Participatory Action Research in a Blended Learning Course on Project Management Soft Skills

In the preceding years we employed active technology enhanced learning in a course on project management soft skills that was particularly well received by students. This chapter presents the underlying philosophy, the current course design, students’ reactions, and our experiences and lessons learned. Concurrently, we confirm the applicability of participatory action research as a methodological framework suited for improving course design, specific interventions, and theory building. We propose to complement that framework by qualitative and quantitative methods in order to deal with specific research questions. Results indicate that students consider their active involvement in the course, both face-to face and online, the top factor from which they benefit. Furthermore, the majority of students felt that it was easier for them to work in teams and to establish social relationships. The primary goal of the chapter is to provide a pool of inspiration for other educators in practice and research.

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PELATIHAN PENERAPAN BLENDED LEARNING MENGGUNAKAN MODEL FLIPPED CLASSROOM DI MAN 1 KAMPAR PADA ERA NEW NORMAL

Community Development Journal : Jurnal Pengabdian Masyarakat ◽

10.31004/cdj.v2i1.1488 ◽

2021 ◽

Vol 2 (1) ◽

pp. 164-170

Author(s):

Molli Wahyuni ◽

Adityawarman Hidayat ◽

Zulhendri Zulhendri ◽

Sriyani Sriyani

Keyword(s):

Action Research ◽

Blended Learning ◽

Participatory Action Research ◽

Community Service ◽

Flipped Classroom ◽

Virus Disease ◽

Learning Objectives ◽

Participatory Action ◽

New Normal ◽

Three Stages

Learning in the new normal era during the Corona Virus Disease 2019 (COVID-19) pandemic requires teachers to be more innovative and creative in preparing for learning. This activity is carried out in helping teachers to provide quality new normal education so that the learning objectives are achieved properly. The approach presented is participatory action research (PAR) with activity partners at Madrasah Aliyah Negeri (MAN) 1 Kampar. The activity is carried out in three stages, namely problem identification, activity implementation and activity evaluation. The activity was attended by 20 teachers, and the material provided included blended learning using the flipped classroom method. The result of this activity is the teacher's ability to understand the implementation of the flipped classroom model that is depicted during the simulation after the training is carried out. The indicators of the success of this community service implementation are activities carried out according to plan, as well as positive responses from participants.

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Pelatihan Blended Learning Sebagai Upaya Menghadapi Society 5.0

AKSIOLOGIYA Jurnal Pengabdian Kepada Masyarakat ◽

10.30651/aks.v4i2.3499 ◽

2020 ◽

Vol 4 (2) ◽

Author(s):

Edi Irawan

Keyword(s):

Action Research ◽

Blended Learning ◽

Participatory Action Research ◽

Community Service ◽

Time Allocation ◽

Industrial Revolution ◽

Successful Implementation ◽

Participatory Action ◽

Teachers And Students ◽

Service Activity

ABSTRAK Hadirnya revolusi industri 4.0 dan society 5.0 menjadi inspirasi pelaksanaan kegiatan pengabdian masyarakat ini. Kegiatan ini dilaksanakan dalam rangka untuk mempersiapkan sejak dini, agar para guru dan siswa tidak mampu bersaing dan menangkap peluang di masa yang akan datang. Pendekatan yang digunakan pada kegiatan ini adalah participatory action research (PAR) dengan subjek dampingan yang menjadi mitra kegiatan pengabdian masyarakat ini adalah Madrasah Aliyah Al-Ishlah Bungkal, Ponorogo. Kegiatan dilaksanakan dalam tiga tahap, yaitu identifikasi masalah, pelaksanaan kegiatan, dan evaluasi pelaksanaan. Hasil pelaksanaan kegiatan ini adalah pemahaman peserta yang tinggi terhadap materi yang disajikan, baik tentang revolusi industri 4.0, society 5.0, dan blended learning serta keterampilan peserta dalam menggunakan Google Classroom dalam pembelajaran. Indikator lain keberhasilan pelaksanaan pengabdian kepada masyarakat ini adalah hasil evaluasi peserta terhadap pelaksanaan kegiatan. Sebagian besar peserta menyatakan bahwa kegiatan sangat baik, baik pada aspek sistematika materi, kesesuaian materi, alokasi waktu setiap materi, cara penyampaian materi, kesempatan mengajukan pertanyaan, interaksi narasumber dengan peserta seminar, kualitas materi yang disampaikan, relevansi materi dengan kebutuhan, maupun kemenarikan materi yang disampaikan.Kata Kunci: blended learning, Google Classroom, revolusi industri 4.0, society 5.0 Blended Learning Training as an Effort to Face Society 5.0ABSTRACT The presence of the industrial revolution 4.0 and society 5.0 inspired the implementation of this community service activity. This activity is carried out to prepare early so that teachers and students are not able to compete and seize opportunities in the future. The approach used in this activity is participatory action research (PAR) with the assisted subject being the partner of community service activities is Madrasah Aliyah Al-Ishlah Bungkal, Ponorogo. Activities carried out in three stages, namely identification of problems, implementation of activities, and evaluation of implementation. The results of the implementation of this activity were participants 'high understanding of the material presented, both about the industrial revolution 4.0, society 5.0, and blended learning and the participants' skills in using Google Classroom in learning. Another indicator of the successful implementation of community service is the outcome of the participant's evaluation of the implementation of the activity. Most of the participants stated that the activity was very good, both in the systematic aspects of the material, the suitability of the material, the time allocation of each material, how to deliver the material, the opportunity to ask questions, the interviewees with the seminar participants, the quality of the material delivered, the relevance of the material to the needs, and the attractiveness of the material delivered.Key Words: blended learning, Google Classroom, revolusi industri 4.0, society 5.0

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Can Person-Centered Technology Enhanced Learning Contribute to Develop Project Management Soft Skills in an Academic Context?

Technology Enhanced Learning ◽

10.4018/978-1-59904-600-6.ch012 ◽

2008 ◽

pp. 284-303

Author(s):

Renate Motschnig-Pitrik ◽

Michael Derntl

Keyword(s):

Project Management ◽

Quantitative Methods ◽

Course Design ◽

Soft Skills ◽

Technology Enhanced Learning ◽

Participatory Action ◽

Academic Context ◽

Qualitative And Quantitative Methods ◽

Management Soft Skills ◽

Enhanced Learning

In the preceding years we employed active technology enhanced learning in a course on project management soft skills that was particularly well received by students. This chapter presents the underlying philosophy, the current course design, students’ reactions, and our experiences and lessons learned. Concurrently, we confirm the applicability of participatory action research as a methodological framework suited for improving course design, specific interventions, and theory building. We propose to complement that framework by qualitative and quantitative methods in order to deal with specific research questions. Results indicate that students consider their active involvement in the course, both face-to face and online, the top factor from which they benefit. Furthermore, the majority of students felt that it was easier for them to work in teams and to establish social relationships. The primary goal of the chapter is to provide a pool of inspiration for other educators in practice and research.

Download Full-text