Student Plagiarism: Never-Ending Challenges and Possibilities for Faculty

2021 ◽  
Vol 34 (4) ◽  
pp. 372-373
Author(s):  
Mary R. Morrow
Keyword(s):  
Faculty Experiences ◽  
Learning Module ◽  
Student Plagiarism ◽  
Teaching Learning

Student plagiarism is a never-ending challenge for faculty. This column introduction shares faculty experiences as well as some successful interventions. The author grounds faculty student plagiarism struggles with the humanbecoming teaching-learning module and reminds faculty to address the issue for the benefit of the student and the discipline.

The 21st Century Classroom-Scholarship Environment: What Will it Be Like?

1995 ◽  
Vol 24 (2) ◽  
pp. 97-112 ◽  
Author(s):  
William D. Graziadei ◽  
Gillian M. McCombs
Keyword(s):  
21St Century ◽  
Educational Technologies ◽  
Scientific Process ◽  
Learning Module ◽  
21St Century Classroom ◽  
The World ◽  
Approach To Teaching ◽  
Ubiquitous Access ◽  
Use Of The Internet ◽  
Teaching Learning

The convergence of computing, communications, and traditional educational technologies enables us to discuss, plan, create, and implement fundamentally unique strategies for providing access to people and information. The scientific process is used as an approach to teaching-learning through discovery. Over the last several years, SUNY Plattsburgh, like many universities across the world, has created a technology environment on campus which provides ubiquitous access to both on- and off-campus information resources for faculty and students. The article describes the development of a teaching-learning module in biology which makes creative use of the Internet and other communications and computing media. This example is placed in the context of strategies which must be employed—both locally and globally—in order to realize the authors' vision of the 21st century classroom-scholarship environment.

scholarly journals Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft

2021 ◽  
Vol 13 (19) ◽  
pp. 10817
Author(s):  
Szarmilaa Dewie Krishnan ◽  
Helmi Norman ◽  
Melor Md Yunus
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Design Development ◽  
Design And Development ◽  
Minimum Requirement ◽  
Learning Module ◽  
Fuzzy Delphi ◽  
Learning Competencies ◽  
Gamified Learning ◽  
Teaching Learning

Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015–2025, Ministry of Education, Malaysia, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. This poses a need for teachers who have not achieved this minimum requirement to re-skill and upskill themselves to the minimum competency level. Past studies have indicated that online gamification techniques have increased teacher competency levels. However, there has been a lack of studies that have investigated teachers’ language-teaching/learning competencies using online gamified learning. As such, this study aims to address this problem using experiential learning techniques on an online gamified platform, Classcraft. The online gamified learning module was developed using the Design and Development Research (DDR) methodology, and was conducted in the five-phase ADDIE Model (analysis, design, development, implementation, and evaluation). This paper seeks to brief the reader on the design and development process of this online gamified learning using Classcraft. The findings of the design phase were derived through the Fuzzy Delphi technique to acquire the experts’ consensus on the content of the module, and the appropriate gamification elements which ought to be included in the development of the module. The findings of the development phase, as agreed by expert consensus, were used to develop the online gamified learning module. Thus, the findings portrayed the enhancement of the competencies of the English Language teachers who used this online gamified learning with the integration of Classcraft.

Developing and Implementing Teaching-Learning Module for a Structured Injury Report

2018 ◽  
Vol 8 (si) ◽  
pp. 62
Author(s):  
Prem Chandra Srivastava ◽  
Shikha Saxena ◽  
Agniwesh ◽  
S.K. Roy Chaudhary ◽  
Madhup Kumar
Keyword(s):  
Learning Module ◽  
Teaching Learning

scholarly journals Recognition and operationalization of Future‐Scaffolding Skills : Results from an empirical study of a teaching–learning module on climate change and futures thinking

2021 ◽  
Author(s):  
Olivia Levrini ◽  
Giulia Tasquier ◽  
Eleonora Barelli ◽  
Antti Laherto ◽  
Elina Palmgren ◽  
...  
Keyword(s):  
Climate Change ◽  
Empirical Study ◽  
Learning Module ◽  
Teaching Learning

scholarly journals Character education learning for high school students with a Contextual Teaching Learning (CTL) Approach in Civics Subjects in West Seram District

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
La Kasman Rukua ◽  
Eveline Siregar ◽  
R A Murti Kusuma Wirasti
Keyword(s):  
High School Students ◽  
Character Education ◽  
Teaching And Learning ◽  
Review Process ◽  
School Students ◽  
Learning Module ◽  
Three Stages ◽  
Model Review ◽  
Contextual Teaching ◽  
Teaching Learning

This research is development (R & D). In this research purpose to develop a character education learning module contextual teaching and learning (CTL) approach of PKn subject. This research was conducted at SMA Negeri 7 Kabupaten Seram Bagian Barat. This research method refers to the development model of Derek Rowntree and Dick &Carry. The development procedure through three stages, the first stage uses Dick & Carry model until the seventh step is selecting and developing. In the second and third stages using Derek Rowntree model. Review process through reviews of media expert and instructional design expert and reviews of media and language experts. To the target, a one-to-one test was conducted, small group test and field test. Evaluation is carried out until summative evaluation with calculations N-Gain Score to measure the level of effectiveness. The result of effectiveness state that the student character learning module in PKn subject is effective in used.

scholarly journals PRACTICALITY OF TEACHING LEARNING MATERIALS VOCATIONAL SKILLS FOR FACILITIES IN SLB 1 LIMA KAUM

AL MURABBI ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 17-21
Author(s):  
Nella Kusuma
Keyword(s):  
Research And Development ◽  
Qualitative Data ◽  
Fashion Design ◽  
Development Research ◽  
Deaf Students ◽  
Vocational Skills ◽  
Analysis Techniques ◽  
Learning Module ◽  
The Media ◽  
Teaching Learning

This Development Research aims to develop a teaching material for vocational skills in fashion design designed to enhance student skills, as well as reveal the validity, practicality and effectiveness of the media. This study uses a Research and development development model that focuses on the IDI Method. Data analysis techniques used qualitative data through questionnaires and analyzed statistically. The results obtained from this research and development are as follows: (1) The learning module is a printed module for deaf students in Class X Semester 1 in the Vocational Fashion Dress subject. (2) Practicality of fashion skills skills module for deaf students in Class X Semester 1 based on the teacher's response after going through practicality was declared practical with an average total of 69.6%. (3) Practicality of fashion skills skills modules for deaf students in class X semester 1 based on students' responses after going through practicality was declared practical with an average total of 65%.

scholarly journals PENGEMBANGAN MODUL PEMBELAJARAN KIMIA BERBASIS MULTIPEL REPRESENTASI PADA MATERI STOIKIOMETRI KELAS X SMAN 01 RASAU JAYA

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Siti Assma ◽  
Raudhatul Fadhilah ◽  
Dini Hadiarti
Keyword(s):  
Concept Learning ◽  
Field Trials ◽  
Main Field ◽  
Initial Field ◽  
Multiple Representation ◽  
Learning Module ◽  
Analytical Skills ◽  
Teachers And Students ◽  
The Media ◽  
Teaching Learning

Students’ understanding towards learning materials is generally influenced by the learning sources used. Lack of analytical skills and reasoning of the material taught especially stoichiometric material leads to a lack of interest in students' learning, students do not have a handbook but while learning takes place students use an inadequate number of textbooks in addition to covering only one or two representations. This study aimed to develop a learning module of multiple representation-based Stoichimetry concept. This study was a R &D method which adopting development of Brog & Gall. Sampling used purposive sampling. Subject in this research were students of class X IPA 2 as many as 9 students at initial field trials and 30 students of X IPA 1 at main field trials. Data collecting technique used were questionnaire and test. The data was analyzed by using Likert scale. The study revealed that the material validity by the material expert was 91,5%, and the validity by the media expert was 92,5%. The responses from the questionnaire on the practicality of the module were 88,17% and 86,89%. The effectiveness of the module could be seen from the students’ learning mastery value by 80,4%. In conclusion, the module that has been developed is considered feasible, practical, and effective to be used for both teachers and students in teaching learning process.Keywords: Stoichimetry Concept, Learning Module, Multiple Representation, Research and Development

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