IEEE SSCS Israel Chapter Hosts Online Lecture by DL Prof. Dejan Markovic [Chapters]

This research aims to investigate the implementation of politeness in the language of lecturers and students as well as students and students through online lectures at the Faculty of Teacher Training and Education, Universitas Sembilanbelas November Kolaka on the WhatsApp application. The research methodology used is descriptive qualitative with a focus on research, namely the fulfillment and violations of the principles of politeness in the language contained in online lecture conversations on WhatsApp. The data collection technique uses documentation or screenshots, and the data analysis technique uses content analysis methods with inductive procedures. The results indicate that the communication of lecturers to students and students to students based on the WhatsApp social network still pays attention to the principles of linguistic politeness in communication discourse. Based on the WhatsApp social network, students and lecturers can meet the principles of linguistic politeness, including maxim of wisdom, generosity, appreciation, simplicity, compatibility, and sympathy. However, there were also still some violations of the principle of politeness.

Download Full-text

The Impact Of Online Lecture Notes On Learning Outcomes

10.18260/1-2--2035 ◽

2020 ◽

Author(s):

Edward Perry

Keyword(s):

Learning Outcomes ◽

Lecture Notes ◽

Online Lecture ◽

The Impact

Download Full-text

Case Study of The Phubbing Action of UIN Sunan Kalijaga Students in An Online Lecture

NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran ◽

10.35568/naturalistic.v6i1.841 ◽

2021 ◽

Vol 6 (1) ◽

pp. 956-968

Author(s):

Wahyu Hidayat ◽

Aninditya Sri Nugraheni

Keyword(s):

Qualitative Research ◽

Literature Review ◽

Social Life ◽

Research Study ◽

The Other ◽

Research Subjects ◽

Smartphone Use ◽

Online Lecture ◽

The Impact

The purpose of this study is to describe and reveal the impact of excessive smartphone use, which then leads to phubbing. This research study was conducted in May 2020 on 30 students of Uin Sunan Kalijaga as respondents or research subjects. This type of research is qualitative research and interviews with all research subjects, and literature review. The results of the study were recorded that 92% of 27 respondents revealed that a phubber did not give appreciation and was more likely to underestimate the other person. So, planting and practicing Pancasila values in everyday life is very important to carry out. This is so that each individual can fortify and organize himself against wise smartphone use. Then it is hoped that through this research study, students as the nation's next generation will realize the impact of excessive smartphone use on social life.

Download Full-text

Increasing Student Engagement by Flipping the Course

Innovations in Teaching & Learning Conference Proceedings ◽

10.13021/g8659m ◽

2015 ◽

Vol 7 (1) ◽

Author(s):

Debra Sprague

Keyword(s):

Student Engagement ◽

Flipped Learning ◽

Student Work ◽

Course Content ◽

Face To Face ◽

Online Technologies ◽

The Face ◽

Online Lecture ◽

Education Courses

Flipping the classroom has gained much attention over the past couple of years. It involves using video and online technologies to provide the lecture portion of a lesson. Students view the online lecture for homework, while class time is spent engaged in applying what is learned from the lecture. By doing this, it is believed students become active learners and take more responsibility for their learning.Although a skeptic of the flipped learning model (after all, a lecture is a lecture no matter what format it takes) the presenter decided to give it a try and flip one of her teacher education courses. The result was more student engagement, better quality of student work, and increase in student evaluations.This presentation will focus on strategies for flipping a course through the creation of a hybrid (combination of online and face-to-face) course. The presenter will share with the audience how she provided meaningful online activities and how she engaged the students during the face-to-face classes. Although the course content derives from the education discipline, the strategies presented can fit any content area.

Download Full-text

A national CASC course

BJPsych Open ◽

10.1192/bjo.2021.427 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S152-S153

Author(s):

Yathooshan Ramesh ◽

Lisanne Stock

Keyword(s):

Clinical Care ◽

Recent Experience ◽

National Guidelines ◽

Psychological Therapies ◽

Qualitative Feedback ◽

Online Lecture ◽

Online Format ◽

Published Research ◽

Interactive Lecture ◽

Academic Programme

AimsThere was understandable anxiety from trainees about the transition to the online format of the CASC due to the pandemic. There is also significant variability between trusts in the availability of lectures tailored specifically to the CASC exam. Having recent experience of the CASC exam, including the online format, we developed a free online lecture series. We aimed to address common questions relating to the exam, and selected topics that trainees may find daunting or had less experience with through clinical care. The topics covered were: An Introduction to the CASC, Mental State Examinations, Psychological Therapies, Pharmacology and a Q&A Session.MethodThe course was designed to tackle areas that trainees often find difficult based on our own experiences as well as surveying course attendees. Prior to the course, we liaised with consultant site tutors & junior doctor representatives to integrate the course into the local academic programme, and to facilitate promotion of the session to trainees across sites. We subsequently offered registration to trainees nationally. The course was planned and delivered by the organisers through interactive lecture-based presentations with handouts, ahead of the January 2021 examinations. Content was based on national guidelines and published research. 5 sessions were delivered with the final session including guest consultant panellists to answer trainee questions. Quantitative and qualitative feedback was collected from the attendees.Result172 doctors registered onto the course, with 44 NHS trusts represented. Doctors from a variety of grades attended, with 55% CT3s, 17% Specialty Doctors, 16% CT2s, 8% CT1s, 4% in other roles. 100% of attendees stated that they would recommend the course to any doctor sitting the CASC. 97% of attendees rated the course as either ‘Excellent’ or ‘Good’. Qualitative feedback was positive and 3 themes were identified- communication, content and the online format.ConclusionThe CASC course provided an opportunity to deliver national teaching to trainees based on national guidelines and peer-reviewed research, with a focus on addressing areas that trainees may feel less confident with. The course received significant positive feedback from attendees. The significant number of pre-CT3 trainees attending the course suggests that there may be an interest from this group for further support in developing the complex communication skills that ultimately are assessed by the CASC exam.

Download Full-text