Investigation of the Effect of Web 2.0 Supported 5E Learning Model on Students' Success and Opinion in Teaching Pressure Unit in Distance Education

This study aims to improve the critical thinking skills of students of class XI IPA 2 MAN 2 Karawang on PPKn subjects through the Decision Making learning model. The use of this learning model is one of the efforts to improve critical thinking skills of students of class XI IPA 2 MAN 2 Karawang on PPKn subjects. The research method used in this study is the Classroom Action Research (CAR) method, which is research conducted by teachers in their own class with the aim of improving their performance as teachers, so that student learning outcomes become more improved. The PTK model used is the Kemmis & Mc model. Taggart which consists of planning, implementation, observation, and reflection. The instruments used are test results, observation, and interviews. Learning outcomes tests are used to measure students' success in critical thinking skills in the subject of analyzing cases of threats to ideology, politics, economics, socio-culture, defense and security and strategies to overcome them in the frame of Bhineka Tungga Ika). Observation and interview using observation format and interview format. The results showed that the use of the Decision Making learning model can improve students' critical thinking skills in PPKn subjects. From the pre-action class average value 28.76, it becomes 49.41 in the first cycle, 67.53 in the second cycle, and 91.79 in the third cycle..

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“You Can Lead the Horse to Water, but … ”

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch112 ◽

2012 ◽

pp. 182-199

Author(s):

Henk Huijser ◽

Michael Sankey

Keyword(s):

Higher Education ◽

Distance Education ◽

Web 2.0 ◽

Learning Management Systems ◽

Web 2.0 Technologies ◽

Learning And Teaching ◽

Potential Benefits ◽

The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

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CTE Distance E-Learning Application

Handbook of Research on E-Learning Applications for Career and Technical Education ◽

10.4018/978-1-60566-739-3.ch032 ◽

2009 ◽

pp. 408-420

Author(s):

Brenda C. Ledford

Keyword(s):

Distance Education ◽

Web 2.0 ◽

21St Century ◽

Change Strategies ◽

Pedagogical Approach ◽

Learner Centered ◽

E Learning ◽

Pedagogical Theory ◽

Changing Role

E-learning application within distance contexts is growing rapidly as a solution to the demands and needs of CTE learners in the 21st century. Effective and sustainable application begins with understanding the connective relationship e-learning enjoys with distance education. In conjunction with this link, pedagogical theory and practices successfully utilized within distance education are of relevance to CTE educators and practitioners if successful application is to be attained. This chapter delves into the prominent theories and practices of distance education centered on a learner-centered approach. Also discussed is the changing role of the instructor and learner within this pedagogical approach. Although challenges and barriers emerge with change strategies, CTE has distinct advantages for successful transition and application. Central to the learner-centered approach is the characteristics and capabilities of Web 1.0 and Web 2.0 technologies which continue to regulate and necessitate consideration of the learner-centered approach within distance contexts.

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