Communal and student-centered

2017 ◽  
Vol 45 (1) ◽  
pp. 79-99 ◽  
Author(s):  
Conrad M. Woxland ◽  
Dory Cochran ◽  
Erin L. Davis ◽  
Kacy Lundstrom
Keyword(s):  
Learning Outcomes ◽  
Mobile Technologies ◽  
Lesson Design ◽  
Student Centered ◽  
Student Responses ◽  
Content Type ◽  
Composition Course ◽  
Post Test ◽  
Second Year ◽  
Use Of Social Media

Purpose This paper aims to investigate how teaching information creation as a process in a decentralized library classroom impacts student learning and engagement. Design/methodology/approach By using mobile technologies (iPads) and a targeted lesson design, the authors explored how these devices can be incorporated into threshold pedagogy. The study took place in a second-year composition course and was taught by librarians during a class session. Findings The findings supported by pre- and post-test scores, textual analysis and observations show that iPads did add to the engagement and learning of some students. The discussion includes student responses to the iPads, the decentralized roles of the librarian and instructor, the use of social media as an engagement tool and possible adaptations to the lesson. Originality/value This paper provides practical ideas for using iPads in higher education to engage students, particularly in targeting learning outcomes that emphasize on the changing nature and impact of the information creation process.

What matters in student-centered learning? Managing conditions for students to appropriate the object of learning

2017 ◽  
Vol 6 (3) ◽  
pp. 233-248 ◽  
Author(s):  
Sydney Enock Msonde ◽  
Charles Enock Msonde
Keyword(s):  
Learning Study ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Conditions For Learning ◽  
Post Test ◽  
Theory Of Variation ◽  
The Impact ◽  
Depth Interviews ◽  
Critical Aspects

Purpose There have been ideological variations in the understanding of student-centered learning (SCL), culminating in varied practices of SCL across the world. The purpose of this paper is to explore the impact of learning study on teachers’ appropriation of the conditions for learning in SCL lessons. Design/methodology/approach Three secondary school mathematics teachers in Tanzania formed a learning study group, guided by the theory of variation, to share their experience of how to engage learners in experiencing critical aspects of the object of learning. In-depth interviews, records of teachers’ lesson preparation meetings, and students’ tests were tools used to collect data. All of the qualitative data were analyzed using a phenomenographic variation framework and coding strategies. Moreover, a paired sample t-test was used to analyze the students’ pre- and post-test results. Findings The results show that teachers were able to identify critical aspects of two objects of learning for mathematics and create conditions for engaging learners in experiencing those aspects sequentially and simultaneously. There was strong evidence that the theory of variation as a framework helps teachers to learn effective ways of creating conditions for students to appropriate features of the objects of learning for mathematics as well as developing a new SCL pedagogical framework. Originality/value This study suggests that using learning study guided by the theory of variation supports teachers’ appropriation of the conditions for student learning within an SCL framework.

Delhi traffic police: social media for better traffic management

2016 ◽  
Vol 6 (1) ◽  
pp. 1-17
Author(s):  
Anjali Singh
Keyword(s):  
Social Media ◽  
Learning Outcomes ◽  
Traffic Management ◽  
New Technology ◽  
Subject Area ◽  
Content Type ◽  
Traffic Police ◽  
The Social ◽  
Use Of Social Media

Subject area Social media. Study level/applicability Under graduate/Easy. Case overview The case study presents a discussion on how the Delhi Traffic Police has used social media, Facebook in particular, to collaborate with the commuters on Delhi road to improve its traffic management. This case study can be as an example to illustrate the use of social media by a government department, to address operational and resources limitations. The case traces the start and evolution of the Delhi Traffic Police’s journey on the social media as the department responds to the inputs from the commuters on its Facebook page. Expected learning outcomes The case study is an illustration of a non-traditional application of a new technology by a non-business organization, the challenges it faces in its adoption and the solutions it provides. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 8: Marketing

scholarly journals KEEFEKTIFAN MODEL STUDENT TEAM ACHIEVEMENT DIVISION (STAD) DAN E-LEARNING PADA MATERI OPERASI PENJUMLAHAN DAN PENGURANGAN PECAHAN DI SEKOLAH DASAR

2018 ◽  
Vol 5 (2) ◽  
pp. 121
Author(s):  
Sri Kadarwati ◽  
Kasni Astutik ◽  
Edi Prayitno
Keyword(s):  
Learning Outcomes ◽  
Test Group ◽  
Mean Value ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
School Year ◽  
Post Test ◽  
E Learning ◽  
Student Team

The low learning outcomes of Addition and Reduction of Fractions in class IV are partly due to: (1) a tedious learning process, (2) lack of use of ICT as a source and media of learning. To overcome this problem the research team developed student-centered learning through e-learning learning in the Student Team Achievement Division (STAD) model. This study is a true experiment using the Pre-Test Group Control Post Test Design. The population is Sambiroto 02 elementary school students as many as 75 students in the 2017/2018 school year. The E2 group with EAD learning using the STAD model reached the highest mean value of the three groups, amounting to 88.67, followed by the E1 group with STAD learning at 74.54 and the K group with expository learning at 63.10. Regression analysis showed a positive relationship between motivation and activity with learning outcomes in groups E1 and E2 so it can be concluded that the higher the student's motivation and activity score the higher the student's learning achievement in addition and subtraction operations in elementary schools.

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN GAME EDUKASI BERBASIS ANDROID PADA MATA PELAJARAN EKONOMI KELAS X IPS SMA NEGERI 1 BANGKALAN

2019 ◽  
Vol 7 (2) ◽  
pp. 38-43
Author(s):  
KARIMATIN NURISA ◽  
MUHAMMAD ABDUL GHOFUR
Keyword(s):  
Research And Development ◽  
Learning Outcomes ◽  
T Test ◽  
Educational Game ◽  
Average Score ◽  
Design Development ◽  
Student Responses ◽  
Paired Sample ◽  
Average Percentage ◽  
Post Test

Abstrak Pembelajaran di dalam kelas yang menciptakan suasana menyenangkan akan berdampak positif bagi siswa untuk menambah rasa ingin tahu, sebuah game edukasi berbasis yang diharapkan menciptakan suasana belajar yang menyenangkan dan hasil belajar yang di dapat dengan baik. Pada penelitian ini memiliki tujuan untuk melihat bagaimana meningkatkan hasil belajar dengan menggunakan media pembelajaran game edukasi berbasis android terhadap hasil belajar peserta didik kelas X SMA Negeri 1 Bangkalan. Penelitian ini menggunakan penelitian pengembangan atau Research and Development (R&D) dengan model ADDIE yaitu Analysis (Analisis), Design (Desain), Development (Pengembangan), Implementation (Implementasi) dan Evaluation (Evaluasi). Desain Penelitian yang di pakai adalah One Group Pretest-Posttest Design Penelitian ini mengambil subjek peserta didik kelas X IPS untuk uji coba produk media pembelajaran game edukasi berbasis android. Hasil penelitian yang di dapat dari perolehan hasil validasi untuk mengetahui kelayakan media, hasil belajar dan respon siswa. Hasil dari penelitian ini menunjukkan bahwa validasi kelayakan media pada seluruh aspek memeroleh rata-rata presentase sebesar 100%. Hasil validasi evaluasi memeroleh skor rata-rata 76,06 %. Hasil respon siswa pada seluruh aspek memeroleh hasil rata-rata presentasen sebesar 97 %. Penelitian menunjukkan rata-rata pre-test 69,55 ; rata-rata post-test 83,7. Uji paired sampel t-test posttest menunjukkan sig. (2-tailed) ,000 (0,00) Hasil menunjukkan bahwa terdapat peningkatan antara pretest dan posttest < 0,05 yaitu 0,00 < 0,05. Berdasarkan hasil analisis uji paired sample t-test di atas, maka Ha diterima dan H0 ditolakHal ini menunjukkan bahwa media pembelajaran Game Edukasi berbasis android sangat layak digunakan. Kata Kunci: Game Edukasi berbais Android, Bank Sental, Hasil Belajar Abstract The Joyful Learning is expected to make students have more curiosity aboaut something, An educational-based game that is expected to create a fun learning atmosphere and learning outcomes that are obtained well. The purpose of this study is to see how to improve learning outcomes by using an Android-based educational game learning media on the learning outcomes of class X students of SMA 1 Bangkalan. This study uses research and development (R & D) with the ADDIE model, namely Analysis, Design, Development, Implementation and Evaluation. The research design used is One Group Pretest-Posttest Design This study took the subject of students of class X IPS to test educational media products based on Android games. The research results obtained from the results of validation to determine the feasibility of the media, learning outcomes and student responses. The results of this study indicate that the validation of media feasibility in all aspects obtained an average percentage of 100%. The evaluation validation results obtained an average score of 76.06%. The results of student responses in all aspects obtained an average percentage of 97%. Research shows an average pre-test of 69.55; post-test average 83.7. The paired test of the posttest t-test sample shows sig. (2-tailed), 000 (0,00) The results show that there is an increase between pretest and posttest < 0.05 which is 0.00 <0.05. Based on the results of the paired sample t-test analysis above, Ha is accepted and H0 is rejected. This shows that the Android-based Educational Game learning media is very feasible to use. Keywords: Android Based Educational Game, Central Bank, Learning Outcomes

APPLICATION OF GOOGLE CLASSROOM-BASED BLENDED LEARNING MODEL IN CREATIVE PRODUCT AND ENTREPRENEURSHIP LEARNING SUBJECTS IN SMK NEGERI 1 PALANGKA RAYA

2020 ◽  
Vol 8 (2) ◽  
pp. 81-85
Author(s):  
Erin Kristina ◽  
Pantur Pandiangan ◽  
Samuel Layang
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Student Response ◽  
Strong Response ◽  
Student Responses ◽  
Post Test ◽  
Academic Year

This study aims to determine student learning outcomes and student responses using the Google classroom-based Blended Learning method. This research is a descriptive study with a quantitative approach. The research sample was 26 students of class XII KGSP SMK N 1 Palangka Raya academic year 2019/2020. The research instrument was a learning outcome test and a questionnaire. The learning outcome test is in the form of multiple-choice consisting of a pre-test and a post-test. The results showed that classical completeness at the pre-test was 3.85%, and after applying the Blended Learning Model (post-test), classical completeness was 100%. Student response to the use of Google Classroom was 76.27% which is categorized as a very strong response.

Assessing the outcomes of an active learning exercise

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marie Elaine Gioiosa ◽  
Katherine Kinkela
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Study Data ◽  
Student Knowledge ◽  
Content Type ◽  
Learning Groups ◽  
Course Content ◽  
Alternative Approach ◽  
Post Test ◽  
Active Learning Method

PurposeThe purpose of this study is to propose an alternative approach to the think-pair-share active learning method and assess it for outcomes.Design/methodology/approachThis paper evaluates student knowledge of the course content presented in the study (data analytics and artificial intelligence) using a pre- and post-test process with control (lecture-based) and test (active learning) groups. A mixed method approach was used. The quantitative portion included the test scores being analyzed statistically. The qualitative portion included analyzing the open-ended question on the post-test.FindingsThe results note that the active learning exercise improves student learning outcomes in a statistically significant manner (p < 0.001). The open-ended question on the post-test provides positive student feedback.Originality/valueThe active learning exercise used in this study offers an alternate approach to the “think” and “pair” portions of the think-pair-share method and determines whether learning outcomes are improved after implementation of the alternative method.

scholarly journals Pengembangan Lembar Kerja Mahasiswa (LKM) Berbasis Project Pada Mata Kuliah Evaluasi Hasil Belajar Geografi TA 2017/2018

2018 ◽  
Vol 10 (2) ◽  
pp. 164
Author(s):  
Mona Adria Wirda ◽  
Rosni Rosni ◽  
Nurmala Berutu ◽  
Riki Rahmad
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Student Responses ◽  
Class A ◽  
School Year ◽  
Regular Class ◽  
Post Test ◽  
Qualitative Descriptive ◽  
Academic Year

Tujuan penelitian ini adalah mengembangkan Lembar Kerja Mahasiswa (LKM) berbasis project pada matakuliah Evaluasi Hasil Belajar Geografi dengan menggunakan model ADDIE. Selain itu, juga bertujuan untuk: (1) meningkatkan hasil belajar mahasiswa pada matakuliah evaluasi hasil belajar geografi TA 2017/2018, dan (2) mendeskripsikan respon mahasiswa TA 2017/2018 terhadap LKM yang telah dikembangkan. Pengumpulan data dilakukan dengan angket, tes dan lembar v­alidasi. Angket digunakan untuk mengumpulkan data respon mahasiswa terhadap penggunaan LKM di kelas A Reguler TA 2016/2017, tes digunakan untuk menilai hasil belajar mahasiswa melalui penggunaan LKS berbasis project, dan lembar validasi untuk mengukur kelayakan LKM yang dikembangkan. Validasi LKM dilakukan oleh 2 orang validator materi dan media. Indikator penilaian kelayakan LKM berupa kelayakan isi atau materi, kebahasaan, kegrafisan dan penyajian. Analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa (1) LKM berbasis project sangat layak digunakan (2) hasil belajar mahasiswa kelas A Reguler TA 2017/2018 mengalami peningkatan jika dibandingkan dari ketiga nilai pre-test, mid semester dan post-test, namun hasil belajar secara keseluruhan masih perlu ditingkatkan dimana dari 26 mahasiswa, hanya 15 mahasiswa yang mendapat nilai di atas KKM, (3) respon mahasiswa terhadap LKM berbasis project cukup baik. Kata kunci : Pengembangan, LKM, ADDIE, Project The purpose of this study was to develop student worksheets (MFIs) in order to evaluate project-based Geography Learning using the ADDIE development model in the academic year 2017/2018. In addition, it also aims to: (1) improve student learning outcomes in the course of evaluating geography learning outcomes in Regular Class A 2017/2018 school year, and (2) describe students' responses to the developed student worksheets. Data collection was carried out with questionnaires, tests and validation sheets. The questionnaire is used to assess the student responses to the use of the worksheet, the test is used to assess student learning outcomes through the use of project-based worksheets, and validation sheets for feasibility of project-based student worksheets. Assessment of the feasibility of student worksheets is carried out by 2 material and media validators. Indicators evaluate the appropriateness of student worksheets in the form of content or material feasibility, linguistics, graphics and presentations. Data analysis was carried out in a qualitative descriptive manner. The results showed that (1) project-based student worksheets were very feasible to use %, (2) the learning outcomes of Regular Class A students in the academic year 2017/2018 had increased compared to the pre-test, semester semesters and post-test , but still not significant, where out of 26 students, only 15 students scored more than 80 Minimum Completeness Criteria - KKM, (3) student responses to project-based student worksheets were good.Key words: Development, LKM, ADDIE, Project

Applying the ESD approach in textile and apparel education

2019 ◽  
Vol 20 (1) ◽  
pp. 75-90 ◽  
Author(s):  
Melissa Abner ◽  
Fatma Baytar ◽  
David Kreiner
Keyword(s):  
Consumer Products ◽  
The Body ◽  
Student Centered ◽  
Content Type ◽  
Knowledge And Attitudes ◽  
Textile And Apparel ◽  
Post Test ◽  
Quantitative Results ◽  
And Behavior ◽  
Attitudes And Behavior

Purpose The purpose of this study was to provide more information about the effectiveness of the Education for Sustainable Development (ESD) approach in textiles and apparel by applying it to a semester-long sustainability course. Design/methodology/approach A University-level course was re-designed using the ESD concepts. The course was taught from a consumer viewpoint using the product lifecycle as a focus, so the information was applicable to students’ lives and multiple consumer products. Quantitative results of a pre- and post-test taken by students measured changes in knowledge, attitudes and behavior related to sustainability. Qualitative data from open-ended questions collected student feedback on instructional strategies. Findings A significant change in knowledge and attitudes were observed on the post-test. Students perceived assignments that required critical thinking, research and related to their lives as the most beneficial. Practical implications The ESD approach changed student knowledge and attitudes to be more sustainable. Assignments that included real world examples had the most impact on pro-environmental attitudes and support the use of a student-centered pedagogy. Originality/value This study is based on a semester-long sustainability course designed with ESD, while many existing studies are based on a single intervention or lesson. The results of this study add to the body of ESD literature in the textile and apparel area and are applicable to other disciplines.

Assessment of undergraduate students’ environmental stewardship reasoning and knowledge

2017 ◽  
Vol 18 (4) ◽  
pp. 492-502 ◽  
Author(s):  
Christie-Joy Brodrick Hartman ◽  
Christine E. DeMars ◽  
Heather Peckham Griscom ◽  
Harold Martin Butner
Keyword(s):  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Small Sample ◽  
Environmental Stewardship ◽  
Assessment Instrument ◽  
Content Type ◽  
Second Year ◽  
Over Time

Purpose The purpose of this paper is to present a public university’s design and implementation of an assessment approach that measures the change in undergraduate students’ environmental stewardship reasoning and knowledge abilities over time. Design/methodology/approach In support of a university’s strategic emphasis on environmental stewardship, members of a university committee developed environmental stewardship learning outcomes for undergraduate students. The learning outcomes were not required in specific academic courses or in general education. Subsequently, volunteers from a variety of roles, in cooperation with committee members, developed a corresponding assessment test that focused on reasoning and knowledge. The instrument was revised between Spring 2011 and Spring 2014, and its validity was evaluated. An exploratory analysis of student learning over time was conducted using 22 items shared by different test forms. Findings A series of implementations and revisions resulted in a 50-question test, the Environmental Stewardship Reasoning and Knowledge Assessment (ESRKA), which showed good reliability (0.83). A comparative analysis provided evidence of the validity of the instrument. Results from a small sample of students showed that second-year students generally performed better on the 22 items than incoming first-year students. Those taking the assessment as second-year students, 18 months after their initial assessment, scored significantly higher on the 22 items by about 10.4 percentage points (0.61 standard deviation units, t68 = 6.23, p < 0.0001). Research limitations/implications Because of the small sample size and revision of the items, the analysis of student learning is only exploratory. Originality/value The learning outcomes and validated assessment instrument may be used either in whole or part by other institutions. The approach to measure changes in students’ environmental stewardship reasoning and knowledge abilities as cohorts over time could assist universities in tracking environmental stewardship learning and could inform strategic implementation of learning opportunities through the curriculum, as well as through other student learning experiences.

scholarly journals Collaborative Discussion Using Padlet-based Materials in Writing for ESP Course

2021 ◽  
Vol 13 (1) ◽  
pp. 523-529
Author(s):  
Fauzul Etfita ◽  
Sri Wahyuni
Keyword(s):  
Learning Outcomes ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Learning Outcome ◽  
Descriptive Statistics ◽  
Average Value ◽  
Post Test ◽  
Collaborative Discussion ◽  
Second Year ◽  
Value Of Learning

Collaborative discussion is a purposeful means for lecturers to assist students’ ideas in writing. This research, therefore, aims to determine the effect of collaborative discussion using Padlet-based materials that have been previously developed by researchers for Mechanical Engineering students to enhance learning outcomes. This research was conducted at second-year undergraduate in a class of 40 students. This research was classified as a pre-experimental design. Moreover, the quantitative data were collected by using pre-test and post-test to the sample class. The finding revealed descriptive statistics of the sample studied, pre-test and post-test. For the pre-test value, an average learning outcome or mean of 60.13 is obtained. While for the post-test score, it was obtained the average value of learning outcomes of 77.25. Furthermore, the correlation coefficient or correlation is equal to 0.867 with a significance value (Sig.) of 0.000. The finding indicates that Collaborative learning using Padlet-based teaching materials in Mechanical Engineering class could influence students’ writing outcomes.

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