scholarly journals Resource Based Learning for Teaching and Learning English in Digital Environments

2016 ◽  
Vol 9 (2) ◽  
pp. 187
Author(s):  
Muhammad Nazil Iqdami
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Digital Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Digital Environments ◽  
The Face ◽  
Information And Communication ◽  
Learning Sets

This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

scholarly journals Resource Based Learning for Teaching and Learning English in Digital Environments

2016 ◽  
Vol 9 (2) ◽  
pp. 187
Author(s):  
Muhammad Nazil Iqdami
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Digital Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Digital Environments ◽  
The Face ◽  
Information And Communication ◽  
Learning Sets

This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

scholarly journals e-Materials Application Presentation Using Gagne Learning Theory for “Introduction to C++ Computer Programming”

2021 ◽  
Vol 15 ◽  
pp. 202-207
Author(s):  
Mohd Nor Hajar Hasrol Jono ◽  
Rahayu Hasanordin ◽  
Mohamad Ibrahim ◽  
Nor Azilah Mohd Asarani ◽  
Azlan Abdul Aziz
Keyword(s):  
Information And Communication Technologies ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Rapid Development ◽  
Communication Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Information And Communication ◽  
E Learning

The need to integrate multimedia in the process of teaching and learning at all levels of education is becoming more vital. Multimedia based on e-learning is seen as an effective alternative in teaching and learning process. This method is able to create a student-centered learning where students are encouraged of being independence; study at their own pace and at their own place. Nevertheless, the rapid development of information and communication technologies (ICT) in today's world has necessitate a new trend in the presentation of information in the form of Flash Video, which is more easy to understand and accessible instantly to users. The research is undertaken by introducing an e-based multimedia content by maintaining the concept of Gagne Learning Theory. An e-material entitled "Introduction to Computer Programming C++" has been developed containing learning activities that allow users to interact simultaneously with the material. The material is expected to be an effective teaching aid to entice students in the subject of programming.

scholarly journals 21ST CENTURY LEARNING CHALLENGES AMONG NOVICE TEACHERS OF ISLAMIC EDUCATION IN MALAYSIA

2020 ◽  
Vol 5 (37) ◽  
pp. 206-220
Author(s):  
Tengku Sarina Aini Tengku Kasim ◽  
Nur Atikah Miasan ◽  
Yusmini Md. Yusoff
Keyword(s):  
Novice Teachers ◽  
21St Century ◽  
Rapid Development ◽  
Structured Interview ◽  
21St Century Learning ◽  
Islamic Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Face ◽  
Information And Communication

21st-century learning emphasizes student-centered learning and active learning that transforms the role of teachers into facilitators. Teachers act to help students solve problems given to them as a learning process. Therefore, teachers play an important role in determining the learning outcomes that can be achieved. However, previous studies have found that the implementation of 21st-century learning has contributed to various forms of challenges for teachers. Thus, this article discusses the results of a study that successfully identifies the form of challenges faced by novice teachers in implementing 21st-century learning. The study was conducted using qualitative design, in a semi-structured interview with 10 novice teachers of Islamic education secondary school. The findings of the study found that although they successfully applied the pedagogy of 21st Century learning, they had to face several forms of challenges. Two dominant forms of challenge emerge as themes to be discussed in this article. First, the challenges in choosing a learning approach and second; challenges to apply M-learning effectively. The findings of the study have implications for educators, especially novice teachers, to better understand and possess 21st-century skills more effectively in order to be able to provide a new generation that is competitive in the face of life, in line with the rapid development of Information and Communication Technology (ICT).

scholarly journals Gender and teacher attitude toward digital literacy programme in Kisii county primary schools

2021 ◽  
Vol 10 (4) ◽  
pp. 383-390
Author(s):  
Edwin Obwoge Makworo ◽  
George Morara Nyakoe ◽  
Teresa Kwamboka Abuya
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Digital Technologies ◽  
Simple Random Sampling ◽  
Literacy Programme ◽  
Student Centered ◽  
Student Centered Learning

Digital technologies have been associated with improved and enriched learning experiences which include more student-centered learning. These technologies have made teaching and learning experiences more interesting. In view of the crucial role of digital technologies in enhancing learning, this study sought to assess teacher attitudes towards the Digital Literacy Programme (DLP) in Kisii County based on gender differences. Does the gender of the teachers involved in the Digital Literacy Programme in Kisii County affect their readiness to uptake and implement the program? A survey research design was applied in the study. The population of the study constituted of 1,420 standard one and two teachers selected from randomly sampled schools of the county. The sample size was determined using the Fisher formula and the sample consisted of 302 standard one and two teachers. Purposive sampling was used to select the specific teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. Self-administered questionnaires were used to collect data. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data were analyzed quantitatively using descriptive statistics in SPSS. The study established that difference in gender has no effect on the teachers’ attitude to the Digital Literacy Programme.

DIGITAL TRANSFORMATION IN EDUCATION: ACTIVE LEARNERS

2019 ◽  
pp. 14-21
Author(s):  
Sevinç GÜLSEÇEN
Keyword(s):  
Computer Games ◽  
Digital Technology ◽  
Electronic Music ◽  
Teaching And Learning ◽  
Active Role ◽  
Digital Transformation ◽  
Technology Literacy ◽  
Digital Television ◽  
Student Centered ◽  
Student Centered Learning

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

scholarly journals Perception and Readiness Towards Integration of Learning Management System (LMS) Into Open and Distance Education

2021 ◽  
Author(s):  
Tolulope Fashina ◽  
Oluwajoba Adisa
Keyword(s):  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management System ◽  
Rapid Development ◽  
Classroom Interaction ◽  
Information And Communication ◽  
Learning Management ◽  
Integration Of Learning

The rapid development of information and communication technologies has led to the use of new and digital technologies in education which involves combinations of text, graphics, audio, video, animations and other eLearning resources such as authoring tools, Learning Management System (LMS), Mobile learning and others. Arguably, using LMS leaves much to be desired. The inherent problem here is that the future of extensive adoption of ICT via LMS to enhance and promote classroom interaction in Open and Distance Learning (ODL) is bleak. This is worrisome given that the country is lagging far behind in the innovative use of this web 2.0 technology to impart knowledge. Further, the low-level application of LMS in instruction connotes the loss of inherent advantages in its adoption. Also, the online setting which makes students less nervous and interactive, sharing of ideas and viewpoints; and a host of other benefit will be lost. While evidence has shown that LMS is not a new phenomenon, the use of LMS in ODL is still at its infancy, particularly in Nigeria. Research in this area is rare. A quick search on prominent research databases could testify that. It is on this thrust that this study investigates University of Ibadan undergraduate students’ perceived roles and readiness towards integration of learning management system into teaching and learning.

scholarly journals IMPLEMENTASI SCL (STUDENT CENTERED LEARNING) PADA PEMBELAJARAN KULIAH JARINGAN KOMPUTER (STUDI KASUS: POLITEKNIK TELKOM)

2017 ◽  
Vol 24 (1) ◽  
pp. 100-112
Author(s):  
Yahdi Siradj
Keyword(s):  
Computer Networks ◽  
Teaching And Learning ◽  
Technology Development ◽  
Teaching Session ◽  
Student Centered ◽  
Student Centered Learning ◽  
New Methods

Abstract: Nowadays the process of teaching and learning not must wear conventional style where lecturer explained the matter in front of class, and student listened. By Technology Development learning was introduced many new methods which can optimalized the absorb knowledge inside or outside class, at once interactive and pleasure. Such as Student Centered Learning (SCL). On lecture matter Computer Networks in the Politeknik Telkom, SCL method can be implemented with combination of e-quiz, cloud based sharing files, toke Games, and dividing teaching session in the class become 1hour discussion and One hour consultation with lecturer. This method combinantion make Computer Networks learning more effective, interactive, and pleasure.Keywords: Student Centered Learning, Computer Networks, E-quiz, Cloud, Game ABSTRAK: Saat ini proses pengajaran dan pembelajaran tidak harus bergaya konvensional dimana dosen menerangkan di depan kelas, dan mahasiswa mendengarkan di mejanya masing-masing. Melalui perkembangan teknologi pendidikan diperkenalkan berbagai metode baru yang dapat mengoptimalkan tingkat penyerapan ilmu di kelas maupun di luar kelas, sekaligus interaktif dan menyenangkan. Salah satunya adalah Pembelajaran berpusat pada siswa (SCL). Pada mata kuliah Jaringan Komputer di Politeknik Telkom, metode SCL diimplementasikan dengan memadukan e-quiz, cloud based sharing files, token game dan membagi sesi pengajaran di kelas menjadi 1 jam diskusi dan 1 jam pembahasan oleh dosen. Perpaduan metode ini menjadikan pembelajaran Jaringan Komputer menjadi lebih efektif, interaktif, dan menyenangkan.Kata kunci: Pembelajaran berpusat pada siswa, Jaringan Komputer, E-quiz, Cloud, Game

Smart Device Clickers

Biotechnology ◽  
2019 ◽  
pp. 1581-1606
Author(s):  
Érika Bertozzi de Aquino Mattos ◽  
Isabelle Mazza Guimarães ◽  
Alexander Gonçalves da Silva ◽  
Claudia Marcia Borges Barreto ◽  
Gerlinde Agate Platais Brasil Teixeira
Keyword(s):  
Teaching And Learning ◽  
Smart Phone ◽  
Faculty Members ◽  
Smart Device ◽  
Full Time ◽  
Student Centered ◽  
Student Centered Learning ◽  
Smart Glasses ◽  
Content Acquisition

In the traditional instructional paradigm, faculty members act like actors on a stage. They memorize their speech and deliver it to the audience, many times with very little to no interaction at all with the audience. On the other hand, in the student-centered learning paradigm, faculty members act like coaches interacting full time with their team. This chapter is based on a study conducted at a Brazilian Federal University. The study depicts the distance between science production and teaching, and reports on experiences using smart phone clickers to track and analyze students' content acquisition. The objective is to improve the interactive quality of teaching and learning, thus promoting steps to shift towards a student-centered instructional paradigm. Although smartphones were used in this study, with wearable technologies continuing to grow, other wearables such as smart glasses and smart watches could be used instead.

21st-Century Students in 20th Century Classrooms

2017 ◽  
pp. 140-159 ◽  
Author(s):  
Jason Marshall ◽  
Karen Thomas ◽  
Sandra Robinson
Keyword(s):  
Professional Development ◽  
20Th Century ◽  
21St Century ◽  
Teaching And Learning ◽  
Approaches To Teaching ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Centred Learning

This chapter focuses on the transition from teacher-centred learning to student-centred learning. First, we situate the importance of student-centred learning within the Angloplone Caribbean experience. Second, we outline ways in which on-going professional development centers institutions interested in making the transition to student-centered learning. Third, we describe some techniques that can be used to engender student-centered approaches to teaching and learning. Finally, we conclude by summarizing student-centred pedagogical challenges and implications.

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