scholarly journals ANALYSIS OF LEARNING MODEL REQUIREMENTSWRITING ACADEMIC BASED ON-LEARNING MOODLE

2017 ◽  
Vol 3 (2) ◽  
pp. 94-105
Author(s):  
Santi Oktarina ◽  
Emzir Emzir ◽  
Zainal Rafli
Keyword(s):  
Research And Development ◽  
Academic Writing ◽  
Personality Development ◽  
Learning Model ◽  
Course Development ◽  
Student Group ◽  
Language Courses ◽  
E Learning ◽  
The University ◽  
Principles Of Learning

This study aims to find out how the learning model of moodle-based academic writing in Indonesian subjects required by students at Sriwijaya University in terms of students and lecturers. The method used in this study is research and development (Research and Development as proposed by Borg and Gall.Teknik data collection in the analysis of this need is a questionnaire, library review, interviews, and focus group discussion.The results show first, an instructional model of academic writing in the Moodle-based Indonesian language should refer to the Signs of Group Work Subjects Personality development in universities, the principle -The principle of learning based on KKNI, the principle of learning to write, and the principle of learning E-Learning.Second, the results showed that the shortcomings contained in the learning of academic writing in Indonesian language courses caused this lesson does not refer to Student Group Conduct Signs Personality development in universities, principles of learning based on KKNI, and the principle of learning to write maximally In addition, most lecturers do not use E-Learning learning that has been facilitated by the university. Third, the results of the study show that the learning model of academic writing in Indonesian language is needed is a learning model that applies the principles of learning in accordance with KKNI, the principles of learning to write, and the principles of E-Learning learning by adapting to the characteristics of the language courses Indonesia for college. Meanwhile, Rambu-Rambu Group Implementation Course Development of personality in universities must be adjusted in order to meet the needs of students in academic writing learning in universities.

Asynchronous Online Foreign Language Courses

2011 ◽  
pp. 928-935
Author(s):  
Leticia L. McGrath ◽  
Mark Johnson
Keyword(s):  
Core Curriculum ◽  
Development Process ◽  
Learning Technologies ◽  
Course Development ◽  
Multiple Perspectives ◽  
Team Members ◽  
University System Of Georgia ◽  
Language Courses ◽  
Foreign Language Courses ◽  
The University

In 1999, the Board of Regents of the University System of Georgia (USG), in collaboration with a number of its member institutions, began developing a fully online set of courses that allows a student to complete a core curriculum that is transferable across the USG. The result of this effort is the USG’s eCore® Program, developed by the Advanced Learning Technologies (ALT) unit of the USG. The eCore® Courses were created using a collaborative course development process that engaged teams of USG faculty, technical support and an instructional designer from ALT. The collaborative course development process was utilized in order to take full advantage of the expertise of the team members and to incorporate multiple perspectives of the content into the courses. In addition, a set of guidelines for the development of eCore® courses was established to ensure the courses were of the highest quality possible. The eCore® course array was developed over a period of seven years. While many of the courses were well suited to the asynchronous online approach, there were content areas that were more controversial, such as physics, chemistry and foreign languages, due to the highly specific requirements in each of these disciplines.

MODEL BLENDED LEARNING UNTUK MATA KULIAH INTRODUCTION TO LINGUISTICS PADA PRODI PENDIDIKAN BAHASA INGGRIS STKIP PGRI SUMBAR

2017 ◽  
Vol 11 (3) ◽  
pp. 177
Author(s):  
Yendra Yendra ◽  
Willy Satria ◽  
Wahyudi Rahmat
Keyword(s):  
Research And Development ◽  
Blended Learning ◽  
Learning Model ◽  
Learning Method ◽  
Model Design ◽  
Face To Face ◽  
Information Center ◽  
E Learning ◽  
On Line ◽  
Face To Face Learning

<p><strong> </strong></p><p align="center"><strong><em>Abstract</em></strong></p><p>               <em>The development of technology, especially information technology (internet), gradually unintentionally gives influence to education either directly or indirectly. The influence is clearly visible one of them to the method of learning. Learning methods that used to be done only face-to-face in the classroom and make the educator as a center of information (conventional) gradually begin to change towards learning that is also on-line based on the internet as an information center (E-Learning internet based). In STKIP PGRI Sumatera Barat E-Learning internet based learning method itself has been introduced and implemented since 2014, but has not been maximally optimized. This is because the method does not have a standard in its implementation, and also conventional face-to-face learning method can not be abandoned completely, hence there is overlap between the two. Accordingly, this study developed a model of learning that combines the concept of conventional learning with the concept of E-Learning internet based called Blended Learning. Blended Learning model is expected to be a solution to the above problems, so that the learning process can be implemented effectively. This research is research and development research (R &amp; D) with the outcome is a product that is learning model design</em>.</p><p align="center"><em> </em></p><p align="center"><strong><em>Abstrak</em></strong></p><p><em>Berkembangnya teknologi khususnya teknologi informasi (internet), berangsur angsur tanpa disadari memberikan pengaruh terhadap pendidikan baik secara langsung maupun tidak langsung. Pengaruh tersebut terlihat jelas salah satunya terhadap metode pembelajaran. Metode pembelajaran yang dulunya dilakukan hanya secara tatap muka di dalam kelas dan menjadikan pendidik sebagai pusat informasi (konvensional) berangsur mulai berubah ke arah pembelajaran yang juga bersifat on-line yang berbasis kepada internet sebagai pusat informasi (E-Learning internet based). Di STKIP PGRI Sumatera Barat metode pembelajaran E-Learning internet based sendiri sudah diperkenalkan dan diterapkan sejak tahun 2014, tetapi belum telaksana secara maksimal. Hal ini disebabkan karena metode tersebut belum memiliki standar baku dalam pelaksanaannya, dan juga metode pembelajaran tatap muka secara konvensional belum bisa ditinggalkan secara utuh, karenanya terjadi tumpang tindih antara keduanya. Sehubungan dengan itu, pada penelitian ini dikembangkan sebuah model pembelajaran yang menggabungkan konsep pembelajaran konvensional dengan konsep E-Learning internet based yang disebut dengan Blended Learning. Model pembelajaran Blended Learning ini nantinya diharapkan dapat menjadi solusi atas permasalahan tersebut di atas, sehingga proses pembelajaran dapat terlaksana secara efektif. Penelitian ini adalah penelitian riset dan pengembangan (Research and Development/RnD) dengan luarannya adalah sebuah produk yaitu desain model pembelajaran. </em></p><p> </p>

A Model for Online Instruction and Faculty Assessment

2010 ◽  
pp. 10-21 ◽  
Author(s):  
Michael Thomas Shaw ◽  
Thomas M. Schmidt
Keyword(s):  
Course Development ◽  
Learning Materials ◽  
Faculty Assessment ◽  
Doctoral Level ◽  
University Of Phoenix ◽  
Course Materials ◽  
Electronic Collaboration ◽  
E Learning ◽  
On Line ◽  
The University

Differing methods of course development can lead to widely varying results. The University of Phoenix develops courses for both on-campus and on-line (e-learning) delivery, using electronic collaboration as well as in-person teamings. Course developers at the University rigorously measure feedback about course materials, and revise courses based on learners’ input. This paper describes a model for developing and delivering e-learning doctoral-level curricula based on current research and a learner needs analyses. Suggestions for further improvements and surprising results about the most effective method for deriving E-learning materials are explored.

scholarly journals LEARNING INNOVATION THROUGH FREEDOM LEARNING MANAGEMENT IN MUSIC EDUCATION PROGRAM

2021 ◽  
Vol 4 (2) ◽  
pp. 43-49
Author(s):  
Dani Nur Saputra
Keyword(s):  
Music Education ◽  
Education Program ◽  
Learning Model ◽  
Learning Methods ◽  
Study Program ◽  
Education Study ◽  
E Learning ◽  
Learning Management ◽  
Student Exchanges ◽  
The University

Every academician must be ready to innovate in learning and adapt to technology and information in this era. Besides, they are required to innovate to increase their productivity. Quick adjustment gave helpfullnes in creating a learning model that is more effective and efficient. This research has purpose to explain and describe the learning innovation through freedom learning management in the music education study program. The results showed that management in applying the concept of freedom learning influenced learning innovation, especially in music education program. This innovation lies in e-learning based learning methods, student exchanges to improve competence and learning outside the university.

scholarly journals A Blended Learning Module on the Writing Academic Purpose Course (A Research and Development Approach)

2019 ◽  
Vol 4 (3) ◽  
pp. 167-179
Author(s):  
Eny Maulita Purnama Sari ◽  
Nurul Aini
Keyword(s):  
Research And Development ◽  
Blended Learning ◽  
Learning Model ◽  
Learning System ◽  
English Department ◽  
Learning Module ◽  
E Learning ◽  
The Subject ◽  
Development Approach

This study aimed to determine the effectiveness of the module based on blended learning model in ‘Writing Academic Purpose” course, to evaluate the validity of the module based on the assessment by the Context, linguists and media experts used validation sheets. The module was developed using Research and Development Approach (R&D). the outputs of this research was an blended learning module of “Writing Academic Purpose”. The module was implemented using the e-learning system of UNU Lampung. The subject of this research was the blended learning module that implemented to the English Department students. The object of the research were the content of the module. The module is declared valid from the validation by validators, the module could improve the students’ reasoning and creativity, the module’s effectiveness is achieved in this study.

scholarly journals The effect of e-learning in developing high thinking skills

2021 ◽  
pp. 43-46 ◽  
Author(s):  
Ni’mat Rababa
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Statistical Tests ◽  
Thinking Skills ◽  
Learning Model ◽  
E Learning ◽  
University Of Jordan ◽  
The University ◽  
The Impact ◽  
The Relationship

This research aims to investigate the impact of adopting e-learning in an attempt to enhance higher thinking skills among students at the University of Jordan. In addition, we examine the relationship between e-learning and higher thinking skills and identify the effect of e-learning on higher thinking skills at the University of Jordan. The study examines the effect of using e-learning effectiveness and its effect on developing higher students’ thinking skills at the university level. The study also focuses on intellectual education for high-level thinking and the impact of the e-learning environment on a group of students at the University of Jordan. The target community for this study is undergraduate students at the University of Jordan, in Amman, Jordan. The resulted sample consists of 45 students. During the experiment, two research tools were used to analyze the relationship between the independent and dependent variables. The quantitative data are collected from the students’ perception analyzed using some statistical tests. The results of the research indicate that students could be helped to enhance higher-order thinking skills and maybe enriched by integrating an e-learning model into teaching and learning. There is also a positive relationship between e-learning and higher thinking skills at the University of Jordan. The experimental results of this study indicate several results, as the adoption of the e-learning model led to a significant improvement in the higher thinking skills of students. The e-learning model can remove many social and cultural barriers.

scholarly journals THE USE OF BLENDED LEARNING MODELS IN LANGUAGE COURSES AS SCIENTIFIC COMMUNICATION: SURVEY STUDY ON STUDENT RESPONSE TO ELEMENTARY SCHOOL TEACHERS

2020 ◽  
Vol 8 (4) ◽  
pp. 1449-1459
Author(s):  
Fahrurrozi ◽  
Ratna Sari Dewi ◽  
Reza Rachmadtullah ◽  
Murtono ◽  
Iva Sarifah
Keyword(s):  
Blended Learning ◽  
Scientific Communication ◽  
Learning Model ◽  
Student Response ◽  
Survey Study ◽  
Learning Models ◽  
Language Courses ◽  
E Learning ◽  
Data Collection Technique ◽  
Search For Information

Purpose of the study: This research aims to analyze student responses on the use of blended learning models in language courses as scientific communication at the department of primary school education teachers, Education science faculty of Universitas Negeri Jakarta. Methodology: The research engages a descriptive method with a quantitative approach. The data collection technique is carried out by using a questionnaire. Before doing hypothesis testing, the research use questionnaire items analysis using the Rasch model analysis. Furthermore, descriptive statistics analysis is carried out after analyzing questionnaire items. The study revealed that students have a positive response to the use of blended learning models in language courses as scientific communication. Main Findings: The descriptive result also showed that the learning process using the blended learning model is more effective than conventional learning with face-to-face systems or with e-learning systems. The level of effectiveness is supported by the strengths of the blended learning model that the courses, assignments, and assignments can be carried out outside school hours. Applications of this study: The level of effectiveness is supported by the strengths of the blended learning model that the courses, assignments, and assignments can be carried out outside school hours. Besides, students can search for information and solve the problem with their own initiative. Novelty/Originality of this study: The application of blended e-learning can also change students' habit to always feel enthusiastic and diligent in learning. The implementation of blended learning provides various alternative learning models that can be used by teachers in delivering material so that it has implications for improving the quality of language lectures as a means of scientific communication. The use of the blended learning model is used to make students usual to technology properly and understand that instead of entertainment, technology can also enrich knowledge as well as learning materials.

Social Software and Language Acquisition

2009 ◽  
pp. 3196-3214
Author(s):  
Sarah Guth ◽  
Corrado Petrucco
Keyword(s):  
Formal Education ◽  
Social Software ◽  
Traditional Learning ◽  
Classroom Activities ◽  
The Social ◽  
Language Courses ◽  
E Learning ◽  
The University ◽  
Learning Language

This chapter describes how the social software tools that characterize Web 2.0, such as wikis and blogs, can be used as a valid substitute for more traditional Learning Management Systems in the context of e-learning and blended learning language courses. First, we will give a brief overview of how the educational arena is changing and the role social software can play in promoting these changes. Then we will describe two experimental courses carried out at the University of Padova using social software. The chapter ends with a discussion of the role of these tools in formal education. The aim of the chapter is to show how these tools allow language educators to take network-based language teaching beyond the limits of planned classroom activities, offering students new opportunities to access and produce real language in real situations.

A New Model for OnLine Doctoral Course Development with Faculty Quality Assessment

2009 ◽  
pp. 1719-1730
Author(s):  
Thomas M. Schmidt ◽  
Michael Shaw
Keyword(s):  
Needs Analysis ◽  
Course Development ◽  
Learning Materials ◽  
New Model ◽  
Doctoral Level ◽  
University Of Phoenix ◽  
Course Materials ◽  
Electronic Collaboration ◽  
E Learning ◽  
The University

Differing methods of course development can lead to widely varying results. The University of Phoenix develops courses for both on-campus and online (e-learning) delivery, using electronic collaboration as well as in-person teamings. Course developers at the university rigorously measure feedback about course materials, and revise courses based on learners’ input. This article describes a model for developing and delivering e-learning doctoral-level curricula based on current research and a learner needs analysis. Suggestions for further improvements and surprising results about the most effective method for deriving e-learning materials are explored.

Social Software and Language Acquisition

2011 ◽  
pp. 424-442 ◽  
Author(s):  
Sarah Guth ◽  
Corrado Petrucco
Keyword(s):  
Formal Education ◽  
Social Software ◽  
Traditional Learning ◽  
Classroom Activities ◽  
The Social ◽  
Language Courses ◽  
E Learning ◽  
The University ◽  
Learning Language

This chapter describes how the social software tools that characterize Web 2.0, such as wikis and blogs, can be used as a valid substitute for more traditional Learning Management Systems in the context of e-learning and blended learning language courses. First, we will give a brief overview of how the educational arena is changing and the role social software can play in promoting these changes. Then we will describe two experimental courses carried out at the University of Padova using social software. The chapter ends with a discussion of the role of these tools in formal education. The aim of the chapter is to show how these tools allow language educators to take network-based language teaching beyond the limits of planned classroom activities, offering students new opportunities to access and produce real language in real situations.

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