scholarly journals Reduced Learning Time with Maintained Learning Outcomes

2021 ◽  
Author(s):  
Olle Bälter ◽  
Richard Glassey ◽  
Mattias Wiggberg
Keyword(s):  
Learning Outcomes ◽  
Learning Time

scholarly journals HYBRID LEARNING TIME MODIFICATION CAN IMPROVE LEARNING ACTIVITY AND LEARNING OUTCOMES

2021 ◽  
Vol 11 (3) ◽  
pp. 263-268
Author(s):  
Umi Kulsum ◽  
Keyword(s):  
Learning Outcomes ◽  
Hybrid Learning ◽  
Learning Activity ◽  
Knowledge Test ◽  
Face To Face ◽  
Learning Time ◽  
Analysis Technique ◽  
Significant Difference ◽  
The Relationship ◽  
Activity Questionnaire

The purpose of this study was to determine the effectiveness of hybrid learning time modification in terms of learning outcomes; knowing the relationship between learning activities and learning outcomes and knowing the effect of hybrid and one other group is the conventional group (face-to-face only), this group is the control group.Collecting data using a learning activity questionnaire and a knowledge test to determine learning outcomes. Data analysis technique with Ancova. The results of the study: (1) hybrid learning time modification is effective in improving learning outcomes (2) significant relationship between learning activity and learning outcomes, significance 0.000; (3) there is a significant difference in the effect of variations in hybrid learning time modification on learning activity and learning outcomes, the significance of 0.037 Keywords: Time Modification, Hybrid Learning, Active Learning, Learning Outcomes

scholarly journals Growing Deeper Learners. How to Assess Robotics, Coding, Making and Tinkering Activities for Significant Learning

2021 ◽  
pp. 261-267
Author(s):  
Rita Tegon ◽  
Mirko Labbri
Keyword(s):  
Learning Outcomes ◽  
The Other ◽  
Educational Robotics ◽  
International Context ◽  
Learning Time ◽  
Poor Understanding

AbstractAs more and more unstructured project-based activities fill the learning time of students, there is a growing need for assessment models for educational robotics, tinkering, making and coding activities. On one hand, there is a poor understanding or an underestimation of the need for evaluation, and its ability to improve systems and learning outcomes, while on the other, it is difficult to identify or devise suitable assessment frameworks. Examples from the international context are discussed more for their potential to raise awareness than as definitive answers.

scholarly journals What's in Your Teaching Toolbox?

2018 ◽  
Vol 39 (01) ◽  
pp. 107-114 ◽  
Author(s):  
Elaine Mormer
Keyword(s):  
Learning Outcomes ◽  
Student Writing ◽  
Polling System ◽  
Simple Method ◽  
Web Based ◽  
Learning Time ◽  
Teaching Tools ◽  
Learner Outcomes ◽  
Classroom Use

AbstractEducators are faced with an array of tools available to enhance learning outcomes in the classroom and clinic. These tools range from those that are very simple to those that are sufficiently complex to require an investment in learning time. This article summarizes a collection of teaching tools, ordered by the time involved in learning proficient use. Simple tools described include specific online blogs providing support for faculty and student writing and a simple method to capture and download videos from YouTube for classroom use. More complex tools described include a Web-based application for custom-created animated videos and an interactive audience polling system. Readers are encouraged to reflect on the tools most appropriate for use in their own teaching toolbox by considering the requisite time to proficiency and suitability to address desired learner outcomes.

scholarly journals Problem-Based Online Learning Assissted by Whatsapp to Facilitate The Scientific Learning of 2013 Curriculum

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Pri Ariadi Cahya Dinata ◽  
Suparwoto Suparwoto ◽  
Desy Kumala Sari
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Face To Face ◽  
Learning Time ◽  
Multiple Treatment ◽  
Quasi Experimental ◽  
Face To Face Learning ◽  
Treatment Design ◽  
Scientific Learning

Scientific learning is difficult to be applied in an ideal way because of the lack of learning time. One of the solutions to overcome it is by using blended learning that integrated into problem-based learning. This study aims to comprehend the effectivity of problem-based online learning (PBOL) to improve learning outcomes, and it’s efficiency to reduce the time of face to face learning. The used media was WhatsApp because of its simplicity, and the students have been familiar with it. The seventy students of the 10th grade of SMAN 1 Kelua were being sampled in this study based on a saturation sampling technique and divided into three classes. This was a quasi-experimental study with single factor multiple-treatment design. The premier data of this study were learning outcomes and the total time of learning in the class. The data of learning outcomes were obtained by test and be analyzed by one-way ANOVA to detect the effect of PBOL on the learning outcomes. The data of learning time were gained by observation and documentation and be analyzed in a descriptive way to know the efficiency of PBOL. The analyzed result showed sig. value is 0.04, that is means PBOL, and PBL produces learning outcomes which have significantly different from conventional learning. On the other side, even the learning outcomes of PBOL is equal as learning outcomes of PBL, and it’s learning time is fewer than the PBL’s. From both of the facts, we can conclude that the PBOL assisted by WhatsApp is effective in enhancing learning outcomes and more efficient to be used.

scholarly journals Pengaruh Waktu Belajar, Lingkungan.Sekolah dan Cara.Belajar Terhadap Hasil.Belajar Akuntansi Dasar Siswa Kelas X Akuntansi dan Keuangan Lembaga SMK Negeri 3 Padang

Jurnal Ecogen ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 312
Author(s):  
Santri Movva ◽  
Syamwil Syamwil
Keyword(s):  
Learning Outcomes ◽  
School Environment ◽  
Random Sampling ◽  
Sampling Technique ◽  
Learning Method ◽  
Validity And Reliability ◽  
Learning Time ◽  
Normality Test ◽  
Analysis Technique ◽  
Instrument Testing

The aims of this article to know the Effect of Learning Time, School Env1ronment and Learn1ng Method on Basic Accounting Learning Outcomes of Class X AKL of Students SMK Negeri 3 Padang. In this research is a descriptive and associative research with a population of 98 students and 78 sample students with a proportional random sampling technique. Data were collected by documentation and questionnaires. The instrument testing uses validity and reliability tests. The prerequisite tests were performed with a normality test, a heteroscedasticity test, a multicollinearity test, and with a multiple regression analysis technique. The results showed: (1) Learning Time, School Environment and Learning Method together had a significant effect on Learning Outcomes, sig 0,000 <0.05 with a contribution of 87%. (2) Learning Times have a significant effect on Learning Outcomes, sig 0,000 <0.05. (3) School Environment has a significant influence on Learning Outcomes, sig 0,000 <0.05. (4) Learning Methods also have a signifikacant effect on Learning Outcomes, sig 0,000 <0.05.Keywords: learning time, school environment, learning method, learning outcomes

Preparing for MQF documentation: A manual

2011 ◽  
Author(s):  
Nurahimah Mohd Yusoff ◽  
Ahmad Jelani Shaari ◽  
Hamida Bee Abdul Karim ◽  
Ruzlan Md Ali ◽  
Arsaythamby Veloo ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Accreditation Process ◽  
Internal Quality ◽  
Government Agencies ◽  
Academic Quality ◽  
Course Assessment ◽  
Learning Time ◽  
Test Specifications ◽  
Private Organizations

Accreditation is a certification of the academic quality of an institution of higher learning.Some countries require accreditation and others consider it as optional.Some countries accredit through official government agencies while others appoint independent or private organizations that oversee the whole educational accreditation process. In Malaysia, the Malaysian Qualifications Agency (MQA) is the sole responsible body to monitor the accreditation process for all Higher Education Institutions (HEIs).This manual is a standard reference to assist lecturers and teachers in preparing MQF documents.It sets to provide clear guidelines on details of how to prepare all documents necessary for MQA accreditation.The contents of the manual emphasize:Understanding the Malaysian Qualifications Framework,Programme objectives, programme learning outcomes, course objectives and course learning outcomes, Course syllabus, the scheme of work and mappings, Course assessment and preparing the Test Specifications TableStudent Learning Time, Preparing the Internal Quality Audit (IQA)

scholarly journals EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT

2021 ◽  
Vol 7 (2) ◽  
pp. 73-80
Author(s):  
Abubakar Ukashatu
Keyword(s):  
Learning Outcomes ◽  
Authentic Assessment ◽  
Learning Time ◽  
Summative Assessments ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
Proper Training ◽  
Emerging Issues ◽  
Method Of Assessment ◽  
Real World Situation

Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training.

scholarly journals CONSTRAINTS TO EFFECTIVE CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN GOVERNMENT SECONDARY SCHOOL IN FCT

2021 ◽  
Vol 7 (2) ◽  
pp. 139-148
Author(s):  
Niyi Jacob Ogunode
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Learning Time ◽  
Summative Assessments ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
Proper Training ◽  
Method Of Assessment ◽  
Real World Situation

Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training

scholarly journals Pengembangan Media Pembelajaran Berbasis Mobile Learning Pada Mata Pelajaran Dasar Listrik Dan Elektronika Sekolah Menengah Kejuruan

2020 ◽  
Vol 20 (1) ◽  
pp. 77-84
Author(s):  
Mery Sumiati ◽  
Fahmi Rizal ◽  
Muhammad Anwar
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Subject Matter ◽  
Student Learning Outcomes ◽  
Development Model ◽  
Learning Needs ◽  
Experiment Research ◽  
Learning Time ◽  
Is Research ◽  
The Subject

In the learning process Basic Electricity and Electronics material, students are constrained in understanding the subject matter, because it uses formulas that are difficult to understand without adequate supporting learning media. Besides the learning time Basic Electricity and Electronics material which is only available 4 hours per week, so that not all materials can be delivered optimally to students. Therefore learning needs to be supported by suitable and adequate media. The purpose of this research is to produce a learning media based on mobile learning that is valid, practical and effective for Basic Electricity and Electronics subjects. The method used in this research is Research and Development (R&D). The development model used follows the Borg & Gall model which is arranged in several research steps. The instrument used in the form of a validation questionnaire was given to material experts and media experts. Questionnaire to measure practicality is given to students and teachers of the subject matter. To measure the effectiveness of the Quasi experiment research design used by comparing student learning outcomes of the experimental class and the control class. The results showed that the learning media based on mobile learning was declared valid, practical and effective for use in the Basic Electricity and Electronics subjects.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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