pitaloka ◽

Slamet Suyanto

Keyword(s):

Blended Learning ◽

Sampling Technique ◽

Mean Value ◽

Learning Activities ◽

Use Of Technology ◽

Significant Difference ◽

Scientific Approach ◽

Biology Learning ◽

The Mean ◽

Cluster Random Sampling

The use of technology in the process of learning activities can create a new atmosphere in biology learning, namely direct learning and learning using quipper school online. Learning like this is known as blended learning. The class used for the study was taken through cluster random sampling technique namely X MIPA 2 (experimental class) which implements blended learning and X MIPA 3 (control class) which implements a scientific approach. The implementation of blended learning on the topic of ecology is expected to be effective towards understanding concepts. Blended learning is effective on understanding concepts in ecological discussion because they fulfill three indicators, namely: (1) the average posttest of the experimental class 74.95> the mean posttest of the control class is 64.98, (2) The value of understanding the concepts to the two classes shows a significant difference with the values significance of 0,000<0,05, (3) Mean value of N-Gain experimental class 0.52> N-Gain mean value of control class 0.32. Thus, the implementation of blended learning in the ecology chapter in terms of understanding the concept is said to be effective.

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Constructing Technology Learning Activities to Enhance Elementary Students' Learning

Designing Instruction for Technology-Enhanced Learning ◽

10.4018/978-1-930708-28-0.ch005 ◽

2011 ◽

pp. 83-98

Author(s):

Diane L. Judd

Keyword(s):

Elementary Teachers ◽

Elementary Students ◽

Learning Objectives ◽

Learning Activities ◽

Technology Learning ◽

Use Of Technology ◽

Integrate Technology

The purpose of this chapter of the section is to assist elementary teachers to integrate technology into their curriculum through instructions and models of activities and projects. The extension suggestions and supporting information for each activity are provided to assist teachers in designing activities for their students, their learning objectives, and their curricula. The goals of these activities are to encourage and support teachers in their use of technology and to promote students’ engagement in learning through productivity and creativity.

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Evaluating Basic Grammar Projects, Using the SAMR Model (La evaluación de proyectos de Gramática Básica según el modelo SAMR)

LETRAS ◽

10.15359/rl.1-61.5 ◽

2017 ◽

Vol 1 (61) ◽

pp. 123

Author(s):

Alejandra Giangiulio Lobo ◽

Rocío Lara Jiménez

Keyword(s):

Costa Rica ◽

Information And Communication Technologies ◽

Communication Technologies ◽

Learning Activities ◽

English Teaching ◽

Use Of Technology ◽

Information And Communication ◽

Grammatical Structures ◽

Samr Model

AbstractThe research evaluates the projects assigned in two basic grammar courses of the English teaching majors, at Universidad Nacional in Costa Rica, using the SAMR framework for evaluating learning activities that implemented Information and Communication Technologies. First, the relevance of the use of these projects is presented. Second, the SAMR framework is explained. Third, the six different projects are discussed and evaluated according to the SAMR framework, taking into consideration the students’ perceptions. Recommendations are given regarding the use of technology to learn grammatical structures. Resumen Se analizan proyectos efectuados en dos cursos básicos de gramática para las carreras de enseñanza del inglés, en la Universidad Nacional de Costa Rica, mediante el modelo SAMR para la evaluación de actividades de aprendizaje que se valen de tecnologías de la información y la comunicación. En primer lugar, se refiere a la pertinencia del uso de este tipo de proyecto; en segundo lugar, se describe y explica tal modelo; y en tercer lugar se analizan los proyectos llevados a cabo con base en el modelo, teniendo en cuenta la percepción del estudiantado. Se dan recomendaciones en cuanto al uso de la tecnología para el aprendizaje de estructuras gramaticales.

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INTEGRASI REMEDIASI MISKONSEPSI DALAM PEMBELAJARAN FISIKA MENGGUNAKAN MODEL POE2WE DENGAN BERBANTUAN TEKNOLOGI PADA MATERI SUHU DAN KALOR.

10.31219/osf.io/n546u ◽

2020 ◽

Author(s):

Rahma Nurul Putri ◽

Nana

Keyword(s):

Teaching And Learning ◽

Educational Process ◽

Learning Activities ◽

Literature Study ◽

Future Technology ◽

Use Of Technology ◽

Utilization Of Technology ◽

The Times ◽

Initial Knowledge ◽

Material Temperature

The formation of initial knowledge on learning will greatly affect the educational process, especially in understanding students. Students in the process of learning physics are required to have the correct concepts and concepts in order to reduce fatal mistakes in the future. Technology today is also developing very rapidly. If the technology is misused, things will not appear. In order to reduce misconceptions in learning physics, especially in terms of temperature and heat, it is necessary to have appropriate models and methods and the use of technology is also needed so that the process of teaching and learning activities can be adjusted to the times. This journal aims to 1) explain misconceptions among students using the POE2WE model 2) reduce misconceptions that occur in students of temperature and heat material 3) Become a reference for educators in teaching and learning so that misconceptions can be minimized 4) Utilization of technology in the learning process so that the concept of material temperature and heat can be conveyed properly. The method used is the literature study method.

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The Use of Media in Indonesian Language Learning for SMP/MTSN Students

10.31219/osf.io/cdf8t ◽

2021 ◽

Author(s):

Ummi Kultsum

Keyword(s):

High School ◽

Language Learning ◽

Junior High School ◽

Real Life ◽

Learning Activities ◽

Learning Activity ◽

Learning Material ◽

Use Of Technology ◽

Access Information ◽

Main Support

Indonesian language subjects are compulsory subjects at every level of education in Indonesia. Indonesian language learning is carried out starting from the elementary school, junior high school, high school, and university level. Indonesian language learning activities at each level take place in various ways. It is important for someone to understand learning Indonesian for their survival. According to Yulia et al, (2012) contextual learning is a learning activity that relates learning material to the reality of the student's world, so that students are able to make connections between their knowledge and their application in real life. All Indonesian language learning materials are expected to be applied in real life. According to Mulyadi, et al, (2018) today's learning activities rely on skills and active learning processes. Students are required to be more active in learning that is carried out by using their skills. The main support for Indonesian language learning activities is by using learning media. Therefore, learning media is an important forum. The use of technology including media in education according to Ramadhan, et al, (2019) allows a variety of new ways to connect with others and access information about education, and has consequences in formal teaching.

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Pemanfaatan Teknologi untuk Pembelajaran Jarak Jauh di Masa Pandemi Covid-19

Jurnal AbdiMas Nusa Mandiri ◽

10.33480/abdimas.v2i2.1682 ◽

2020 ◽

Vol 2 (2) ◽

pp. 37-42

Author(s):

Albert Riyandi ◽

Rizki Aulianita ◽

Agus Wiyatno ◽

Vito Triantori ◽

Numan Musyaffa

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

Video Conferencing ◽

Alternative Solution ◽

Learning Activities ◽

Asynchronous Learning ◽

Long Distance ◽

Use Of Technology ◽

The Media ◽

Support Students

The use of technology as a learning medium during the Covid-19 pandemic is an alternative solution to be able to continue to carry out long-distance learning activities. Existing technologies such as Google Meet, Google Classroom and Google Drive strongly support students and teachers and other academics in teaching and learning activities. The use of the facilities provided by Google can be useful for academics. Teaching and learning activities synchronously (synchronous) using video conferencing is an effective way. Not only that, asynchronous learning media using existing Google Classroom facilities such as discussion and chat features are one of the media to support distance learning to keep it running smoothly. The activity was carried out at Majlis Ta'lim Hidayatul Mubtadiin, which consisted of teenagers aged 12-17 years. Based on the questionnaires distributed during the activity, that as many as 96% were able to absorb the material with this distance learning media. So that learning can still be carried out effectively and conducively in the midst of the Covid-19 pandemic.

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Pengembangan Aplikasi Belajar Online Berbasis Web Menggunakan Waterfall

Jurnal Teknologi Sistem Informasi dan Aplikasi ◽

10.32493/jtsi.v4i2.10156 ◽

2021 ◽

Vol 4 (2) ◽

pp. 80

Author(s):

Afif Wijang Wahid Ramadhan ◽

Dhoifullah Dhoifullah ◽

Husen Husen ◽

Candra Candra ◽

Sri Mulyati

Keyword(s):

Teaching And Learning ◽

Learning Activities ◽

Quality Of Education ◽

Analysis Method ◽

Literature Study ◽

Face To Face ◽

Use Of Technology ◽

Teachers And Students ◽

Face To Face Learning

In this pandemic era, face-to-face learning cannot be done because the transmission of the virus is very dangerous and after all learning activities must continue, to improve the quality of education in Indonesia, therefore in this sophisticated era we must make the best use of technology for the wrong teaching and learning activities. the only way is by holding it online, but not all schools carry out learning activities with technology, there are still many who do conventional learning such as learning activities in school. The benefit of implementing online learning methods is to make it easier for teachers and students in terms of learning activities. The analysis method used is literature study. design methods that do use the concept of software engineering.

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PEMANFAATAN POWERPOINT TERINTEGRASI DENGAN I-SPRINGPRESENTER SEBAGAI MEDIA PEMBELAJARAN ICT

Eksponen ◽

10.47637/eksponen.v9i1.251 ◽

2019 ◽

Vol 9 (1) ◽

pp. 79-85

Author(s):

Khusnul Khotimah

Keyword(s):

Learning Process ◽

Learning Activities ◽

Learning Tool ◽

Use Of Technology ◽

The Creation ◽

Media Learning ◽

The Right ◽

Audio Video

The use of technology in the field of education has become a fundamental necessity. One such technological involvement can be seen in the learning activities in the classroom. Many applications/software that can be used as a learning tool, two of which are Microsoft Powerpoint and ispring presenter. Microsoft Powerpoint Application integrated ispring presenter can be used as an alternative in the creation of ICT learning media. Learning Media is produced by obsermving the right design supported by various animations, audio/video making the learning process more interesting, the presentation of the material becomes more effective so that it will be easier To be understood by learners.

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Assembling the Embodiment of Learning: How can an architectural assemblage be composed to provoke learning?

10.26686/wgtn.16652029 ◽

2021 ◽

Author(s):

◽

Chutimon Boonprasit

Keyword(s):

Built Environment ◽

Learning Activities ◽

Educational Context ◽

Design Strategies ◽

Case Study Analysis ◽

Ongoing Process ◽

Close Analysis ◽

Alternative Approach ◽

Research Gap ◽

Research And Design

Education is moving away from being a theory-based discipline to one that is acknowledging the importance of practice within the process of learning. As educators and researchers realise the relevance of experience within the ongoing process of learning, the educational discipline is beginning to adapt its practice to accommodate this contextual shift. This shifting context has emerged the realization that architecture for education often lacks the integration and acknowledgement of embodiment and advocating experience. This realization has provoked many designers and researchers to reconsider how architecture is to be designed to accommodate this educational refocus. Through close analysis of previous research and the design strategies they adopt, the research gap can be identified. While trying to achieve new architectural designs with the aim to accommodate the shift that is the educational context, there is a discrepancy within the approach taken to achieve this goal. The general approach taken within pre-existing research and designs evidently tends to take inspirations and motivations from contemporary learning activities and architectures. Thus, resulting in architectural designs that remains to lack accommodating for embodiment and experience within the learning environment. This is an extensive issue as learning is an ongoing process that, both consciously and unconsciously, persists throughout individuals’ livelihoods as they engage to their surroundings. As a discipline that has the power to research gap can be identified. While trying to achieve new architectural designs with the aim to accommodate the shift that is the educational context, there is a discrepancy within the approach taken to achieve this goal. The general approach taken within pre-existing research and designs evidently tends to take inspirations and motivations from contemporary learning activities and architectures. Thus, resulting in architectural designs that fail to accommodate for the experience of learning. This is an extensive issue as learning is an ongoing process that, both consciously and unconsciously, persists throughout individuals’ livelihoods as they engage to their surroundings. As a discipline that has the power to influence the built environment and the metaphysical world that creates these livelihoods, it is imperative to better establish ways that the built environment can be more accommodating to heighten senses and experience. This thesis pinpoints the issues within the existing and previous research and design processes, while proposing for an alternative approach to how architecture can be designed to provoke the essence of learning through its assemblage. Alternative approaches will be taken through all the stages of research explorations; literature reviews, case study analysis, site and programme establishments, as well as performance and design criteria established. Rather than research and analysing typical learning processes and designs, this thesis reconstructs its own essence of learning and its criteria, thus taking inspirations from case studies that are not accommodating for typical educational activities, but the performances required. The research scheme constructs a framework that can become a guideline for assembling architectural environments that better accommodates the experience of embodiment particularly within an educational context.

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