Linking Administrative Behavior and Student Learning: The Learning Centered Academic Unit

2002 ◽  
Vol 77 (3) ◽  
pp. 60-84 ◽  
Author(s):  
Marietta Del Favero
Keyword(s):  
Student Learning ◽  
Academic Unit ◽  
Administrative Behavior ◽  
Learning Centered

scholarly journals Improving Student Learning Outcomes During The Covid-19 Pandemic Using Learning Videos and E-Learning

2021 ◽  
Vol 3 (2) ◽  
pp. 102-114
Author(s):  
A. Jauhar Fuad ◽  
Pranita Andhinasari
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Action Planning ◽  
Student Learning Outcomes ◽  
Learning Centered ◽  
E Learning ◽  
Improving Student Learning ◽  
Result Analysis ◽  
Improve Student Learning ◽  
Planning Action

The problem that arises in learning in the Covid-19 era is unilateral learning centered on teacher activities, by giving assignments. Students only work on assignments and then the work is photographed and sent via whatsapp, causing students to lack understanding of the material and reluctant to do assignments. The solution to the problems above is the use of video for learning and e-learning. This research phase begins with action planning, action implementation, observation and reflection. This stage is repeated until the expected increase in learning outcomes is achieved, and does not require further improvement. The final result analysis showed that in the pre-learning cycle the percentage of classical completeness was 27.28%. In the first cycle there was an increase in classical completeness reaching 54.5%. In the second cycle there was an increase in classical completeness reaching 91%. Thus, it can be concluded that the use of video for learning and e-learning during the covid-19 pandemic is able to improve student learning outcomes. [Permasalahan yang muncul dalam pembelajaran di era Covid-19 adalah pembelajaran sepihak yang dipusatkan pada kegiatan guru. Dengan pemberian tugas siswa hanya mengerjakan tugas kemudian karya tersebut difoto dan dikirim melalui whatsapp sehingga menyebabkan siswa kurang memahami materi dan enggan mengerjakan tugas. Solusi dari permasalahan di atas adalah pemanfaatan video untuk pembelajaran dan e-learning. Tahap penelitian ini dimulai dengan perencanaan tindakan, pelaksanaan tindakan, observasi dan refleksi. Tahap ini diulangi sampai tercapai peningkatan hasil belajar yang diharapkan, dan tidak memerlukan perbaikan lebih lanjut. Analisis hasil akhir menunjukkan bahwa pada siklus pra pembelajaran persentase ketuntasan klasikal sebesar 27,28%. Pada siklus I terjadi peningkatan ketuntasan klasikal mencapai 54,5%. Pada siklus II terjadi peningkatan ketuntasan klasikal mencapai 91%. Dengan demikian, dapat disimpulkan bahwa pemanfaatan video untuk pembelajaran dan e-learning di masa pandemi covid-19 mampu meningkatkan hasil belajar siswa]

scholarly journals The Millennial Student: A New Generation of Learners

2007 ◽  
Vol 2 (2) ◽  
pp. 42-46 ◽  
Author(s):  
Michele Monaco ◽  
Malissa Martin
Keyword(s):  
Student Learning ◽  
Athletic Training ◽  
Generation X ◽  
Millennial Generation ◽  
Teaching And Learning ◽  
Media Technology ◽  
Effective Learning ◽  
Learning Centered ◽  
Technology And Communication ◽  
New Generation

Objective: Each generation comes to college with varying characteristics that distinguish them from their predecessors. Teaching has evolved into a learning centered classroom that focuses on student learning rather than on teacher delivery. The purpose of this article is to introduce the Millennial Student and identify various characteristics that influence teaching and learning. Background: A new generation of learners has immersed themselves in the college classroom. They are determined, driven achievers who depend on technology and their support system. The method of teaching ten years ago is not the method to achieve learning with this generation. Their characteristics mimic the characteristics of the Silent Generation, those who were born between the years of 1925–1942, and are now grandparents to the Millennial. The Millennial are quite opposite of their predecessors, Generation X. Description: There are key descriptors of the Millennial Generation that define their characteristics as a society. These characteristics are identified with a strategy to understand and use as teachers implement learning. A paradigm shift is occurring, and higher education cannot ignore the needs of these students. Teachers are taking on various roles in and out of the classroom to achieve student learning and successful teaching. Athletic training education serves the Millennial Generation not only in the classroom, but in the clinical setting as well. A new understanding of this student allows educators to develop learning skills didactically and clinically. Advantages: Through the evolution of society, media, technology, and communication, teachers must understand their audience in order to develop instructional methods and delivery styles that will produce effective learning outcomes in the Millennial Student.

scholarly journals Republication of “Principles of effective course design: What I wish I had known about learning-centered teaching 30 years ago”

2021 ◽  
pp. 105256292110449
Author(s):  
David A. Whetten
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Support ◽  
Learning Assessments ◽  
Design Learning ◽  
Learning Centered ◽  
University Professor ◽  
The Impact

Ten years ago, after 20 years as a university professor, I was asked to direct the teaching and learning support center at my university. I quickly realized I had almost no knowledge of the published scholarship on this subject. From my reading of this literature, I found the research on the predictors of student learning particularly informative. In particular, I gained an appreciation for the impact of course design. In this article, I summarize a framework for designing “significant learning experiences.” In discussing the three key components of course design (learning outcomes, learning activities, and learning assessments), I offer tips and give examples relevant for the field of management. My intent is to share the most important information I have learned from a decade of conversations with experts on student learning—the things I wish someone had taught me 30 years ago.

Moving From Ideation to Prototyping

2021 ◽  
pp. 202-214
Author(s):  
Daniel A. Bureau ◽  
Monica Lee Miranda ◽  
Martha Glass ◽  
James P. Barber
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Learning ◽  
Primary Outcome ◽  
Design Thinking ◽  
Learning Centered ◽  
Effective Delivery ◽  
The Right ◽  
Learning Focused

To implement an effective approach to design thinking in higher education, it is crucial to move from ideation to prototyping. In the context of the co-curriculum, there is a push toward enhancing how programs and services contribute to student learning. Many educators are working toward strengthening the culture so that learning becomes central to the work of staff. However, the right conditions must exist to anchor the changes so that student learning is not merely a byproduct, but rather is the primary outcome of student engagement in the co-curriculum. In this chapter, the authors address the conditions that help enhance the effective delivery of learning-focused, co-curricular experiences. Through examining eight different institutions, they arrived at six conditions that helped in developing sustainable learning-centered co-curricular programs and services in higher education.

scholarly journals PENERAPAN MODEL PEMBELAJARN EXAMPLE NON EXAMPLE UNTUK MENINGKATKAN RASA INGIN TAHU DAN PRESTASI BELAJAR PESERTA DIDIK TEMA 7 DI KELAS V SD NEGERI 3 KOTAYASA

2020 ◽  
Vol 7 (2) ◽  
pp. 201
Author(s):  
Riyan Widiya Wati ◽  
Dhi Bramasta ◽  
Sony Irianto
Keyword(s):  
Student Learning ◽  
Learning Model ◽  
Research Subjects ◽  
Class V ◽  
Learning Achievement ◽  
Average Value ◽  
Learning Centered ◽  
Student Center ◽  
Indicators Of Success ◽  
Improve Student Learning

ABSTRACTThe learning process in the 2013 curriculum is a student center or learning centered on students, where students are required to be more active in learning, and the task of the teacher in the 2013 curriculum is to become a facilitator. Active in learning shows that students have a high curiosity so that they can answer and express their own ideas. The emergence of high curiosity makes students understand information clearly.This study aims to determine the increase in curiosity and student learning achievement with the Non Non Example learning model on theme 7 (Events in Life) in class V SD Negeri 3 Kotayasa. This type of research uses Classroom Action Research (CAR) conducted in 2 cycles. The research subjects were 21 students. the data collected is curiosity and student learning achievement.The results showed that: first, the application of the Example Non Example learning model can increase students' curiosity as seen from the classical percentage acquisition of cycle I namely 4,5% with the criteria pretty good and has increased to 6,8% in the second cycle with the criteria very good. Secondly, the application of the Example Non Exampe learning model can improve student learning achievement seen from the acquisition of the average value of the first cycle namely 57,15% by completing learning pretty good and increasing to 83,5% by completing learning very good in the second cycle so that indicators of success research reached.Keywords: Curiosity, Learning achievement, Example Non Example learning model.ABSTRAKProses pembelajaran pada Kurikulum 2013 adalah student center atau pembelajaran berpusat pada peserta didik, dimana peserta didik dituntut untuk lebih aktif dalam pembelajaran, dan tugas guru di dalam Kurikulum 2013 adalah menjadi seorang fasilitator. Keaktifan dalam pembelajaran menunjukkan bahwa peserta didik memiliki rasa ingin tahu yang tinggi sehingga dapat menjawab dan mengemukakan gagasannya sendiri. Munculnya rasa ingin tahu yang tinggi membuat peserta didik memahami informasi secara jelas. Penelitian ini bertujuan untuk mengetahui peningkatan rasa ingin tahu dan prestasi belajar peerta didik dengan model pembelajaran Example Non Examplepada tema 7 (Peristiwa dalam Kehidupan) di kelas V SD Negeri 3 Kotayasa. Jenis penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang dilakukan dalam 2 siklus. Subjek penelitian berjumlah 21 peserta didik. data yang dikumpulkan adalah rasa ingin tahu dan prestasi belajar peserta didik. Hasil penelitian menunjukkan bahwa: pertama, penerapan model pembelajaran Example Non Exampledapat meningkatkan rasa ingin tahu peserta didik dilihat dari perolehan persentase klasikal siklus I yaitu 4,5% dengan kriteria Cukup Baik dan mengalami peningkatan menjadi 6,8% di siklus II dengan kriteria Sangat Baik. Kedua, penerapan model pembelajaran Example Non Exampedapat meningkatkan prestasi belajar peserta didik dilihat dari perolehan rata-rata nilai siklus I yaitu 57,15% dengan ketuntasa belajar Cukup Baik dan meningkat menjadi 83,5% dengan ketuntasan belajar Sangat Baik pada siklus II sehingga indikator keberhasilan penelitian tercapai.Kata kunci: Rasa ingin tahu, Prestasi belajar, Model pembelajaran Example Non Example.

Designing Our Courses for Greater Student Engagement and Better Student Learning

2010 ◽  
Vol 13 (1) ◽  
pp. 3-12 ◽  
Author(s):  
L. Dee Fink
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Course Design ◽  
Learning Centered ◽  
Integrated Course Design ◽  
Assessment Activities

One of the major tasks we perform as teachers is to design our courses. This refers to all the decisions that we make about how we want the course to unfold for our students. If we do this right, the chances of getting greater student engagement and better student learning are significantly higher. This article contains a description of Integrated Course Design, a particular, learning-centered way of designing our courses. It begins by asking us to identify a range of important kinds of learning we want our students to achieve. Then, the teacher identifies appropriate learning and assessment activities.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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