Design and Development Seamless Learning Model to Improve Student Performance in Higher Education

2020 ◽  
Author(s):  
Evania Yafie ◽  
Norazrena Abu Samah ◽  
Usep Kustiawan ◽  
Munaisra Tri Tirtaningsih ◽  
Wuri Astuti ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Learning Model ◽  
Design And Development ◽  
Seamless Learning ◽  
Improve Student Performance

Using Online Learning Systems to Improve Student Performance

2011 ◽  
Vol 7 (2) ◽  
pp. 21-34
Author(s):  
Nelly Todorova ◽  
Annette M. Mills
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
Prior Knowledge ◽  
Real Life ◽  
Meaningful Learning ◽  
Learning Model ◽  
Learning System ◽  
Preliminary Evaluation ◽  
Life Problems ◽  
Improve Student Performance

A key responsibility of educators is to enable meaningful learning and to help students acquire the knowledge and skills they need to make decisions and solve real-life problems. The knowledge that students bring to class (i.e. prior knowledge) has been identified as a major factor enabling meaningful learning. Leveraging this knowledge depends on instructors being able to assess it and adjust their teaching accordingly. This paper proposes a learning model aimed at enriching, assessing and activating prior knowledge. To provide a preliminary evaluation on the feasibility of the model, it was implemented using an online learning system and assessed using survey and interview data gathered from students and faculty. The results showed positive changes in student study behavior, motivation, classroom experience and learning outcomes. Opportunities for improvement of the learning model were also identified.

scholarly journals Increasing Competency in Writing Review through Problem Based Learning (PBL) Models

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Sutrisno Sutrisno
Keyword(s):  
Action Research ◽  
Student Performance ◽  
Problem Based Learning ◽  
Action Planning ◽  
Learning Model ◽  
Class Action ◽  
School Year ◽  
Writing Competency ◽  
Improve Student Performance ◽  
Academic Year

The purpose of this classroom action research to: (1) describe the learning process with a problem-based learning model (PBL) to improve the writing competency of students in class XI MIPA 5 students in SMAN 1 Bantul in the academic year 2019/2020 and (2) knowing the increase in writing competency in student reviewer writing grade XI MIPA 5 SMAN 1 Bantul 2019/2020 school year through a problem based learning model (PBL). The subjects of this study were students of class XI MIPA 5 SMAN 1 Bantul. In the school Year 2019/2020. The setting/location of the study was in SMAN 1 Bantul Yogyakarta. While the research time was for three months from January to March 2020. This class action research was conducted in two cycles. Each cycle consists of four activities, namely: (1) action planning, (2) action implementation, (3) observation, and (4) reflection. The results of this class action research show: (1) The Problem Based Learning Model (PBL) can improve teacher performance in learning, improve student performance in learning, and obtain excellent responses from students; and (2) The implementation of PBL learning models in learning can improve the competency of writing a review of students.

scholarly journals Métodos de enseñanza del dibujo de observación en la graduación de diseño

2017 ◽  
Vol 4 ◽  
pp. 149-156
Author(s):  
Luiz Carlos Teixeira da Silva ◽  
Milton Koji Nakata
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Critical Situation ◽  
Partial Data ◽  
Improve Student Performance

Resumen: Este trabajo busca presentar una deficiencia que afecta a profesionales que trabajan con el dibujo, como los de diseño, arquitectura y moda. Debido al distanciamiento del ejercicio del dibujo que suele ocurrir durante la infancia, alumnos de cursos superiores suelen encontrarse en una situación crítica al retomar la práctica. Afortunadamente, se cree que ciertos métodos pueden mejorar el rendimiento de los alumnos en la producción del dibujo. El texto presenta datos sobre una experiencia con dibujo de observación y relata datos parciales de una investigación de maestría que busca evaluar la influencia de métodos de ayuda en la observación y en la ejecución de dibujos. ___Palabras clave: dibujo; metodología; enseñanza. ___Abstract: This work seeks to present a deficiency that affects professionals working with the drawing, such as design, architecture and fashion. Due to the distancing of the exercise of drawing that usually occurs during childhood, students of higher education usually find themselves in a critical situation when resuming the practice. Fortunately, it is believed that certain methods can improve student performance in drawing production. The text presents data about an experiment with observation drawing and reports partial data from a master's research that seeks to evaluate the influence of aid methods on the observation and execution of drawings. ___Keywords: drawing, methodology, teaching. ___Resumo: Esse trabalho procura apresentar uma deficiência que atinge profissionais que trabalham com o desenho, como os de design, arquitetura e moda. Devido ao distanciamento do exercício do desenho que costuma ocorrer durante a infância, alunos de cursos superiores costumam se encontrar em uma situação crítica ao retomar a prática. Felizmente, acredita-se que determinados métodos podem melhorar o desempenho dos alunos na produção do desenho. O texto apresenta dados sobre uma experiência com desenho de observação e relata dados parciais de uma pesquisa de mestrado que procura avaliar a influência de métodos de auxílio na observação e na execução de desenhos.  ___Palavras chave: desenho, metodologia, ensino. ___Recibido: 9 de agosto 2017. Aceptado: 10 de octubre de 2017.

Flipping a Programing Class to Improve Student Performance and Student Satisfaction

2019 ◽  
Vol 10 (1) ◽  
pp. 27-39 ◽  
Author(s):  
David Chen ◽  
Jolon Faichney
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Performance ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Computer Programming ◽  
Improve Student Performance ◽  
Traditional Mode ◽  
Flipped Classrooms

Flipped classrooms are an instructional strategy that is becoming popular in educational contexts, particularly higher education. The principle of Flipped Classroom is that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. Various studies have reported increased student performance and satisfaction after switching to a flipped classroom. However, most of these studies are based on students' perceptions of their own learning, not based on teachers' assessment of students' achievements. This article presents the results of flipping a computer programming course. It first describes how this course was flipped, then it presents the results of comparing the average marks awarded to students between those that took the course offering in flipped mode and those that took the course in the traditional mode. The comparison showed an increase in student performance in a flipped mode. Furthermore, the increase in student performance was sustained for 3 years, which is the full duration of this study. The comparison of student satisfaction showed an increase in student satisfaction in one campus, while the student satisfaction remained steady in another campus.

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz

2020 ◽  
pp. 009862832097989
Author(s):  
Roni M. Crumb ◽  
Ryan Hildebrandt ◽  
Tina M. Sutton
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Incongruent Condition ◽  
Note Taking ◽  
Sole Purpose ◽  
State Dependent ◽  
Improve Student Performance ◽  
Teaching Implications

Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-style information and could improve student performance in class.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

scholarly journals Creating a startup at a University by using Shane’s theory and the entrepreneural learning model: a narrative method

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
R. Tri Priyono Budi Santoso ◽  
I. Wayan Ruspendi Junaedi ◽  
Sony Heru Priyanto ◽  
Donald Samuel Slamet Santoso
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Academic Discipline ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Learning Model ◽  
Managerial Ability ◽  
Determining Factors ◽  
Startup Company ◽  
Narrative Method

AbstractThe novelty of this research is in applying the construction of the Shane Theory and Entrepeneurial Learning Model in applying Entrepreneurship Education at a higher education institution. This study used action research by utilizing a narrative method. The business field which matched with the academic discipline as well as business interest and hobby was more successful than that which had a different prospect as a startup. Leadership, entrepreneurship, and managerial ability are the determining factors in the success of a startup company. It can delve more into the entrepreneurship process of startups to recognize opportunities to create ideas, start businesses, and develop businesses.

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