scholarly journals The Complexity of Remote Teaching in Emergency Situations: Initial Basic Principles to Avoiding Technological Boundaries

2021 ◽  
Author(s):  
Ani Cahyadi ◽  
Hendryadi Hendryadi ◽  
Sri Widyastuti
Keyword(s):  
Online Survey ◽  
Faculty Members ◽  
Learning Activities ◽  
Basic Principles ◽  
Teaching Activities ◽  
Expert Review ◽  
Emergency Situations ◽  
Associate Dean ◽  
Local Expert ◽  
Distance Educators

Considering the challenges of sustainable education in emergency remote teaching (ERT) during the coronavirus (COVID-19) pandemic, this study provides basic principles for future ERT implementation based on the experience of higher education in Indonesia. Seven local expert distance educators reviewed the ERT principles, participating in the early stages to check the relevance, content validity, and readability of the five principles proposed in the context of Indonesian education. After an extensive expert review, the ERT principles were evaluated using quantitative data through an online survey (82 students and 45 faculty members). In addition, open-ended questionnaire responses, experiences, and challenges encountered by 21 respondents (College Dean, Associate Dean of Academics, and faculty quality assurance of seven universities/colleges in three provinces in Indonesia) in ERT were used and analyzed. This study suggests that ERT should be designed based on the principles of simplicity, accessibility, affordability, flexibility, and empathy in all learning activities in unfavorable situations. This study complements previous work and can thus be used for generalized principles for teaching activities in similar emergencies, especially in developing countries.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

scholarly journals USING BOOKWIDGETS TO ATTRACT STUDENTS' INTEREST IN LEARNING ENGLISH

2021 ◽  
Vol 9 (4) ◽  
pp. 504
Author(s):  
Zaitun Zaitun ◽  
Muhammad Sofian Hadi ◽  
Diah Rahmawati Lestari
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Online Survey ◽  
Learning Activities ◽  
English Learning ◽  
School Students ◽  
Teachers And Students ◽  
Quantitative Descriptive ◽  
Descriptive Method ◽  
Learning English

English teachers deliver their teaching materials using various platforms. One of those is the BookWidgets platform which is used to create interactive learning activities and involves students in engaging teaching material. This platform provides teachers and students with dynamic widgets such as iPad, Android tablets, Chromebooks, and iBooks with interactive content. These are designed to interact with students’ interest in acquiring English smoothly. Therefore, this study is aimed at finding out students’ interest in learning English and attract their interest using Bookwidgets. The method used in this study was a quantitative descriptive method, which used a survey to collect the data. The population in this study was taken from junior high school students in MTs Al-Falah using a questionnaire or online survey. In analyzing the data, the writer used a Likert statistical analysis. The results of this showed that students’ interest in English learning using media increased up to 48,1% after they were being introduced to Bookwidgets.

scholarly journals Faculty Perspectives on Undergraduate Research Skills: Nine Core Skills for Research Success

2020 ◽  
Vol 59 (2) ◽  
pp. 118
Author(s):  
Boglarka Huddleston ◽  
Jeffrey D. Bond ◽  
Linda L. Chenoweth ◽  
Tracy L. Hull
Keyword(s):  
Information Literacy ◽  
Online Survey ◽  
Undergraduate Research ◽  
Faculty Members ◽  
Research Skills ◽  
Christian University ◽  
Reference Services ◽  
Core Skills ◽  
Literacy Initiatives ◽  
Student Capability

In an effort to improve information literacy initiatives at Texas Christian University, we sought to understand faculty members’ expectations and perceptions of undergraduate student research skills. We conducted three faculty focus groups (n=21) and an online survey (n=100) of faculty members. This study reveals a set of nine core research skills that faculty members expect students to possess. The study compares faculty members’ expectations against their perceptions of student capability for each of these nine core skills. Furthermore, this study examines who (librarians, faculty, or both) should have responsibility for teaching which research skills. These findings will inform the library’s information literacy initiatives, as well as have a strong influence on the library’s marketing and reference services.

scholarly journals Investigating Knowledge Acquisition among Faculty Members

10.28945/3940 ◽  
2018 ◽  
Vol 13 ◽  
pp. 001-020
Author(s):  
Abdoulaye Kaba ◽  
Chennupati K. Ramaiah
Keyword(s):  
Data Collection ◽  
Knowledge Acquisition ◽  
Online Survey ◽  
Statistical Tests ◽  
Faculty Members ◽  
Future Research ◽  
Knowledge Sources ◽  
Gcc Countries ◽  
Significant Difference ◽  
Use Of Knowledge

Aim/Purpose: This study investigates the issue of knowledge acquisition among faculty members. Background: The paper reports the use of knowledge acquisition tools and reading knowledge sources by faculty members. It also identifies demographic differ-ences among participants in using knowledge acquisition tools and reading knowledge sources. Methodology: The study used an online survey-based questionnaire tool for data collection. The participants consisted of 300 faculty members from 26 academic institu-tions in UAE. Statistical tests are used to verify and validate the hypotheses. Contribution: The paper represents one of the few empirical studies conducted on knowledge acquisition among faculty members in the GCC countries. Find-ings of the study may contribute to the theoretical and practical understanding of knowledge acquisition among faculty members. Findings: Findings of the study revealed that medical faculty members read knowledge acquisition sources more than other faculty members. Likewise, IT faculty members use knowledge acquisition tools more than other faculty members. Results of the study supported stage three of knowledge acquisition proposed in the “Stage Theory of Knowledge Consumption Growth” (Mathew, 1985). The study found that journals are the most sources read by the participants while web-based training (WBT) tools are the most used knowledge acquisition tools among faculty members. Results of the study indicated significant differ-ences among faculty members of different age groups, academic ranks, aca-demic specializations, and institutional affiliation in reading knowledge sources. Likewise, findings of the study revealed significant difference among partici-pants of different academic specializations in using knowledge acquisition tools. Recommendations for Practitioners: Results of the study could be extrapolated to other faculty members in the GCC countries. Recommendation for Researchers: More researches could be done to address different issues of knowledge acquisition among faculty members. Impact on Society: Faculty reading of knowledge sources and use of knowledge acquisition tools may have direct or indirect positive impacts on innovation, creativity, and re-search productivity in any society. Future Research: It will be interesting to apply more than one data collection method in the future research.

scholarly journals Comparing Faculty Development Needs of Basic Sciences and Clinical Teachers During Major Curricular Reform at Prince Sattam Bin Abdulaziz Medical College in Saudi Arabia

2021 ◽  
Vol 13 (1) ◽  
pp. 31-41
Author(s):  
Amira Farghaly
Keyword(s):  
Faculty Development ◽  
Online Survey ◽  
Course Design ◽  
Clinical Teaching ◽  
Faculty Members ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Medical Teacher ◽  
Clinical Teachers ◽  
Medical Educators

The required competencies of the medical graduates are changing, and by turn those of medical educators are changing as well. The aim of this study was to compare the faculty development (FD) needs of basic sciences and clinical teachers at the College of Medicine, Prince Sattam Bin Abdulaziz University during reforming of the curriculum to an integrated student-centred curriculum. This study is a descriptive cross-sectional study that included an online survey for faculty members to assess their FD needs and priorities. The survey questionnaire included questions about the experience of faculty members in teaching in integrated curricula, motivators to share in FD activities, preferred formats of FD activities, self-perceived competencies and needs in different areas of medical education, and selfperceived current commitment to the 12 roles of medical educators. Comparison between the basic sciences and the clinical teachers’ perceived competencies, priorities and commitment to the roles of the medical teacher took place. Mann-Whitney U test was used to compare means. The results of the study showed that the highest self-perceived competencies of faculty members were in lecturing (mean = 4.25±0.99) and constructing multiple choice questions (mean = 4.25±0.92). Statistically significant differences were present between basic sciences and clinical teachers in designing integrated courses (p = 0.02) and clinical teaching (p = 0.03). Significant differences were also present in the perceived importance of certain topics in FD programmes, such as course design, blueprinting and simulation. The study concluded that there are differences between basic medical sciences and clinical teachers in the learning needs and the competencies, which should be taken into consideration during planning for FD activities.

scholarly journals EFFECTIVELY ASSESSING PROFESSIONAL ENGINEERING SKILLS

2011 ◽  
Author(s):  
David S. Strong ◽  
Sue Fostaty Young
Keyword(s):  
Faculty Members ◽  
Learning Activities ◽  
First Year ◽  
Solo Taxonomy ◽  
Adoption And Implementation ◽  
Cognitive Transformation ◽  
Teachers And Students ◽  
Learning As A Process ◽  
Core Course ◽  
Ice Model

This paper outlines the assessment dilemmas and challenges that were experienced by faculty members and students alike during initial iterations of APSC 190 (a first-year, professional engineering skills core course in the Faculty of Applied Science at Queen’s University) and how the adoption and implementation of the ICE model of assessment [1], [2], [3] served to address those challenges. ICE, an acronym for Ideas, Connections and Extensions is based on cognitive/transformation theories of learning similar to those put forth by Biggs’ and Collis’ SOLO taxonomy[4], and describes learning as a process of growth from novice toward expert. Unlike SOLO, ICE was intentionally designed for use in the classroom by teachers and students. The simplicity of the model increases its utility and portability to a host of learning activities and furnishes an accessible vocabulary and framework to facilitate communication about expectations for learning. The paper includes an overview of the ICE model, suggestions for implementation and the effects and limitations of the model for use in professional skills courses. Current-use examples are provided that illustrate the model’s utility and its implications for shaping student learning.

scholarly journals UPAYA MENINGKATKAN KINERJA GURU MENGAJAR MELALUI PEMBINAAN KONSEP DAN IMPLEMENTASI MEDIA PRESENTASI MICROSOFT POWERPOINT DI SMA NEGERI 1 BANJARMASIN.

Vidya Karya ◽  
2018 ◽  
Vol 32 (2) ◽  
pp. 178
Author(s):  
Hartini Hartini
Keyword(s):  
Action Research ◽  
Research Method ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Activities ◽  
Teaching Activities ◽  
Positive Attitudes ◽  
Media Presentation ◽  
The Media ◽  
Presentation Media

Abstract. Currently, there are more teachers who only use textbooks as the only medium of teaching and learning. For this reason, an alternative solution is needed by developing Microsoft PowerPoint as a teaching and learning medium. The objectives of the study are to develop positive attitudes and generate teachers’ interest in the use of informatics education media into teaching and learning activities. The research used school action research method conducted in 2 cycles. The data was analyzed by using percentage technique and was qualitatively descripted. The results showed that the performance of teachers in teaching by making, presenting material using the media presentation of MicrosoftPowerPoint in SMAN 1 Banjarmasin is categorized as active and very good. The lowest score for the assessment of teaching activities is 59 (81.94%) and the highest is 70 (97.22%). While the lowest value for the assessment of manufacture and presentation is 52 (86.66) and the highest is 60 (100%).  Keywords: teacher performance, presentation media, Microsoft PowerPoint  Abstrak. Saat ini masih banyak guru yang hanya menggunakan buku pelajaran sebagai satu-satunya media pembelajaran. Untuk itu perlu alternatif pemecahan masalah dengan mengembangkan Microsoft PowerPoint sebagai media pembelajaran. Penelitian ini bertujuan untuk mengembangkan sikap positif dan membangkitkan minat guru terhadap penggunaan media pendidikan informatika ke dalam kegiatan proses belajar mengajar. Penelitian ini menggunakan metode penelitian tindakan sekolah dengan 2 siklus. Data dianalisis dengan menggunakan teknik persentase dan dideskripsikan secara kualitatif. Hasil penelitian menunjukan bahwa kinerja guru dalam mengajar dengan membuat dan menyajikan materi menggunakan media presentasi microsoft powerpoint di SMA Negeri 1 Banjarmasin termasuk kedalam kategori aktif dan sangat baik. Nilai terendah untuk penilaian kegiatan mengajar 59 (81,94%) dan tertinggi 70 (97,22%), sedangkan nilai terendah untuk penilaian pembuatan dan penyajian 52 (86,66) dan tertinggi 60 (100%).   Kata Kunci : kinerja guru,  media presentasi, Microsoft Powerpoint.

scholarly journals Essential medicines for emergency care in Africa

2018 ◽  
Vol 35 (7) ◽  
pp. 412-419 ◽  
Author(s):  
Morgan C Broccoli ◽  
Jennifer L Pigoga ◽  
Mulinda Nyirenda ◽  
Lee Wallis ◽  
Emilie J Calvello Hynes
Keyword(s):  
Emergency Care ◽  
Online Survey ◽  
Care Delivery ◽  
Careful Consideration ◽  
Essential Medicines ◽  
Health Priorities ◽  
Consensus Process ◽  
Expert Review ◽  
District Hospitals ◽  
Care Systems

ObjectivesEssential medicines lists (EMLs) are efficient means to ensure access to safe and effective medications. The WHO has led this initiative, generating a biannual EML since 1977. Nearly all countries have implemented national EMLs based on the WHO EML. Although EMLs have given careful consideration to many public health priorities, they have yet to comprehensively address the importance of medicines for treating acute illness and injury.MethodsWe undertook a multistep consensus process to establish an EML for emergency care in Africa. After a review of existing literature and international EMLs, we generated a candidate list for emergency care. This list was reviewed by expert clinicians who ranked the medicines for overall inclusion and strength of recommendation. These medications and recommendations were then evaluated by an expert group. Medications that reached consensus in both the online survey and expert review were included in a draft emergency care EML, which underwent a final inperson consensus process.ResultsThe final emergency care EML included 213 medicines, 25 of which are not in the 2017 WHO EML, but were deemed essential for clinical practice by regional emergency providers. The final EML has associated recommendations of desirable or essential and is subdivided by facility level. Thirty-nine medicines were recommended for basic facilities, an additional 96 for intermediate facilities (eg, district hospitals) and an additional 78 for advanced facilities (eg, tertiary centres).ConclusionThe 25 novel medications not currently on the WHO EML should be considered by planners when making rational formularies for developing emergency care systems. It is our hope that these resource-stratified lists will allow for easier implementation and will be a useful tool for practical expansion of emergency care delivery in Africa.

Educational Edifices Need a Mobile Strategy to Fully Engage in Learning Activities

2015 ◽  
pp. 284-309 ◽  
Author(s):  
Sharon L. Burton ◽  
Hamil R. Harris ◽  
Darrell Norman Burrell ◽  
Kim L. Brown-Jackson ◽  
Dustin Bessette ◽  
...  
Keyword(s):  
Mobile Learning ◽  
21St Century ◽  
Learning Strategy ◽  
Economic Value ◽  
Faculty Members ◽  
Learning Activities ◽  
Learning Tools ◽  
Learning Plan ◽  
Insight Into

Research in mobile learning (m-learning) about technology and software and mobile learning's application to educationally related undertakings and a long-term sustainability remain unclear. This chapter untwines the tangled information surrounding m-learning strategy through examining the drivers and perceptions for m-learning in the 21st century. The data will unearth the value of employing diverse modalities of m-learning. Administrators will gain knowledge to develop and implement mobile strategy. Faculty will enhance their familiarity on the diverse types of m-learning tools and the value of employing m-learning in the classroom. Administrators and faculty members will gather knowledge that guides efforts to diminish barriers in support of a successful m-learning implementation. In addition, administrators will garner developed knowledge to analyze, gather requirements, develop, and then implement a strategic m-learning plan for long-term sustainability. Academics and practitioners will gain insight into understanding the balance of a mobile strategy amid economic value and the required controls.

Afterword

2009 ◽  
pp. 270-271 ◽  
Author(s):  
Som Naidu
Keyword(s):  
Full Advantage ◽  
Learning Experience ◽  
Coping Mechanisms ◽  
Learning Activities ◽  
Beliefs And Practices ◽  
Teaching Activities ◽  
Assessment Task ◽  
Learning And Teaching ◽  
Assessment Tasks ◽  
Starting Point

Many teachers commonly use assessment as the starting point of their teaching activities because they believe that assessment drives learning and teaching activities. Hence students tend to organise their learning activities around these prescribed assessment tasks. These beliefs and practices have the potential to detract from promoting effective, efficient, and engaging learning. Teachers, in using assessment tasks to orchestrate their teaching activities send out a message to their learners which minimises the importance of the learning experience. Not only does this constrain learners from taking full advantage of the designed learning experience, but with an explicit focus on assessment tasks by teachers, learners tend to adopt coping mechanisms that focus on the assessment task itself, and little else.

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