scholarly journals Wizer.me and Socrative as innovative teaching method tools: Integrating TPACK and Social Learning Theory

2021 ◽  
Vol 10 (3) ◽  
pp. 1028
Author(s):  
Narentheren Kaliappen ◽  
Wan Nurisma Ayu Ismail ◽  
Ahmad Bashawir Abdul Ghani ◽  
Dwi Sulisworo
Keyword(s):  
Social Learning ◽  
Undergraduate Students ◽  
Learning Theory ◽  
Learning Process ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Innovative Teaching ◽  
Cross Cultural Management ◽  
Innovative Teaching Method

The purpose of this paper is to share a lecturer’s viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK and Social Learning Theory (SLT) at higher education. The applications were used to teach 44 undergraduate students who registered for Cross-Cultural Management course at Universiti Utara Malaysia (UUM). At first, the lecturer used Wizer.me before the class starts and requesting the students to answer several questions before coming to the class. After completing each chapter, the students requested to answer some questions using Socrative application to test their understanding level. The research revealed that at the beginning of the semester, the students not aware of these two applications. However, at the end of the semester, every student familiar with these applications and overall provided positive feedback on the usage of Wizer.me and Socrative application in the teaching and learning process. This study used IntenCheck sentiment analysis software to evaluate the students’ feedback. Student’s opinion on using Wizer.me and Socrative application as an innovative teaching method not explored before at UUM. Therefore, this viewpoint could provide useful insight for university lecturers to use these applications in their teaching and learning process.

scholarly journals PENGELOLAAN LINGKUNGAN KELAS DALAM MENCAPAI HASIL BELAJAR SISWA PADA MATA PELAJARAN EKONOMI

2018 ◽  
Vol 17 (1) ◽  
pp. 124
Author(s):  
Novi Safitri ◽  
F. Furqon
Keyword(s):  
Social Learning ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Learning Process ◽  
Classroom Environment ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Main Concept ◽  
Albert Bandura ◽  
Physical Environments

Behavioristic learning theory states that student learning outcomes are determined by the content of learning and environmental influences. One factor is the classroom environment, the comfortable classroom environment allows students to concentrate. Students spend more time in class than in other school environments. Education in economic subjects is a lifelong learning process, which is beneficial to life. Economic subjects discuss the basic economic concepts that are directly related to everyday life. The main objective of economic subjects is to prepare students with the knowledge necessary to understand the world and make better choices and prepare them to serve as economic actors in the future. The classroom environment on economic subjects will be connected to the teaching and learning process, including the physical and non-physical environments. Learning theory from Albert Bandura known as Social Learning Theory (social learning theory) with the main concept of reciprocal determination, states that there is a constant interaction between environment, behavior and people that influence the learning process that will ultimately affect the learning outcomes obtained. So it can be said that human behavior is the result of continuous interaction between internal factors (behavior, people) and external (environment).

scholarly journals Hubungan Antara Tayangan K-Drama di Televisi dengan Perilaku pada Anak Remaja dalam Mengimitasi Korean Fashion

2019 ◽  
Vol 13 (1) ◽  
pp. 65-79
Author(s):  
Zainal Abidin
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Learning Process ◽  
Social Learning Theory ◽  
Strong Relationship ◽  
Analysis Data ◽  
Traditional Learning ◽  
Message Content ◽  
Albert Bandura ◽  
Starting Point

Recent phenomenon of television is often shows a variety of Korean products and one of them was Korean drama (K-Drama). K-Drama is one of the television drama series that is famous until today and very popular among public. The objective of this research was to find out is there a relationship between K-Drama shows in television with behavior of the teenager to imitate Korean fashion at Bhinneka highschool Karawang. This research used quantitative with correlational analysis data by using social learning theory from Albert Bandura. The Theory was discovered by Albert Bandura to discuss the learning process through media massa as opposite to traditional learning process. The starting point of learning process is a phenimenon that can be observed, directly or indirectly. That phenomenon may occur in the person's daily activities, and also be presented directly by television, books, films and other media massa. The results of this study found there was a significant relationship between the intensity of K-Drama show with low but definite relationship (rs = 0.375), K-Drama message content with medium relationship (rs = 0,517) and K-Drama show attractiveness with strong relationship (rs = 0.641) with behavior of teenager to imitate Korean fashion. Fenomena belakangan ini televisi sering menyajikan berbagai produkproduk Korea salah satunya K-Drama (Drama Korea). Drama Korea sebagai salah satu serial drama televisi yang saat ini sedang booming dan diminati khalayak khsususnya remaja. Riset ini bertujuan untuk mengetahui hubungan antara tayangan drama Korea dengan perilaku pada anak remaja dalam mengimitasi Korean fashion dengan mengambil sampel penelitian di SMK Bhinneka Kabupaten Karawang. Metode riset ini adalah kuantitatif dengan analisis korelasional dan teori yang digunakan adalah teori social learning Albert Bandura. Social Learning Theory berasumsi bahwa belajar bisa dilakukan melalui media massa dan tidak harus dilakukan dengan cara yang konvensional. Awal mula proses belajar adalah mengamati sebuah fenomena yang sedang terjadi, yang bisa dilakukan secara langsung ataupun melalui sebuah fasilitas oleh seseorang. Sebuah fenomena di sekeliling kita bisa terjadi pada siapapun yang dapat diamati secara langsung dari televisi, buku, film dan media massa lainnya. Hasil dari penelitian ini memperlihatkan bahwa ada hubungan intensitas tayangan drama Korea dengan hubungan yang signifikan (rs = 0,375), isi pesan tayangan drama Korea dengan hubungan yang signifikan (rs = 0,517) dan daya tarik tayangan drama Korea dengan yang signifikan (rs = 0,641) dengan perilaku pada anak remaja dalam mengimitasi Korean fashion.

scholarly journals Changing Social Learning Theory Through Reliance on the Internet of Things and Artificial Intelligence

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Adam I. Attwood
Keyword(s):  
Artificial Intelligence ◽  
Social Learning ◽  
Internet Of Things ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
The Internet ◽  
Technological Mediation ◽  
The Internet Of Things

This paper examines the trend in the concept of the Internet of Things (IoT), Artificial Intelligence (AI), and related computer-mediated teaching and learning. Implications for social learning theory are examined based on the concept of “cyborg” education through a variety of scholarly and popular media sources with implications for schools and teacher educators. Recommendations for teacher education are posited as the topic of technological mediation between people continues to change in relation to how education will likely need to adapt to provide a prosocial environment through technological mediation, though the social learning itself operates in different ways.

scholarly journals ISLAM AND RADICALISM IN SOCIAL LEARNING THEORY PERSPECTIVE

TAWASUT ◽  
2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Sri Rejeki
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Learning Process ◽  
Social Learning Theory ◽  
The Social

Islam and radicalism are two very different things. It is then unjustified to emerge the term "Islamic radicalism" since it will reduce all the teachings of Islam itself. This is also because every religion has never taught its followers to act radically, but it doctrinally teaches kindness and peace. Therefore,  the emergence of radicalism on behalf of religion (Islam) needs to be explored in detail to deliver a comprehensive and balanced enlightenment. This paper seeks to review and provide an analysis based on social learning theory related to radicalism actor who has a particular community. This community undoubtedly becomes the source of forming a radical under-standing of Islam as well. Of the social learning theory, it is found that one of several causes of it is an improper learning process form in which the community provides a model of action or an incorrect understanding about the meaning of jihad in Islam.Keywords:   Islam, radicalism, causes of radicalism, social learning theory, improper learning process

Communities of Practice

2011 ◽  
pp. 124-130
Author(s):  
Susan Gebhard
Keyword(s):  
Social Context ◽  
Social Learning ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Learning Theory ◽  
Learning Process ◽  
Social Learning Theory ◽  
Family Dynamics ◽  
Community Of Learners ◽  
Instructional Environments

Basic social-learning theory presupposes that students and instructors function within community; they share common context, goals, and expectations and, thus, actively work to help one another learn. Instructional environments that reflect this understanding that all participants contribute to the learning process exemplify what is generally called a “community of practice” or a “community of learners” (Ormrod, 2004). Communities of practice involve situations in which teachers structure realistic problems or tasks and then facilitate learners to activate previous understandings, to interact collegially with others, and to apply combined knowledge to work towards a process-based solution. It is important to recognize that communities of practice can extend beyond traditional educational settings (such as school) into family dynamics, corporations, or any other social context.

Performance-Enhancing Drug Use Among Professional Athletes: A Longitudinal Test of Social Learning Theory

2020 ◽  
pp. 001112871990111 ◽  
Author(s):  
Saeed Kabiri ◽  
Seyyedeh Masoomeh (Shamila) Shadmanfaat ◽  
C. Jordan Howell ◽  
Christopher Donner ◽  
John K. Cochran
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Learning Process ◽  
Social Learning Theory ◽  
Structural Equation ◽  
Professional Athletes ◽  
Equation Modeling ◽  
The Social ◽  
Curve Modeling ◽  
Performance Enhancing

This article tests Akers’s social learning theory with self-reported panel data on performance-enhancing drug (PED) use among a sample of professional athletes ( n = 510). Using latent growth curve modeling we find that intraindividual differences exist in the developmental growth trajectories of PED use and the social learning process. Specifically, both PED use and the social learning process increase over time, while those who begin with high and low levels of PED consumption and social learning replicate these patterns throughout the sports life cycle. In addition, using structural equation modeling, we find modest to moderate contemporaneous and lagged, direct, indirect, and reciprocal effects between the social learning process and PED use in a manner consistent with the theory.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

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