Assessing the Pedagogical Value of Branded Digital Marketing Certification Programs

2019 ◽  
Vol 41 (2) ◽  
pp. 77-90 ◽  
Author(s):  
Lisa Spiller ◽  
Tracy Tuten
Keyword(s):  
Skill Acquisition ◽  
Research Study ◽  
Online Training ◽  
Learning Activities ◽  
Digital Marketing ◽  
Educational Materials ◽  
Certification Programs ◽  
Marketing Educators

Preparing students for careers in digital marketing requires marketing educators to design and deliver courses with relevant and timely content and learning activities that facilitate knowledge comprehension and skill acquisition. Marketing educators may incorporate online training and certification programs on digital marketing in their courses to address this challenge. Branded digital marketing certifications are one type of such training. While these programs provide affordable (and often free) educational materials on digital marketing topics, their pedagogical soundness and value is largely unexplored. This article describes the findings of a research study which assessed the pedagogical value of and implementation considerations relevant to marketing educators who wish to incorporate branded digital marketing certification programs into their course designs.

Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning

2017 ◽  
Vol 168 (1) ◽  
pp. 70-90 ◽  
Author(s):  
Sakineh Jafari ◽  
Saeed Ketabi ◽  
Mansoor Tavakoli
Keyword(s):  
Decision Making ◽  
Statistical Analysis ◽  
Educational Experiences ◽  
Autonomous Learning ◽  
Learning Activities ◽  
Educational Materials ◽  
Advanced Learners ◽  
Efl Learners ◽  
Intermediate Learners ◽  
Learning Language

Abstract This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, Spratt, and Humphrey (2002) was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed.

scholarly journals PENERAPAN STRATEGI REDIFINISI KONSTEKSTUAL UNTUK MENINGKATKAN PENGUASAAN KOSAKATA DAN AKTIVITAS PEMBELAJARAN

LITERA ◽  
2013 ◽  
Vol 10 (2) ◽  
Author(s):  
St. Nurbaya St. Nurbaya
Keyword(s):  
Action Research ◽  
Research Study ◽  
Learning Strategy ◽  
Contextual Learning ◽  
Learning Activities ◽  
Vocabulary Test ◽  
Word Meanings ◽  
Interview Guide ◽  
Class Viii ◽  
Action Research Study

applying a contextual learning strategy of redefinition in Indonesian. This was an action research study involving the students of Class VIII E of SMP Negeri I Seyegan, Sleman, Yogyakarta. The data were collected through observations, interviews, documents, and a vocabulary test. The research instruments included an interview guide, a checklist, and observation guide, and a vocabulary test. The data werequalitatively described. The results showed that the contextual redefinition strategy managed to improve the vocabulary mastery and learning activities. The students’ vocabulary mastery improved after each action cycle. The learning activities included raising questions, examining the correspondence between questions andlearning materials, using dictionaries to verify word meanings, having discussions,and constructing sentences to express contextual meanings.

scholarly journals Improving the Conceptual and Procedural Knowledge of Prospective Teachers through Multisensory Approach: Experience from Indonesia

2018 ◽  
Vol 3 (2) ◽  
pp. 106 ◽  
Author(s):  
Yurniwati Yurniwati
Keyword(s):  
Prospective Teachers ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Research Study ◽  
Learning Activities ◽  
State University ◽  
Mathematics Problems ◽  
Hands On ◽  
Mathematics Understanding ◽  
Concrete Materials

Abstract. In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic,  visual and auditory to gain knowledge. This research aims to find information about how to apply multisensory approach to improve conceptual and procedural knowledge of prospective teacher in Jakarta State University. This action research study used Kemmis and Taggart model and implemented in two cycles. The data were collected through questionnaires and observation sheets. Then, the data was analyzed descriptively.  The research results showed that the multisensory approach can enhance the conceptual and procedural knowledge of the prospective teachers. The Kinaesthetic approach was implemented in hands-on activity using concrete materials while the visual using images. The concrete materials and image provide different presentation but it helped to constructed concepts and abstraction. Furthermore, the auditory approach was developed along learning activities trough discussion to produce and clarify the ideas. Keywords: Conceptual knowledge, Procedural knowledge, Multisensory approach  

scholarly journals Pengembangan lembar kerja peserta didik kimia berbasis inkuiri terbimbing untuk kelas Xi IPA SMA/MA

2018 ◽  
Vol 5 (2) ◽  
pp. 103-114
Author(s):  
Rina Rizalini ◽  
Herminarto Sofyan
Keyword(s):  
Research Study ◽  
Learning Activities ◽  
Second Grade ◽  
Guided Inquiry ◽  
Appropriateness Criteria ◽  
Second Grade Students ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
Development Step

Penelitian ini bertujuan untuk: (1) menghasilkan Lembar Kerja Peserta Didik (LKPD) kimia berbasis inkuiri terbimbing yang layak untuk peserta didik kelas XI IPA SMA, (2) mengetahui kepraktisan LKPD berbasis inkuiri terbimbing, dan (3) mengetahui keefektifan LKPD berbasis inkuiri terbimbing. Penelitian ini merupakan penelitian dan pengembangan yang menggunakan model Thiagarajan. Prosedur pengembangan meliputi tahap pendefinisian, perancangan, dan pengembangan. Tahap pendefinisian dilakukan survei untuk menganalisis permasalahan dan kebutuhan peserta didik. Tahap perancangan disesuaikan dengan kebutuhan dalam kegiatan pembelajaran. Tahap pengembangan dilakukan validasi ahli materi dan media kemudian diimplementasikan di kelas XI IPA SMAN 2 Wates pada 20 peserta didik. Hasil penelitian menunjukkan bahwa: (1) Hasil validasi LKPD kimia yang dikembangkan dikategorikan layak berdasarkan hasil validasi ahli materi dengan rerata skor 3,8 dan ahli media dengan rerata skor 4,0, (2) tingkat kepraktisan LKPD berada dalam kategori sangat baik, dan (3) keefektifan LKPD memperoleh sig < 0,05 membuktikan ada perbedaan yang signifikan antara kelas eksperimen dan kontrol.Kata Kunci: lembar kerja peserta didik, kimia, inkuiri terbimbing DEVELOPING CHEMISTRY WORKSHEETS BASED ON GUIDED INQUIRY FOR THE SECOND GRADE STUDENTS OF SENIOR HIGH SCHOOLAbstractThis research study aims to: (1) produce valid chemistry worksheets based on guided inquiry for the second grade students of senior high school, (2) know the practically of worksheets based on guided inquiry, and (3) know the effectiveness of worksheets based on guided inquiry. This study was research and development using the Thiagarajan model. The procedure of the development included the steps of defining, designing, and developing. In the defining step, a survey to analyze the problems and student’s needs. The designing step, was conducted the needs of the learning activities. The development step a validation was done by materials and media experts then implementation in class XI science of SMAN 2 Wates to 20 students. The result of the study shows: (1) the chemistry worksheets produced fullfills the appropriateness criteria based on the result of materials experts with the mean score 3.8 and media experts is 4.0 which is in a good category, (2) the practically level is in the very good category, and (3) the effectiveness of worksheets obtaining sig < 0.05 proves there is a significant difference between the experimental and control class.Keywords: worksheets, chemistry, guided inquiry 

scholarly journals Continuous Professional Development: A Source of Appropriate Learning Activities for Students

2019 ◽  
Vol IV (III) ◽  
pp. 466-473
Author(s):  
Muhammad Ali Shaikh ◽  
Stephen John ◽  
Kamal Haider
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Research Study ◽  
Continuous Professional Development ◽  
Quantitative Approach ◽  
Learning Activities ◽  
Classroom Teaching ◽  
Teachers Training ◽  
The Impact

The purpose of this research study was to analyze the impact of professional development courses on teaching practices of the teachers A quantitative approach was adopted to solve the query, a questionnaire having close-ended questions was developed to collect data. The population of the study was teachers' trainers and heads of the institutions. The purpose of including trainers was to understand what types of courses offered by the teachers training institutes while inclusion heads to know about the changes found in the personalities of the teachers after attending a course. The analysis of collected data reveals that training institutes are offering general courses instead of subject-oriented courses, and resultantly teachers are unable to have appropriate subject related activities during their classroom teaching. Therefore, it is recommended that subject-oriented professional development courses should be designed for the teachers who will ultimately help teachers in using more appropriate activities during their teaching

scholarly journals PENGARUH KEBIASAAN BELAJAR TERHADAP KEPUASAN HASIL UJIAN PADA MATA KULIAH KONSEP KEBIDANAN

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Yunik Windarti
Keyword(s):  
Learning Outcomes ◽  
Research Study ◽  
Statistical Tests ◽  
Sampling Technique ◽  
Independent Study ◽  
Study Habits ◽  
Learning Activities ◽  
Probability Sampling ◽  
Large Sample ◽  
Analytical Research

The effect of habitual learning towards satisfaction of the results of tests on the course concepts of midwifery. Factors influenced the results of tests from the satisfaction of learning activities that are done by the student itself. In fact, many of the students who learn only at certain times, especially during exams. This research aims to analyze the effect of habitual learning towards satisfaction of the results of tests on the course concepts of midwifery. Design of analytical research, the population of students of the Semester I Prodi D-III Kebidanan FKK UNUSA of 123 people, a large sample of 123 people, taken with a probability sampling technique with total sampling. Independent study habits variables, variable dependent satisfaction exam results. The data is analyzed using kruskal wallis test. The results showed almost entirely (78,9%) students had the habit of learning outcomes and is almost entirely (75,6%) students were declared not satisfied against the results of the test. The results of statistical tests obtained ρ = 0,023 < α = 0,05, H0 is rejected then it means there is a significant learning habits influence towards the satisfaction of the results tests on the course concepts of midwifery. The conclusion of this research study is not good habits will cause discontent against the examination results are obtained. For students is expected to change the habit of studying, focus more on the material obtained, multiply the reading, often visited the library, the science danmenimba from various media rather than just rely on from the material presented lecturer.

scholarly journals Change the Teaching Methodologies to Improve E-Learning Quality

2020 ◽  
Author(s):  
Thanh Nga Pham
Keyword(s):  
Teaching And Learning ◽  
Training Programs ◽  
Online Training ◽  
Learning Activities ◽  
Transmission Of Knowledge ◽  
Current Period ◽  
Technology Products ◽  
E Learning ◽  
Study Process

E-learning with many outstanding advantages in training has drastically changed the self-study process due to the ability to personalize and effectively meet the learning activities of learners. E-learning and building an e-learning environment are currently paying attention and being deployed in many universities in Vietnam with different scope and levels. Especially in the current period, when science and technology are developing, many applications of technology and technology products have been applied in the field of education, changing the way of teaching and learning activities, the practice of both lecturers and students. Big Data and Artificial Intelligence (AI) technologies have replaced people not only for manual labor but also for intellectual labor, including the teaching of teachers. Many software applications have been used to replace people in the transmission of knowledge, testing, and evaluation of training quality, especially E-learning online training programs. However, in Vietnam today, the output quality of these online training programs has not been highly appreciated compared to similar programs in the world. The cause of this situation is that the training, teaching, and learning are not effective. Therefore, in this article, I will give some analysis, evaluate the current teaching and learning methods and propose solutions to enhance the interaction and initiative in the teaching and learning process of lecturers and students to improve the quality of online training in the future.

scholarly journals Improving the Conceptual and Procedural Knowledge of Prospective Teachers through Multisensory Approach: Experience from Indonesia

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Yurniwati Yurniwati
Keyword(s):  
Prospective Teachers ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Research Study ◽  
Learning Activities ◽  
State University ◽  
Mathematics Problems ◽  
Hands On ◽  
Mathematics Understanding ◽  
Concrete Materials

Abstract. In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic,  visual and auditory to gain knowledge. This research aims to find information about how to apply multisensory approach to improve conceptual and procedural knowledge of prospective teacher in Jakarta State University. This action research study used Kemmis and Taggart model and implemented in two cycles. The data were collected through questionnaires and observation sheets. Then, the data was analyzed descriptively.  The research results showed that the multisensory approach can enhance the conceptual and procedural knowledge of the prospective teachers. The Kinaesthetic approach was implemented in hands-on activity using concrete materials while the visual using images. The concrete materials and image provide different presentation but it helped to constructed concepts and abstraction. Furthermore, the auditory approach was developed along learning activities trough discussion to produce and clarify the ideas. Keywords: Conceptual knowledge, Procedural knowledge, Multisensory approach  

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