scholarly journals College radio as a mechanism for participatory learning: Exploring the scope for online radio based learning among undergraduates

2016 ◽  
Vol 6 (1) ◽  
pp. 21-34
Author(s):  
Bahaeldin Ibrahim ◽  
Naveen Mishra
Keyword(s):  
Applied Sciences ◽  
Learning Outcomes ◽  
Community Service ◽  
Learning Experience ◽  
Educational Tool ◽  
Learning Engagement ◽  
Participatory Learning ◽  
Uses And Gratification ◽  
College Radio ◽  
Practical Implications

This paper explores the prospects of online college radio at Sur College of Applied Sciences, its need among students and the possible scope of its contributions to student learning, engagement and community service. It explores the method of developing a holistic mechanism to capture the possibilities of maximizing learning experience by employing college radio as an educational tool to understand the micro-dynamics and localized necessities that deem it necessary or unnecessary. Through this, it attempts to locate an appropriate mechanism, and targeted use of the college radio in contributing to the learning outcomes and educational experience of the students. The study finds considerable scope for radio based learning at Sur College of Applied Sciences across a range of uses and gratification indicators consistent with the primary objectives of the college. The study discusses the theoretical and practical implications of the findings, and the pedagogical significance of the college radio as an alternative.

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

2014 ◽  
Vol 56 (4) ◽  
pp. 287-302 ◽  
Author(s):  
Mathews Nkhoma ◽  
Narumon Sriratanaviriyakul ◽  
Hiep Pham Cong ◽  
Tri Khai Lam
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Undergraduate Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Engagement ◽  
Content Type ◽  
Mediating Role

Purpose – The purpose of this paper is to understand the impact of real, localized case studies on students’ learning engagement, the learning process and learning experience and the role of such case studies in influencing students’ learning outcomes. Design/methodology/approach – Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students’ learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students’ learning experience. Finally, students’ learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings – The results revealed that the case study had a positive influence on students’ engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience. Research limitations/implications – The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value – The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.

scholarly journals Rancangan Kurikulum Pendidikan Anak Usia Dini (PAUD) Di Sekolah Binaan Pemerintah Kota Bekasi

2020 ◽  
Vol 3 (1) ◽  
pp. 67-72
Author(s):  
Fathana Gina ◽  
Sandra Adetya Syarif ◽  
Nurwahyuni Nasir ◽  
Timorora Sandha Perdhana
Keyword(s):  
Learning Outcomes ◽  
Community Service ◽  
Curriculum Design ◽  
Learning Experience ◽  
City Government ◽  
Main Function ◽  
Curriculum Content ◽  
Children’S Learning ◽  
Service Activity ◽  
Children's Learning

Abstract   PAUD has the main function of developing all aspects of a child's development, including cognitive development, language, physical (gross and subtle motoric), social, emotional. Planning a curriculum for children, teachers must have a goal, how to organize curriculum content, choose the form of learning experience for children, how the sequence of lessons is given and then determine how to do an assessment of children's learning outcomes and the program itself. Planning a curriculum for children, teachers must have a goal, how to organize curriculum content, choose the form of learning experience for children, how the sequence of lessons is given and then determine how to do an assessment of children's learning outcomes and the program itself. At present there are still PAUD that do not yet have a structured learning curriculum such as what happened in PAUD assisted by the Bekasi City Government. This then impacts on learning activities that are less directed. Children who attend PAUD at the school are more often left to play without direction from their teacher. Therefore, this community service activity is considered necessary to help teachers in PAUD assisted by the Bekasi City Government to have a curriculum that can be a guide so that the teaching and learning process becomes more structured and directed. The output of this community service activity is in the form of a PAUD curriculum design that can be used as a learning reference for students participating in the PAUD Guidance at the Bekasi City Government. The result is that teachers get new insights about teaching programs and can develop learning strategies for students.   Keywords: PAUD, Curriculum, Syllabus Abstrak   PAUD memiliki fungsi utama mengembangkan semua aspek perkembangan anak, meliputi perkembangan kognitif, bahasa, fisik (motorik kasar dan halus), sosial, emosional. Merencanakan suatu kurikulum untuk anak, guru harus memiliki tujuan, bagaimana mengorganisasi isi kurikulum, memilih bentuk pengalaman belajar bagi anak, bagaimana urutan pelajaran diberikan dan kemudian menentukan bagaimana melakukan penilaian terhadap hasil belajar anak dan program itu sendiri. Merencanakan suatu kurikulum untuk anak, guru harus memiliki tujuan, bagaimana mengorganisasi isi kurikulum, memilih bentuk pengalaman belajar bagi anak, bagaimana urutan pelajaran diberikan dan kemudian menentukan bagaimana melakukan penilaian terhadap hasil belajar anak dan program itu sendiri. Saat ini masih ada PAUD yang belum memiliki kurikulum pembelajaran yang terstruktur seperti yang terjadi di PAUD binaan Pemerintah Kota Bekasi. Hal ini kemudian berdampak pada kegiatan pembelajaran yang kurang terarah. Anak yang mengikuti PAUD di sekolah tersebut lebih sering dibiarkan bermain tanpa arahan dari gurunya. Oleh karena itu, kegiatan pengabdian masyarakat ini dianggap perlu untuk membantu guru di PAUD binaan Pemkot Bekasi agar memiliki kurikulum yang dapat menjadi pedoman sehinga proses pengajaran dan pembelajaran menjadi lebih terstruktur dan terarah. Luaran kegiatan pengabdian masyarakat ini berupa rancangan kurikulum PAUD yang dapat dijadikan acuan pembelajaran bagi siswa-siswa yang mengikuti PAUD Binaan Pemkot Bekasi. Hasilnya guru mendapatkan wawasan baru mengenai proram pengajaran dan dapat mengembangkan strategi pembelajaran pada siswa.   Kata kunci: PAUD, Kurikulum, Silabus

Administrasi Pendidik dan Tenaga kependidikan

2020 ◽  
Author(s):  
Kurniati Ningsih
Keyword(s):  
Learning Outcomes ◽  
Community Service ◽  
Management Development ◽  
Education Administration ◽  
Learning And Teaching ◽  
Conducting Research ◽  
And Training ◽  
Education Process ◽  
Technical Services

Administration can be interpreted as an activity or business to help, serve, direct or manage all activities in achieving a goal. Meanwhile, educators are professionals who are involved in the process of learning and teaching, evaluating learning outcomes, conducting coaching and training, and conducting research and community service. And education administration that supports administration, management, development, supervision, and technical services to support the education process in the education unit.

Administrasi Pendidik dan Tenaga Kependidikan 1

2019 ◽  
Author(s):  
Cindy Fadilla
Keyword(s):  
Learning Outcomes ◽  
Community Service ◽  
Management Development ◽  
Education Administration ◽  
Educational Goals ◽  
Learning And Teaching ◽  
Education Personnel ◽  
Conducting Research ◽  
And Training ◽  
Education Process

Administration can be interpreted as an activity or business to help, serve, direct or manage all activities in achieving a goal. Meanwhile, educators are professionals who are involved in the process of learning and teaching, evaluating learning outcomes, conducting coaching and training, and conducting research and community service. And education administration that supports administration, management, development, supervision, and technical services to support the education process in the education unit. The purpose of the education of educators and education personnel who support the education system is to provide eligibility for educators in carrying out their duties both as educators and nursing staff in schools. So, the education of educators and labor are interrelated so that educational goals can be achieved

scholarly journals The WxChallenge: Forecasting Competition, Educational Tool, and Agent of Cultural Change

2013 ◽  
Vol 94 (10) ◽  
pp. 1501-1506 ◽  
Author(s):  
Bradley G. Illston ◽  
Jeffrey B. Basara ◽  
Christopher Weiss ◽  
Mike Voss
Keyword(s):  
Cultural Change ◽  
State Of The Art ◽  
Learning Experience ◽  
The United States ◽  
Higher Learning ◽  
Educational Tool ◽  
Web Interfaces ◽  
Wind Speeds ◽  
University Of Oklahoma ◽  
The University

The WxChallenge, a project developed at the University of Oklahoma, brings a state-of-the-art, fun, and exciting forecast contest to participants at colleges and universities across North America. The challenge is to forecast the maximum and minimum temperatures, precipitation, and maximum wind speeds for select locations across the United States over a 24-h prediction period. The WxChallenge is open to all undergraduate and graduate students, as well as higher-education faculty, staff, and alumni. Through the use of World Wide Web interfaces accessible by personal computers, tablet computer, and smartphones, the WxChallenge provides a state-of-the-art portal to aid participants in submitting forecasts and alleviate many of the administrative issues (e.g., tracking and scoring) faced by local managers and professors. Since its inception in 2006, 110 universities have participated in the contest and it has been utilized as part of the curricula for 140 classroom courses at various institutions. The inherently challenging nature of the WxChallenge has encouraged its adoption as an educational tool. As its popularity has grown, professors have seen the utility of the Wx-Challenge as a teaching aid and it has become an instructional resource of many meteorological classes at institutions for higher learning. In addition to evidence of educational impacts, the competition has already begun to leave a cultural and social mark on the meteorological learning experience.

Dancing in the storm: finessing emergency remote teaching in the COVID-19 pandemic

2021 ◽  
Vol 11 (4) ◽  
pp. 1-21
Author(s):  
Louise Whittaker ◽  
Hayley Pearson
Keyword(s):  
Change Management ◽  
Learning Outcomes ◽  
Business School ◽  
Learning Experience ◽  
Theoretical Models ◽  
Management Process ◽  
School Students ◽  
Content Type ◽  
General Managers ◽  
Academic Level

Case overview The Gordon Institute of Business Science (GIBS), a South African based business school and one of the top ranked business schools in Africa, was yet again facing a crisis during the COVID-19 pandemic. Having emerged out of an extraordinary year of strict lockdown regulations and having managed a rapid shift to emergency remote teaching. GIBS had managed to maintain its academic programmes, ensuring the completion of the curriculum within the academic year whilst maintaining the exceptionally high standards and quality learning experience it was known for. As 2020 drew to a close, the academic programmes team and the students looked forward to starting the new year in a more “normal” mode of operation. GIBS closed for Christmas holiday with the intent on returning, in early 2021, in some form of face-to-face teaching. However, on the 27th of December 2020, the President of South Africa announced a return to level-3 lockdown as the second wave of infections swept through the country. Strict measures were once again enforced, significantly impacting GIBS’ possible return to campus in January 2021. Reflecting on the lessons learnt over the past year, the Executive Director: Academic Programmes, Professor Louise Whittaker, yet again faced the challenge of deciding how best to proceed given the circumstances. The case illustrates the need for effective change management through the application of Kotter’s 8 steps to transformation, whilst demonstrating the complexity of change management during a crisis. A particular focus on the importance of communication during a change management process in a crisis is illustrated through this case. Expected learning outcomes The learning outcomes are as follows: students need to understand that in a crisis, change management will be emergent and requires flexibility and adaptability; students will determine what concrete actions may be required during a change management process in a crisis; students will need to discern that theoretical models do not necessarily fit real world contexts, particularly in a crisis situation; and students will identify aspects that might be missing or inadequately formulated in standard models of change management. Complexity academic level The case is positioned at a post-graduate level and would be ideal as a teaching case for business school students on a Master of Business Administration programme, a specialised business masters programme or selected executive education programmes for general managers or senior executives. The case can be taught in a course in the following fields, namely, change management, leadership or strategy. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

Dental Interns’ Perceptions of Their Training Experiences at Different Training Centers: A Look at Work Environment and Supervision

2021 ◽  
Author(s):  
Ali Alenezi
Keyword(s):  
Work Environment ◽  
Learning Outcomes ◽  
Field Experience ◽  
Learning Experience ◽  
Training Experience ◽  
Male And Female ◽  
The Third ◽  
Level Of Satisfaction ◽  
Strongly Agree ◽  
High Level

Abstract Background: the aim of this study was to explore dental interns perceptions on their learning environment and supervision. Methods: This survey was in form of questioner in which interns are required to fill and submit at the end of each training rotation. The questionnaire includes 20 items and was divided into three main parts: the first part of the questionnaire evaluated the interns perception toward the learning outcomes obtained from the field experience and their development. The second part of the study assessed the interns' perceptions toward their supervisors. The third part of the questionnaire investigated the interns' perceptions toward training centers facilities. Results: A total number of 234 questioners were filled and submitted by interns in which 134 from male intern (57.3%) and 100 from female interns (42.7%). In general, the interns from both genders appeared very satisfied with their training experience. With all the questionnaire 20 items, more than 75% of the obtained answers was either agree or strongly agree with similar obtained from both male and female interns. Conclusions: High level of satisfaction can be obtained when the the field experience outcomes is clearly explained to the dental interns. In addition, the availability of supervisors with full awareness of learning outcomes will improve the learning experience of dental interns.

scholarly journals Service Learning: Mengintegrasikan Tujuan Akademik Dan Pendidikan Karakter Peserta Didik Melalui Pengabdian Kepada Masyarakat

Bakti Budaya ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 143
Author(s):  
Endah Setyowati ◽  
Alviani Permata
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Community Service ◽  
Teaching Strategies ◽  
Social Problems ◽  
Teaching Approach ◽  
Vulnerable Groups ◽  
Academic Goals ◽  
State Discrimination ◽  
Sustainable Peace

Service learning is a teaching approach that combines academic goals and the character educationthrough community service activities. Teaching strategies through knowledge, experiences, andreflections applied in an interdiciplinary course provide opportunities for students to relate knowledgedirectly from the classroom to community problems with their participation as volunteers in a specifedcommunity. Te community which is chosen as a target group was ftted to the lecture materialswhich emphasized on issues of state discrimination against vulnerable groups and impacts of decreasingenvironmental quality on sustainable peace. Te learning outcomes which is set at level of students'awareness of social problems are measured by changes in perceptions of issues faced by target groupsbefore and after students doing a community service through periodic journal reports.

scholarly journals Design and Implementation of a Gesture-Aided E-Learning Platform

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 8042
Author(s):  
Wolfgang Kremser ◽  
Stefan Kranzinger ◽  
Severin Bernhart
Keyword(s):  
Learning Outcomes ◽  
Field Test ◽  
Learning Experience ◽  
Learning Content ◽  
Learning Platform ◽  
System Usability Scale ◽  
E Learning ◽  
Learning Platforms ◽  
Reference Implementation ◽  
Generic System

In gesture-aided learning (GAL), learners perform specific body gestures while rehearsing the associated learning content. Although this form of embodiment has been shown to benefit learning outcomes, it has not yet been incorporated into e-learning. This work presents a generic system design for an online GAL platform. It is comprised of five modules for planning, administering, and monitoring remote GAL lessons. To validate the proposed design, a reference implementation for word learning was demonstrated in a field test. 19 participants independently took a predefined online GAL lesson and rated their experience on the System Usability Scale and a supplemental questionnaire. To monitor the correct gesture execution, the reference implementation recorded the participants’ webcam feeds and uploaded them to the instructor for review. The results from the field test show that the reference implementation is capable of delivering an e-learning experience with GAL elements. Designers of e-learning platforms may use the proposed design to include GAL in their applications. Beyond its original purpose in education, the platform is also useful to collect and annotate gesture data.

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