Motion Design Teaching Strategy: Between Theory, Practice, Technology, and Distance Learning

2021 ◽  
Vol 15 (1) ◽  
pp. 19-31
Author(s):  
Vincenzo Maselli ◽  
Giulia Panadisi
Keyword(s):  
Distance Learning ◽  
Teaching Strategy ◽  
Motion Design

Issues And Concerns Of Teachers In Mindanao State University-Sulu Towards Modular Distance Learning Approach: An Analysis

2021 ◽  
Vol 1 (2) ◽  
pp. 51-69
Author(s):  
Michelle Y. Alvarez
Keyword(s):  
Distance Learning ◽  
Media Literacy ◽  
Teaching Strategy ◽  
Research Question ◽  
Literacy Skills ◽  
Survey Method ◽  
Learning Approach ◽  
State University ◽  
Teacher Guidance ◽  
Significant Difference

The purpose of this study is to determine the demographic profiles of the respondents which are the teachers in Mindanao State University–Sulu according to gender and college, to identify the issues encountered by the MSU-Sulu Teacher towards modular distance learning approach, to distinguish the concerns of the MSU-Sulu Teacher towards modular distance learning approach, to investigate the teaching preparations on the adaptation of modular distance learning approach, and to identify the significant difference of issues and concern of the MSU-Sulu Teacher towards modular distance learning approach when they are grouped according gender and college. Frequency and percentage distribution, weighted arithmetic mean and independent t-test and chi-square are the statistical tools used to answer the entire research question. The data gathered was computed using SPSS analyzed and interpreted with the aide of the statistician. Descriptive survey method was used as the research method. This study utilizes 40 teachers from different colleges/department. Convenience sampling was used to It is the recommended number of which it is the 30% from the total population of all the faculty of Mindanao State University-Sulu.; questionnaire is used by the researcher as a research instrument of the study. The findings of the study were: 1) There is no significant difference of issues and concern of the MSU-Sulu teacher towards modular distance learning approach when grouped according gender but in contrary; and 2) There is significant difference on the issues and concern among MSU-Sulu teacher towards modular distance learning approach when grouped according colleges. The issues encountered towards modular distance learning approach were communication failure like that of instructions or confusion of students on the modules, limited teacher guidance, student’s in discourteous approach to teachers, complaints on not understanding the module, and all of which results to misbehavior on students and failure to pass worksheet on time. In addition, the concerns of the MSU-Sulu teacher towards modular distance learning approach were; first, hidden expenses on modules; second, teacher’s lack of media literacy; third, poor internet connection which intercepts communication between teacher and students; fourth, time constraint among teachers due to overload paperwork; fifth, equipment problem and complexity of the discussion as well as measurement of student’s performance; sixth,  managing student’s responses from time to time; seventh, teacher’s unavailability  and lastly, difficulties of studying among slow learners. Moreover, on teaching preparations on the adaptation of modular distance learning approach, the issues were cater and set time for student’s inquiries and be flexible to allow extension in terms of passing worksheets as well as allow parents, relative or even friends to pass worksheets in their behalf to lessen transportation expenses. Teachers must appreciate/ recognize his/her students to boost their confidence and avoid favouritism while being considerate to students who are attention seeker or may have ADHD. Correspondingly, the concerns were. Teachers must encourage handwritten answers to lessen plagiarism, on the absence of teacher, the parents and elders must guide the students in their learning at home. Teacher and parent’s guidance must go hand and hand in today’s learning. Teachers must likewise be flexible in finding solutions on printing shortage. And lastly, alternative teaching strategies like modular learning should be hone to aid lack of media literacy of both teacher and students In view of the findings and analysis, the following are recommended: Teachers must be flexible with the present kind of teaching strategy at all cost and at all aspects, Set guidelines as to establish proper communication among students and teachers, learning materials must be affordable as well as easy to understand content, teachers must develop their media literacy skills and encourage teachers to be available to their students on allotted time and cater all their inquiries with patience at all times. Furthermore, the following are the recommended research agenda: Teacher’s training on media literacy and module development programs to allow teamwork in the making process.

How to Teach Using Today's Technology

2011 ◽  
pp. 372-393 ◽  
Author(s):  
Moti Frank
Keyword(s):  
Distance Learning ◽  
Interactive Learning ◽  
Teaching Strategy ◽  
Learning Goals ◽  
Immediate Feedback ◽  
The Third ◽  
Technology And Teaching ◽  
Learning Principles ◽  
K 12 ◽  
Operational Aspects

This chapter reviews the benefits and challenges of five approaches for integrating technology and teaching. Three of the models involve distance learning, while the two others utilize technology as a teaching aid. The first model is a lecture-based course also available through a Web site. The second is a fully online asynchronous course. The third is synchronous distance learning. The fourth combines a virtual laboratory and visualization with regular teaching, and the fifth fuses technology with different teaching methods. The pedagogical and operational aspects of the five approaches are discussed. The main pedagogical aspects discussed are: applying active and interactive learning principles, using multimedia, organizing the course and its lessons, and providing immediate feedback to students about their progress. By comparing the advantages and challenges the different models offer, teachers in K-12 will be able to match the appropriate model and its teaching strategy to their learning goals.

Synchronous and Asynchronous Learning Environments

2011 ◽  
pp. 815-822
Author(s):  
Moti Frank
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Teaching Strategy ◽  
Learning Goals ◽  
Asynchronous Learning ◽  
Knowledge And Skills ◽  
Asynchronous Learning Environments

This paper discusses the organizational and pedagogical aspects, benefits, and disadvantages of synchronous and asynchronous technologies as platforms for creating distance learning environments. By comparing the advantages and challenges of the two learning environments, teachers will be able to match the appropriate learning environment and its teaching strategy to their learning goals. These two learning environments involve distance learning. Distance education (or what is commonly termed “distance learning”) is a method of education in which the learner is physically distanced from both the teacher and the institution providing the instruction. Learning may be undertaken either individually or in groups. According to USDLA (2006), distance learning is: “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.”

scholarly journals Issues and Concerns of Teachers in Mindanao State University-Sulu Towards Modular Distance Learning Approach: An Analysis

2021 ◽  
Vol 1 (2) ◽  
pp. 38-55
Author(s):  
Michelle Y. Alvarez
Keyword(s):  
Distance Learning ◽  
Media Literacy ◽  
Teaching Strategy ◽  
Research Question ◽  
Literacy Skills ◽  
Survey Method ◽  
Learning Approach ◽  
State University ◽  
Teacher Guidance ◽  
Significant Difference

The purpose of this study is to determine the demographic profiles of the respondents which are the teachers in Mindanao State University–Sulu according to gender and college, to identify the issues encountered by the MSU-Sulu Teacher towards modular distance learning approach, to distinguish the concerns of the MSU-Sulu Teacher towards modular distance learning approach, to investigate the teaching preparations on the adaptation of modular distance learning approach, and to identify the significant difference of issues and concern of the MSU-Sulu Teacher towards modular distance learning approach when they are grouped according gender and college. Frequency and percentage distribution, weighted arithmetic mean and independent t-test and chi-square are the statistical tools used to answer the entire research question. The data gathered was computed using SPSS analyzed and interpreted with the aide of the statistician. Descriptive survey method was used as the research method. This study utilizes 40 teachers from different colleges/department. Convenience sampling was used to It is the recommended number of which it is the 30% from the total population of all the faculty of Mindanao State University-Sulu.; questionnaire is used by the researcher as a research instrument of the study. The findings of the study were: 1) There is no significant difference of issues and concern of the MSU-Sulu teacher towards modular distance learning approach when grouped according gender but in contrary; and 2) There is significant difference on the issues and concern among MSU-Sulu teacher towards modular distance learning approach when grouped according colleges. The issues encountered towards modular distance learning approach were communication failure like that of instructions or confusion of students on the modules, limited teacher guidance, student’s in discourteous approach to teachers, complaints on not understanding the module, and all of which results to misbehavior on students and failure to pass worksheet on time. In addition, the concerns of the MSU-Sulu teacher towards modular distance learning approach were; first, hidden expenses on modules; second, teacher’s lack of media literacy; third, poor internet connection which intercepts communication between teacher and students; fourth, time constraint among teachers due to overload paperwork; fifth, equipment problem and complexity of the discussion as well as measurement of student’s performance; sixth,  managing student’s responses from time to time; seventh, teacher’s unavailability  and lastly, difficulties of studying among slow learners. Moreover, on teaching preparations on the adaptation of modular distance learning approach, the issues were cater and set time for student’s inquiries and be flexible to allow extension in terms of passing worksheets as well as allow parents, relative or even friends to pass worksheets in their behalf to lessen transportation expenses. Teachers must appreciate/ recognize his/her students to boost their confidence and avoid favouritism while being considerate to students who are attention seeker or may have ADHD. Correspondingly, the concerns were. Teachers must encourage handwritten answers to lessen plagiarism, on the absence of teacher, the parents and elders must guide the students in their learning at home. Teacher and parent’s guidance must go hand and hand in today’s learning. Teachers must likewise be flexible in finding solutions on printing shortage. And lastly, alternative teaching strategies like modular learning should be hone to aid lack of media literacy of both teacher and students In view of the findings and analysis, the following are recommended: Teachers must be flexible with the present kind of teaching strategy at all cost and at all aspects, Set guidelines as to establish proper communication among students and teachers, learning materials must be affordable as well as easy to understand content, teachers must develop their media literacy skills and encourage teachers to be available to their students on allotted time and cater all their inquiries with patience at all times. Furthermore, the following are the recommended research agenda: Teacher’s training on media literacy and module development programs to allow teamwork in the making process.

Flipping the Class for Students to Learn to Teach Economics

2018 ◽  
pp. 287-306 ◽  
Author(s):  
Micheal Moos van Wyk
Keyword(s):  
Distance Learning ◽  
Experimental Design ◽  
Student Teachers ◽  
Direct Instruction ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Further Education ◽  
Current Debate ◽  
Post Test ◽  
Quasi Experimental

The current debate at colleges of teacher education about introducing and redesigning learning programmes by including flipped classroom pedagogy emerged as a technology-integrated teaching strategy as a means to support students in an open distance learning approach. The flipped classroom pedagogy (FCP) is a student centeredness teaching strategy that the lecturer and student teachers interact through in-class or out-of-class activities. This chapter explores to what extent does a Flipped Classroom Pedagogy enhances student teachers' learning as compares to Direct Instruction method when learning to teach Economics at an open distance learning university. The study adopted quasi-experimental design, encompasses a pre-test, post-test and Flipped Classroom Pedagogy Questionnaire. A purposive sampling of Post Graduate Certificate of Education (PGCE) and Batchelor of Education (BEd: Senior and Further Education and Training phase) student teachers (n=371) was selected. Results showed that the used of Flipped Classroom Pedagogy in the quasi-experimental design and on the online survey influenced student teachers' performance as compared to the Direct Instruction method in the course. Further research is needed with larger samples including other teacher teaching methodology courses that will yield different results.

scholarly journals PERCEPTIONS OF PARENTS AND LEARNERS TO MODULAR DISTANCE LEARNING AS CONTEMPORARY TEACHING STRATEGY

2021 ◽  
pp. 283-296
Author(s):  
Emma S. Trovela
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Distance Learning ◽  
Teaching Strategy ◽  
Senior High School ◽  
Interview Protocol ◽  
New Normal ◽  
Research Participants ◽  
Descriptive Research ◽  
School Year

This research investigated the parents and learners’ perceptions on modular distance learning that they are experiencing during this time of pandemic as part contemporary new normal education setup. The main purpose of this study was to understand parents’ and learners’ perceptions on modular distance learning as contemporary teaching strategy and how they coped with the experiences and challenges of the new normal education settings. The participants of this study where five (5) senior high school learners and five (5) parents/guardians of senior high school learners of Sta. Catalina Integrated National High School. The research was conducted in Majayjay District from School Year 2020-2021. This study used Qualitative Research through Descriptive research where in-depth interviewing and storytelling was done to gather the narratives or accounts of the research participants. Using an interview protocol and with a strong collaboration with the participants, the researcher will manage all the fieldwork and ensured the depth and breadth of the study. Through the analysis of the data from the interview, the Perception of Parents and Learners on Modular Distance learning as contemporary teaching strategy shows effectiveness even facing different challenges and disadvantage

Blogging as a Supportive E-Pedagogical Strategy in the Teaching Methodology of Economics

2019 ◽  
pp. 149-168
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Distance Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Teaching Methodology ◽  
Learning Context ◽  
Postgraduate Students ◽  
Pedagogical Strategy ◽  
Online Tools ◽  
E Learning

In the past decade, Web 2.0 technologies, such as blogs, Twitter, Facebook, and WhatsApp, emerged as online tools for teaching and learning. One particular Web 2.0 e-learning tool, blogging, has emerged as a technology-integrated teaching strategy to engage and support students learning in contact, blended, and open distance learning spaces. The purpose of this chapter is to determine to what extent does blogging as an e-pedagogical strategy supporting students in the Teaching Methodology of Economics. A pragmatic approach, an exploratory mixed methods design and purposively sampled postgraduate students (n=209) in Teaching Methodology for Economics were selected. Results have shown that students do visit the blog platform for support daily. Furthermore, blogging as an e-pedagogical strategy supporting students in the Teaching Methodology of Economics showed statistically significant differences using blogging as a supportive e-pedagogical strategy in an open distance-learning context.

Student Portfolio Analysis by Data Cube Technology for Decision Support of Web-Based Classroom Teacher

1998 ◽  
Vol 19 (3) ◽  
pp. 307-328 ◽  
Author(s):  
Chih-Kai Chang ◽  
Gwo-Dong Chen ◽  
Kou-Liang Ou
Keyword(s):  
Distance Learning ◽  
Query Language ◽  
Classroom Teacher ◽  
Teaching Strategy ◽  
Data Cube ◽  
Web Based ◽  
Analysis Tools ◽  
Database Technology ◽  
Improve Instruction ◽  
Learning Logs

As learners increasingly use Web-based distance learning systems over years, large amounts of learning logs are generated. An instructor needs analysis tools to manage the logs and discover patterns within them to help improve instruction. A variety of analysis tools, including descriptive statistics, statistical inference, prediction, etc., can be utilized to analyze the effects of a teaching strategy from the logs. However, logs of a Web server, as learners' portfolios, cannot satisfy the requirements of these analysis tools. To resolve this problem, a data cube model is proposed as the infrastructure to store learning logs for analysis. We also describe the method of using query language to retrieve information from a database to construct the data cube. Furthermore, user-friendly operations for manipulating a data cube can retrieve statistical information from the data cube. Although statistical tools for managing Web logs exist, none specifically address the needs of the distance learning instructor. This article uses data cubes and database technology as fundamental analysis tools to satisfy a distance learning instructor's requirements for managing and analyzing learning logs.

Sign in / Sign up

Export Citation Format

Share Document