Potential of Interactive Learning Objects (ILOs) as Non-Face-to-Face Learning Among Trainee Teachers in the Philippines (Potensi Objek Pembelajaran Interaktif (ILOs) sebagai Pembelajaran Tidak Bersemuka dalam Kalangan Guru Pelatih di Filipina)

2021 ◽  
Vol 46 (01SI) ◽  
Keyword(s):  
Interactive Learning ◽  
The Philippines ◽  
Learning Objects ◽  
Face To Face ◽  
Trainee Teachers ◽  
Face To Face Learning

The Use of Learning Objects as an Alternative for Providing Curriculum Flexibility in Engineering Courses

2012 ◽  
pp. 127-142
Author(s):  
Lilia Maria Marques Siqueira ◽  
Patricia Lupion Torres
Keyword(s):  
Online Communication ◽  
Learning Objects ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Face To Face ◽  
Catholic University ◽  
Information And Communication ◽  
Face To Face Learning ◽  
Multidisciplinary Staff ◽  
Online Learning Resources

This chapter is intended for tutors, professors, and students, and seeks to contribute to the development of online communication activities as a means of providing curriculum flexibility in engineering courses. It describes the use of online learning resources, called Learning Objects (LO), and their development at the Pontifical Catholic University of Parana (PUCPR) by a multidisciplinary staff. The design of the LOs takes into account the difficulties students encounter during face-to-face activities as reported in previous studies carried out by the authors during their teaching careers. LOs allow Information and Communication Technology (ICT) to be used as an aid to face-to-face learning, with reorganized learning and teaching strategies. LOs are available in the university’s own virtual environment, Eureka, and can be accessed by approximately 14,000 students and more than 1,200 teaching staff at the institution. Student feedback was also collected and is described here.

scholarly journals Modular Approach: Its Effect on Learners’ Reading Attitude and Proficiency in the New Normal

2021 ◽  
Vol 1 (1) ◽  
pp. 16-51
Author(s):  
ASLIMA M. MAROHOMBSAR
Keyword(s):  
Standardized Test ◽  
Reading Proficiency ◽  
The Philippines ◽  
Modular Approach ◽  
State University ◽  
Reading Attitude ◽  
Face To Face ◽  
Filipino Students ◽  
Face To Face Learning ◽  
Grade 3

In March 2020, the coronavirus disease (COVID-19) pandemic forced schools in the Philippines to stop face-to-face learning activities and abruptly shift to modular approach. In practical sense, the modular approach situates Filipino students to learn in the comfort of their homes. Reading attitude is the feeling that results in the adoption or avoidance of positive reading habits. Along this line of thinking, the study was conducted to determine the effects of modular approach on the reading attitude and reading proficiency of Grade 3 learners in Mindanao State University- Integrated Laboratory School. The research employed a descriptive correlational research design. A standardized test questionnaire was used to gather data and distributed to 128 both learners and parents in Grade 3. Results divulged that majority of the respondents aged 10 years old. Majority of respondents’ parents’ educational attainment was high school graduate. Further the relationship between the learners’ profile and perceived effect of modular approach and their profile showed that the learners’ perceptions are not significantly related to their profile. However, the modular approach does not affect their reading attitude and reading proficiency. To address the modular approach problem encountered by the respondents, an Enhanced English Reading Module is hereby recommended. 

scholarly journals The Learning Delivery Modalities in Catanduanes State University

2021 ◽  
Vol 2 (11) ◽  
pp. 1061-1073
Author(s):  
Julius S. Antonio
Keyword(s):  
Blended Learning ◽  
The Philippines ◽  
Faculty Members ◽  
State University ◽  
Internet Service ◽  
Face To Face ◽  
Minor Problem ◽  
Face To Face Learning ◽  
Instruction And Learning ◽  
A Minor

The suspension of conduct of face-to-face learning has shifted the Catanduanes State University (CatSU) to adapt flexible blended learning in delivering instruction and learning experiences to its students. As directed by the Commission on Higher Education, universities and colleges in the Philippines should adapt flexible blended learning. With limited training on blended learning, the CatSU faculty members are prone to some limitations and drawbacks while implementing the adapted Learning Delivery Modalities (LDMs). An investigation on the implementation of LDMs in CatSU revealed that faculty members used blended learning that is a combination of online synchronous or asynchronous classes to offline modular distance learning. The platform used by the faculty members in conducting synchronous classes were Zoom and Google Meet. On the other hand, the platform used in conducting asynchronous sessions was Google Classroom. While the adapted flexible blended learning of CatSU faculty members include online learning, a few faculty members reported that they had trouble in contacting their students since either the students don’t own mobile phones, or they don’t have phone signals at home. Some faculty members considered having not provided with internet service at school as a minor problem. Possible solutions for the different problems encountered by the faculty members have been recommended in this study.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Pengembangan Modul Pembelajaran IPA Berbasis Entrepreneurship di SMK Negeri 2 Kota Jambi

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Sica Septyenthi ◽  
Aprizal Lukman ◽  
Upik Yelianti
Keyword(s):  
Education System ◽  
Real Life ◽  
Instructional Materials ◽  
Design Development ◽  
Vocational High School ◽  
Face To Face ◽  
Student Entrepreneurship ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Module Development

Vocational high school consists of face-to-face learning and dual education system. Learning and dual education system may be either industrial work practices held for 3 or 6 months.During dual education system students can not attend face-to-face learning teaching material that students need to be able to learn independently. Specifically, learning science that students need to learn about the environment and its benefits for students.The purpose of this research is to develop instructional materials in the form of science module which helps students to learn independently and determine the response of vocational students to the science learning modules. Modules developed based entrepreneurship and contextual material with real life needs or students. The material presented is structured to support student entrepreneurship in order to be fit for purpose namely vocational work. This module development research design using the design development of Richey and Klein with Dick and Carey model for the development phase of the module material. Results of test responses of teachers and students concluded that the module gets a very good response, interesting and appropriate to the needs of students. Then the module materials can help students cultivate skills become entrepreneurs.

scholarly journals Student and educator perspectives on virtual institutional introductory pharmacy practice experience (IPPE)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Omar A. Almohammed ◽  
Lama H. Alotaibi ◽  
Shatha A. Ibn Malik
Keyword(s):  
Pharmacy Practice ◽  
Cross Sectional Study ◽  
Training Experience ◽  
Cross Sectional ◽  
Virtual Training ◽  
Care Experience ◽  
Face To Face ◽  
Practice Experience ◽  
Face To Face Learning ◽  
The Government

Abstract Background The COVID-19 pandemic has required governments around the world to suspend face-to-face learning for school and university students. Colleges of pharmacy are faced with the challenge of training students in hospitals that are under considerable pressure at this time. The government of Saudi Arabia has moved all classes and training online to limit the spread of the virus. This study describes the experience of the Introductory and Advanced Pharmacy Practice Experience (IPPE and APPE) students and preceptors engaged in the virtual IPPE training. Methods A cross-sectional study was conducted to describe and appraise the implemented virtual IPPE training from the experiences of IPPE and APPE students, and their preceptor. The IPPE students described their experiences in close-ended questionnaires, while APPE students in open-ended questionnaires, and the preceptor described the experiences in narrative. The study focused on highlighting the advantages, opportunities, challenges, and shortcomings of the virtual training. Results Two preceptors and seven APPE students participated in the preparation and administration of the virtual training. The IPPE students’ experiences, based on 87 respondents, were mostly positive. Although IPPE students enjoyed the time flexibility that allowed the learning of new skills and reflection on previous experiences, 15% experienced difficulty finding quiet places with a reliable internet connection or had difficulty working on team-based activities. Moreover, some were anxious about the lack of adequate patient-care experience. On the other hand, the APPE students found the experience enriching as they gained experience and understanding of academic workflow, gained skills, and overcame the challenges they faced during this virtual training experience. Conclusions Future training programs should be organized to overcome the challenges and to maximize the benefits of training experiences. Schools of pharmacy may benefit from the training materials constructed, prepared, and administered by APPE students to improve IPPE students’ learning experiences and outcomes.

Tingkat Pemahaman Siswa dalam Pembelajaran Daring dan Tatap Muka Langsung dalam Masa Pandemi Covid-19 Terhadap Bimbingan TIK Menggunakan Metode Backpropagation

2021 ◽  
pp. 95-101
Author(s):  
S Salmiati ◽  
Yuhandri Yunus ◽  
S Sumijan
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Predictive Accuracy ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Face To Face ◽  
Backpropagation Method ◽  
Face To Face Learning ◽  
Level Of Understanding ◽  
The Right

The Covid-19 pandemic has a major impact on the world of education. Government policies to implement Distance Learning (PJJ) have an impact on learning in schools. Increasing ICT competence is needed to support the smooth running of PJJ. One of them is through ICT guidance activities during the Covid-19 Pandemic. SMP Negeri 1 Lengayang carried out online and face-to-face ICT guidance activities during the Covid-19 Pandemic. However, student learning outcomes in online and face-to-face learning have not shown maximum results. Various obstacles arise that affect student learning outcomes. Teachers have difficulty measuring the level of students' understanding of ICT guidance. Predicting the level of understanding of students is important as a measure of learning success during the Covid-19 Pandemic. This study aims to predict the level of understanding of students in online and face-to-face learning during the Covid-19 period, so that it can also help schools to take the right policies to improve the quality of learning for the future. This study uses the Backpropagation method of Artificial Neural Network (ANN). ANN is a part of artificial intelligence that can be used to predict. The data that is managed is a recap of the value of student cognitive learning outcomes during ICT guidance in online and face-to-face learning during the Covid-19 Pandemic. The results of calculations using the Backpropagation method with the Matlab application produce a percentage value for the level of student understanding, so that the accuracy value in prediction is obtained. With the results of testing the predictive accuracy of the level of understanding online and face-to-face with the 3-10-1 pattern, the best accuracy value is 95%. The prediction results can measure the level of students' understanding of learning during the Covid 19 Pandemic towards ICT guidance.

ONLINE SIMULATED CLINICAL CASES IN POSTGRADUATE PHYSIOTHERAPY STUDIES: IS IT POSSIBLE TO SUBSTITUTE FACE-TO-FACE LEARNING?

2021 ◽  
Author(s):  
Borja Tronchoni-Crespo ◽  
Adrián Escriche-Escuder ◽  
Noemí Moreno Segura ◽  
Mar Machirán Matallín ◽  
Rodrigo Martín San Agustín ◽  
...  
Keyword(s):  
Face To Face ◽  
Face To Face Learning ◽  
Clinical Cases

scholarly journals Design of an Intelligent Educational Resource Production System

2018 ◽  
Vol 13 (12) ◽  
pp. 4 ◽  
Author(s):  
Brahim Faqihi ◽  
Najima Daoudi ◽  
Rachida Ajhoun
Keyword(s):  
Production System ◽  
Target System ◽  
Open Educational Resource ◽  
Case Based Reasoning ◽  
Educational Resource ◽  
Face To Face ◽  
Massive Online Open Course ◽  
E Learning ◽  
Face To Face Learning ◽  
Case Based

In the field of learning, we are witnessing more and more the introduction of new environments in order to better meet the specific needs of the main actors of the process. The shift from face-to-face learning to distance learning or e-learning has overcome some of the challenges of availability, location, prerequisites, but has been rapidly impacted by the development of mobile technology. As a result, m-learning appeared and quickly evolved into p-learning. The arrival of the "Open Software" concept has given birth to several "open-something" initiatives, among which are the Open Educational Resource (OER) and the Massive Online Open Course (MOOC). These learning resources have also made progress, although they are fairly recent. Admittedly, this diversity of environments offers a wealth and a multitude of pedagogical resources. However, the question of the capitalization of contents, knowledge and know-how of each of these environments is necessary. How can the exchange and reuse of pedagogical resources be guaranteed between these different learning environ-ments? otherwise-said how to guarantee the interoperability of these resources? In order to contribute to the creation of an pedagogical heritage, we propose to design a case-based system allowing the author, when creating a course in a particular context and environment, to exploit the resources that are already available. The goal is to put in place an intelligent production system based on case-based reasoning. It is based on four phases ranging from indexing to reuse, through the similarity measurement and the evaluation. In the first part, we will detail the evolution of learning environments. In the second part, we will review the existing course production platforms, their prin-ciples and their challenges. In the third part, we will present case-based reasoning systems, and then we will introduce our target system.

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