What Are the Challenges to Peace? A Workshop on Conflict Analysis to Understand Middle East Politics

2021 ◽  
Author(s):  
Ángela Suárez-Collado ◽  
Javier Sierra
Keyword(s):  
Middle East ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Affective Learning ◽  
Cognitive Skill ◽  
International Studies ◽  
Innovative Teaching ◽  
Inquiry Based Learning ◽  
Middle East Politics

Abstract This article presents an innovative teaching and learning method based on collaborative and inquiry-based learning implemented in a Middle East Politics course. It consists of a series of online workshops in which students work in teams to analyze three different current conflicts in the region: Libya, Syria, and the Israeli-Palestinian. The aim of this method was twofold: on the one hand, to create a reflexive setting to help students acquire the most comprehensive possible knowledge about the conflict's causes and dynamics, the concerns and priorities of the main actors involved or affected by the conflict, and major obstacles to its resolution; on the other hand, to enhance a set of key cognitive, skill-based, and affective learning outcomes, which are essential skills in Political Science and other related areas such as International Studies. This study shows that teaching and learning methodologies based on collaborative and inquiry-based learning are suitable tools to facilitate the understanding of multifaceted, complex realities and to generate new perspectives and views on unfamiliar contexts. This research also suggests that facilitating the active involvement of students in their self-learning can contribute to successful online teaching and to foster the acquisition of key cognitive, skill-based, and affective learning outcomes.

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

Comparative Analysis of Learning Outcomes for On-Campus and Distance Learning Courses in a Rehabilitation and Mental Health Counselor Education Program

2019 ◽  
Vol 33 (3) ◽  
pp. 180-183
Author(s):  
Courtney Holmes ◽  
Christine Reid
Keyword(s):  
Mental Health ◽  
Counselor Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Counseling Students ◽  
Health Counseling ◽  
Post Test ◽  
Health Counselor ◽  
Course Delivery Methods

BackgroundDespite the increasing reliance in counselor education on online teaching and learning, the efficacy is not well documented.ObjectiveTo investigate learning outcomes for master's-level rehabilitation and mental health counseling students.MethodsThis study compared on-campus and online learning course delivery methods with pre-and post-tests using 41 participants across four courses.FindingsSignificant differences were found within both groups between the pre- and post-test, indicating significant gains in knowledge acquisition. No significant differences were found between group modalities in the magnitude of improvement in test scores.ConclusionsFindings suggest that no differences exist in these learning outcomes when online and on-campus teaching modalities are compared and that both modalities produce positive learning outcomes. Continued research is needed to address additional questions in this area.

scholarly journals Jordan Opportunity for Virtual Innovative Teaching and Learning. International Online Teaching and Learning, with Particular Attention to the Jordanian Case

2021 ◽  
Author(s):  
Alun DeWinter ◽  
◽  
Arinola Adefila ◽  
Katherine Wimpenny ◽  
◽  
...  
Keyword(s):  
Impact Evaluation ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Innovative Teaching ◽  
Project Activity

The final on project activity and impact evaluation 2017-2021.

scholarly journals Effects of Learners' Readiness on Their Perceived Learning Outcomes

2002 ◽  
Vol 28 (2) ◽  
Author(s):  
John A. Boeglin ◽  
Katy Campbell
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
French Language ◽  
Learning Support ◽  
Online Teaching And Learning ◽  
Web Based ◽  
Psychology Course

This paper provides some insight into students' performance and perceptions within the context of an introductory psychology course in which Web-based materials and activities were used to enhance teaching effectiveness and learning outcomes. The paper begins with an overview of the development and implementation of this French-language WebCT course. The rationale behind the adoption of WebCT and the use of a number of its tools are also discussed. In order to evaluate the effectiveness of this pedagogical approach, we collected quantitative and qualitative information on student performance and perceptions from a number of sources throughout the term. The data highlight some of the strengths and weaknesses of this particular use of online teaching and learning support.

scholarly journals Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

scholarly journals Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

2022 ◽  
Vol 14 (1) ◽  
pp. 470
Author(s):  
Joseph Meng-Chun Chin ◽  
Gregory S. Ching ◽  
Fides del Castillo ◽  
Tzu-Hsing Wen ◽  
Yu-Chen Huang ◽  
...  
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The Philippines ◽  
Technology Literacy ◽  
National Capital Region ◽  
Innovative Teaching ◽  
National Capital ◽  
Teachers Professional Development

Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.

scholarly journals Innovation in Teacher Education: An Integrative Approach to Teaching and Learning Science and Mathematics

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1343 ◽  
Author(s):  
Nelson Mestrinho ◽  
Bento Cavadas
Keyword(s):  
Teaching And Learning ◽  
Natural Sciences ◽  
Learning Science ◽  
Integrative Approach ◽  
Teaching Model ◽  
School Of Education ◽  
Innovative Teaching ◽  
Inquiry Based Learning ◽  
Approach To Teaching ◽  
And Mathematics

CreativeLab_Sci&Math is a project set by the Department of Mathematical and Natural Sciences of Polytechnic Institute of Santarém / School of Education, with the purpose of promoting innovative teaching of science and mathematics, involving students in interdisciplinary activities that connect content and processes of knowledge from both areas, using inquiry-based learning and the 6E teaching model.

scholarly journals Virtual Learning And Students Motivation: Implementation The “Game Ranking 1st” Through Quizizz

2020 ◽  
Vol 5 (2) ◽  
pp. 81-90
Author(s):  
Nurul Ahsin ◽  
Chintya Rahmawati
Keyword(s):  
Learning Outcomes ◽  
Religious Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Extrinsic Motivation ◽  
Islamic Education ◽  
Online Teaching And Learning ◽  
Qualitative Approaches ◽  
Learner Centered ◽  
The Subject

The study focuses on the implementation of the “Game Ranking 1st” method to increase student learning motivation in the subject of Islamic Religious Education at SMPN 3, Pare, Kediri. Through this learning method, the online teaching and learning process is expected to be learner-centered, while the teacher acts as a guide. This study uses qualitative approaches and descriptive methods. Data Collection techniques through interviews, observation, and documentation. The informants involved in this study were a teacher of Islamic Religious Education and several students at grade VII of SMPN 3 Pare, Kediri. The result of this study indicates that: 1) The application of the “Game Ranking 1st” method in Islamic Education is implemented in stages; preparation, in the form of checking attendance and presenting learning steps; implementation, by providing the Quizizz web link along with the code to students; and evaluate learning outcomes. 2) Through the “Game Ranking 1st” method, student’s intrinsic motivation is increased marked by their enthusiasm and high interest in learning, along with extrinsic motivation, they are attracted by the stimulus provided by the teacher in the form of value rewards and praise, and punishment in the form of adding questions and assignment.

scholarly journals Teaching and Learning Techniques for the Online Environment. How to Maintain Students’ Attention and Achieve Learning Outcomes in a Virtual Environment Using New Technology

2021 ◽  
Vol 4 (4) ◽  
pp. 278-290
Author(s):  
Narcisa Roxana Moşteanu
Keyword(s):  
Learning Outcomes ◽  
Virtual Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Technology ◽  
Educational Process ◽  
Learning Approaches ◽  
Digital Networks ◽  
Economic Sectors ◽  
Teaching Learning

Digital communication has become vital to all social and economic sectors. Today we are experiencing a transition from traditional learning to e-learning via digital means. Overnight, all of humanity is learning how to adapt to digital life and leaving traditional ways of doing things behind. Digitization has been around for several years, but has become a necessity due to the Covid-19 pandemic. Lockdowns have forced us to work remotely and to use digital networks to communicate, make payments, and learn – all sectors have had to abruptly adapt to the digital age. This paper shows how teaching and learning approaches need to adapt to new communication requirements and students' needs to achieve learning outcomes in a virtual environment. This paper uses both quantitative and qualitative methods to analyze professors’ and students’ perspectives on the techniques of online teaching and learning, both during the isolation period and after, and what the best methods are for online learning, taking into consideration how to maintain students’ attention and how to get them actively involved in the learning process. The aim of this study is to develop a holistic image of online teaching-learning-assessment activities, to ensure the efficiency and quality of the educational process in the university environment.

scholarly journals Teaching techniques adapted for online delivery to achieve course learning outcomes in a virtual environment

2021 ◽  
Vol 2 (2) ◽  
pp. 33-50 ◽  
Author(s):  
Narcisa Moşteanu
Keyword(s):  
Learning Outcomes ◽  
Virtual Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Process ◽  
Learning Assessment ◽  
Learning Approaches ◽  
Digital Networks ◽  
University Environment ◽  
Teaching Learning

Today we are moving from traditional learning to e-learning via digital means. The entire humanity learned how to adapt overnight to digital life and leave the traditional doing things behind. Digitization has been around for several years, but its use has become a necessity with the Covid-19 pandemic. The blockade forced us to work remotely overnight, to use digital networks to communicate, make payments, learn, all sectors of activity had to adapt to the digital age in one night. This paper shows how the teaching and learning approaches need to adapt to new communication requirements and students' needs to achieve course learning outcomes in a virtual environment. This paper uses both a quantitative and qualitative method to analyze the professors and students’ perspectives on the techniques of online teaching-learning, during the isolation period and after, and what are the best methods recommended to be used for online learning taking into consideration how students can maintain their class’s attention and how can get actively involved in a learning process. The value of this study is to develop a holistic image of online teaching-learning-assessment activities, to ensure the efficiency and quality of the educational process in the university environment.

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