scholarly journals Learning from error episodes in dialogue-videos: The influence of prior knowledge

2021 ◽  
pp. 20-32
Author(s):  
Lu Ding ◽  
Katelyn Cooper ◽  
Michelle Stephens ◽  
Michelene Chi ◽  
Sara Brownell
Keyword(s):  
Student Learning ◽  
Prior Knowledge ◽  
Teaching And Learning ◽  
Undergraduate Biology ◽  
Course Content ◽  
University Classrooms ◽  
The Impact ◽  
Lower Performing Students ◽  
Learning From Error ◽  
Improve Student Learning

In laboratory study environments, dialogue-videos, or videos of a tutor and a tutee solving problems together, have been shown to more effectively improve student learning than monologue-videos, or videos of tutors solving problems alone. Yet, few studies have replicated these findings in the context of authentic university classrooms. Here, we investigate the impact of dialogue-videos, and more specifically the effect of errors made by tutees in dialogue-videos, on student learning in the context of an undergraduate biology course. To understand why, we investigated students’ effort spent on watching videos, perceived influence of dialogue-videos, and worksheet completion rates. We found that higher-performing students perceived that they used the dialogue-videos to review content. We also found that higher-performing, but not lower-performing, students learned better from dialogue videos where tutees made errors. We also discuss the complexities of replicating laboratory studies in the classroom and implications of our findings. Implications for practice or policy: Tutee errors can be intentionally included in dialogue-videos to promote student learning. When students lack the necessary prior knowledge, monologue-videos may be more effective in presenting the course content. When using dialogue-videos, instructors can encourage students to collaborate to resolve any confusion in time to maximise the benefit of dialogue-videos in teaching and learning.

scholarly journals Impact of the COVID-19 Crisis on Learning, Teaching and Facilitation of Practical Activities in Science upon reopening of Irish Schools

2021 ◽  
Author(s):  
Ruth Chadwick ◽  
Eilish McLoughlin
Keyword(s):  
Science Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Science Learning ◽  
Virus Transmission ◽  
School Closures ◽  
The Impact ◽  
Improve Student Learning

In September 2020, Irish schools reopened following their emergency closure due to the COVID-19 crisis. Measures were put in place to minimise the risk of transmission of the virus within schools and communities. However, these measures were likely to impact on teachers’ capacity to facilitate learning in science, particularly the practical and investigative aspects of the Irish curriculum. This research explores the impact of the measures in place to limit virus transmission on teaching and learning in science, particularly on practical activities. The period of focus is the three months (September to November 2020) following the school closures. The research aims to highlight the implications of the COVID-19 crisis on science learning in Irish schools and provide recommendations to lessen the impact on primary and second-level science education to improve student learning and engagement in science.

scholarly journals MENINGKATKAN HASIL BELAJAR SISWA MELALUI METODE SQ3R PADA PEMBELAJARAN SEJARAH KELAS XII SMA NEGERI 1 TEMBILAHAN HULU

JURNAL RANDAI ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 79-96
Author(s):  
Wardiah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning System ◽  
History Learning ◽  
Teachers And Students ◽  
Improve Student Learning ◽  
Daily Test

Low activity, student creativity in the learning process can result in the teaching and learning process being less than optimal so that the material presented is incomplete according to the expected completeness criteria. From the results of observations and discussions with the history subject teacher, information is obtained that the learning system has not fully involved students as the subject of learning consequently the final result to be achieved, namely individual and classical learning completeness with KKM (minimum completeness criteria) has not been achieved. One of the efforts made to improve the process and student learning outcomes, a learning method is used that makes it easier for students to compile and understand information or the content of the lesson text in increasing understanding of social studies subject matter so that learning outcomes are expected to increase, through the use of the SQ3R method. Based on the background of the problem, the formulation of the problem in this study is: "How are the students' learning outcomes increased through the SQ3R method in history learning for students of XII SMA Negeri 1 Tembilahan Hulu Indragiri Hilir? "The purpose of this study is to determine the activities of teachers and students as well as the improvement of student learning outcomes in history subjects through the SQ3R method for class XI SMAN 1 Kateman Indragiri Hilir. The conclusion of this study is that the student learning outcomes, before CAR the average daily test was 64.3, after the CAR based on the daily test cycle I increased to 81.8 and was included in the good category. In the second cycle of daily tests, it increased again to 92.8 and was included in the very good category. Thus, the use of the SQ3R method can improve student learning outcomes in history learning for class XII at SMAN 1 Tembilahan Hulu, Indragiri Hilir Regency

Research-Inspired Teaching and Teaching-Inspired Research

2013 ◽  
pp. 131-145
Author(s):  
Gregor Campbell
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Approaches To Teaching ◽  
Web Based ◽  
Grant Program ◽  
Neuroscience Research ◽  
University College London ◽  
The Subject ◽  
Microscope Slides ◽  
Improve Student Learning

A shift from pure neuroscience research to research into innovative approaches to teaching and learning has afforded an opportunity to consider ways to develop and integrate technology to improve student learning. Using the authors’ teaching of histology at University College London (UCL), they describe how student learning and engagement in the subject has been advanced through the integration of a Web-based platform for students to view microscope slides. The opportunity to explore these innovations has been facilitated by a recent increase in recognition of teaching at UCL and the consequent expansion of the teaching grant program to explore new technological solutions for learning. In addition, there is now increased incentive to consider new approaches to teaching as a provision has been made for staff promotions to be given primarily on teaching prowess, as opposed to the historical research focus only.

In Search of Greater Understanding: The Impact of Mastery Learning on Social Science Education

2020 ◽  
Vol 48 (2) ◽  
pp. 107-119
Author(s):  
Patrick R. Cundiff ◽  
Olivia McLaughlin ◽  
Katherine Brown ◽  
Keiondra Grace
Keyword(s):  
Social Sciences ◽  
Student Learning ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Relevant Literature ◽  
Learning Approach ◽  
Learning Approaches ◽  
Social Science Education ◽  
Level Of Understanding ◽  
The Impact

Mastery learning approaches were designed to improve student learning and elevate the level of understanding across a broader swath of students. These approaches operate under the belief that all students are capable of learning if given enough time. Little research has examined the utility or applicability of a mastery learning approach for social sciences outside of research methods courses. This study provides a review of the relevant literature on mastery learning, a discussion of the applicability of this approach to the teaching and learning of social sciences, and a review of the process and results of the conversion of more traditionally organized and taught courses to a mastery learning approach. Overall, our evaluation provides evidence that a mastery learning approach can make a significant impact on student learning.

scholarly journals PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) DALAM MENINGKATKAN HASIL BELAJAR

2019 ◽  
Vol 2 (2) ◽  
pp. 163-174
Author(s):  
Irfan Taufik
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Material ◽  
Research Subjects ◽  
Contextual Teaching ◽  
Improving Student Learning ◽  
Improve Student Learning

This research discusses the application of the Contextual Teaching and Learning (CTL) learning model in improving student learning outcomes, the purpose of the research in this paper is how to use the Contextual Learning learning model and Learning (CTL) can improve student learning outcomes. The type of research used in this study is classroom action research (CAR). The research subjects were students of class XI Administration 3 Vocational High School (SMK) Negeri 1 Palopo 2018/2019 academic year consisting of 7 male students and 18 female students. The data in this study were obtained from the results of observations of student activities (observation sheets) and final cycle test instruments. Furthermore, the data of this study were analyzed with qualitative descriptive. The learning model of Contextual Teaching and Learning (CTL) in the subjects can improve student learning outcomes. This can be seen from students who enthusiastically receive learning material and students are not ashamed to practice the material directly received, the results showed that during the final test Cycle I student learning outcomes amounted to 73.52%, then in cycle II Discover the results of learning student learning material at 81.48% or around 7.91% in the realm of cognitive, affective, and psychomotor aspects.

scholarly journals Measurement of Usability for Multimedia Interactive Learning Based on Website in Mathematics for SMK

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Moch Sukardjo ◽  
Lipur Sugiyanta
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Interactive Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Quality Level ◽  
Learning Material ◽  
Improve Student Learning

Web usability, if evaluation done correctly, can significantly improve the quality of the website. Website containing multimedia for education shoud apply user interfaces that are both easy to learn and easy to use. Multimedia has big role in changing the mindset of a person in learning. Using multimedia, learners get easy to obtain information, adjust information and empower information. Therefore, multimedia is utilized by teachers in developing learning techniques to improve student learning outcomes. For students with self-directed learning, multimedia provides the ease and completeness of the courses in such a way that students can complete the learning independently both at school and at home without the guidance of teachers. The learning independence takes place in how students choose, absorb information, and follow the evaluation quickly and efficiently. The 2013 Curriculum 2013 for Vocational High School (SMK) requires teachers to create engaging teaching and learning activities that students enjoy in the classroom (also called invitation learning environment). The creation of learning activity environment is still problem for most teachers. Various researches reveal that teaching and learning activities will be more effective and easy when assisted by visual tools. Using multimedia, learning material can be presented more attractively that help students understand the material easily. The opposite is found in the learning activity environment who only rely on ordinary lectures. Usability is a quality level of multimedia with easy to learn, easy to use and encourages users to use it. The website Multimedia Interactive Learning for Mathematics SMK Class X is targeted object. Usability website in Multimedia Interactive Learning for Mathematics SMK Class X is important indicators to measure effectiveness, efficiency, and student satisfaction to access the functionality of website. This usability measurement should be done carefully before the design is implemented thoroughly. The only way to get test with high quality results is to start testing at the beginning of the design process and continuously testing each of the next steps. This research performs usability testing on of website by using WAMMI criterion (Website Analysis and Measurement Inventory) and will be focused on how convenience using the website application. Components of Attractiveness, Controllability, Efficiency, Helpfulness, and Learnability are applied. The website in Multimedia Interactive Learning for Mathematics SMK Class X can be in accordance with the purpose to be accepted by student to improve student learning outcomes. The results show that WAMMI method show the usability value of Multimedia Mathematics SMK Class X is about from 70% to 90%.

scholarly journals PENINGKATAN PEMAHAMAN TAJWID SISWA KELAS VIII 4 MELALUI STRATEGI COOPERATIF LEARNING DI TPQ SMPN 13 BINTAN

2021 ◽  
Vol 2 (1) ◽  
pp. 70-78
Author(s):  
Zulkifli Zulkifli
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Group Work ◽  
Teaching And Learning ◽  
Implementation Process ◽  
Student Learning Outcomes ◽  
Learning Technique ◽  
The Right ◽  
Improve Student Learning

The method has a very significant position in achieving the goals of Islamic education, therefore, the application of the right method greatly influences the success in the teaching and learning process. On the other hand, errors in implementing the method will be fatal. In the tajwid material, student learning outcomes at SMPN 13 Bintan are classified as low. This can be seen from the results of the assessment carried out by the teacher during grade VIII which stated that students who scored below the Minimum Completeness Criteria) were more than 50%. To solve this problem, try to find a solution to improve the learning outcomes of tajwid material by using the "COOPERATIVE LEARNING" technique, which is a learning technique that uses three stages of the process, namely, discussion and group work. The research implementation process was carried out for two cycles. Cycles 1 and 2, each cycle consisting of 2 meetings. Meeting 1 carried out the "Discuss" stage, while meeting 2 conducted the "Group work" stage. The technique of "COOPERATIVE LEARNING" has been proven to improve student learning outcomes of 20.46% mastery of concepts and 13.63% application. 100% of students stated that the technique was. fun and able to make the classroom atmosphere come alive so that students become motivated. "Cooperative Learning" technique also brings positive benefits to students' ability to express learning outcomes through words and critical thinking

scholarly journals Intervening Strategies to Cope with the Challenges of the Medium of Instruction of Instruction

2019 ◽  
Vol 3 (4) ◽  
pp. p312
Author(s):  
Eustard Rutalemwa Tibategeza
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Professional Communication ◽  
Medium Of Instruction ◽  
Large Classes ◽  
Course Content ◽  
Lecture Method ◽  
Basic Course ◽  
The Impact ◽  
Basic English

English is a medium of instruction in higher learning institutions in Tanzania. Some institutions put in place some strategies to help students improve their English. This paper is a result of the study conducted at Archbishop Mihayo University College of Tabora. The objectives of the study were to assess the impact of the Basic English course on the students’ English, to scrutinise the course contents and to analyse the teaching methods and techniques to see if they help students to outshine in the English language. The study employed questionnaire, interview, focus group discussions and documentary review as instruments of data collection. The findings indicate that Basic English course has not helped students to improve their English for academic and professional communication and the course content is beyond what ought to be included in a basic course. It was further established that due to large classes, Basic English course is taught through lecture method, which does not give the students an opportunity to interact. The paper recommends that a serious review for Basic English course be done and be taught by qualified staff with appropriate teaching and learning materials in manageable groups to allow meaningful interaction and language usage.

scholarly journals An examination of technology-based formative assessment feedback and the impact on student learning

2019 ◽  
Author(s):  
◽  
Brett Jacobs
Keyword(s):  
School District ◽  
Focus Groups ◽  
Formative Assessment ◽  
Student Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
District Administrators ◽  
Training Resources ◽  
Technology Initiatives ◽  
The Impact

Although researchers have provided evidence to support the effectiveness of collaborative and cooperative learning (Magana and Marzano, 2014; Marzano, 2006) and embedding formative assessment within instruction (Black and Wiliam, 2009; Wiliam, 2011), researchers (Chu, 2013; Hwang and Chang, 2011; Sung, Chang and Liu, 2016) further identified the need for research related to the impact of mobile devices on student learning. Purposefully selected for this study was the school district, as it is a highly innovative school district with regard to technology initiatives. Utilized during the process of collecting data for this case study, several sources were utilized. These included interviews with building and district administrators, focus groups with mathematics teachers and district instructional support staff, analysis of district and building documents, and observation of daily activities. Qualitative analysis of interviews of district and site leaders, focus groups with instructional specialist and teacher focus groups, observation of meetings, and analysis of documents from the district resulted in three emerging reoccurring themes: The impact of mobile learning on mastery learning; The Impact of Mobile Learning on the Quality and Timeliness of Data; Lack of fidelity, training and accountability. Research from this study shows infusion of technology-based formative assessment applications has a positive effect on student learning. Further considerations when embedding technology-based formative assessment strategies within the teaching and learning cycle are to provide common training, resources, and accountability for implementation.

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