scholarly journals PELATIHAN DAN PENDAMPINGAN PEMBELAJARAN BERBASIS HYBRID DENGAN MENGGUNAKAN E-LEARNING UNTUK GURU FISIKA SMA DI SITUBONDO SELAMA MASA PANDEMI

Sarwahita ◽  
2021 ◽  
Vol 18 (01) ◽  
pp. 106-120
Author(s):  
Supriyono Koes H ◽  
Sahal Fawaiz ◽  
Achmad Suryadi ◽  
Amaliyah Tazkiyah ◽  
Alif Darmawan ◽  
...  
Keyword(s):  
Physics Learning ◽  
Face To Face ◽  
Learning Modules ◽  
Teacher Skills ◽  
Teachers And Students ◽  
E Learning ◽  
Face To Face Learning ◽  
Short Time ◽  
And Training ◽  
Page Book

Abstract The Covid-19 pandemic caused many schools to close and forced educators to replace face-to-face learning to online learning overnight. The process of transitioning to the application of distance learning cannot occur in a short time. So that it takes adequate facilities and teacher skills in designing learning. E-learning facilities are still unfamiliar to both teachers and students, especially in Situbondo Regency. So that mentoring and training in the use of e-learning for teachers in physics learning is needed to make it easier for teachers and students in the learning process. Planning activities include making e-learning modules using moddle and camtasia. The training and mentoring process was even attended by 93 physics teachers outside Situbondo Regency. However, those who can participate in the training gradually decrease due to the busyness of each participant. So that at the end of the Moodle e-learning training and mentoring session, there are 25 (18 from Situbondo) participants who can design a complete lesson including assignment features, quizzes (aiken format), labels, lessons, Bigblue buttons, pages, books and forums. Keywords: Abstrak Masa pademi covid-19 menyebabkan banyak sekolah tutup dan memaksa pendidik mengganti pembelajaran tatap muka ke pembelajaran online dalam waktu singkat. Proses transisi penerapan pembelajaran jarak jauh tidak bisa terjadi dalam waktu yang singkat, sehingga dibutuhkan fasilitas dan keterampilan guru yang memadai dalam merancang pembelajaran. Fasilitas e-learning pun masih asing baik bagi guru maupun siswa, khususnya di Kabupaten Situbondo. sehingga pendampingan dan pelatihan penggunaan e-learning untuk guru dalam pembelajaran fisika dirasa sangat dibutuhkan untuk mempermudah guru dan siswa dalam proses pembelajaran. Perencanaan kegiatan meliputi pembuatan modul e-learning menggunakan moddle dan camtasia. Proses pelatihan dan pendampingan diikuti bahkan oleh guru fisika di luar Kabupaten Situbondo sebanyak 93 peserta. Namun yang dapat mengikuti pelatihan secara bertahap berkurang karena kesibukan masing-masing peserta. Sehingga di akhir sesi pelatihan dan pendampingan e-learning moodle terdapat 25 (18 dari Situbondo) peserta yang dapat merancang pembelajaran secara lengkap meliputi fitur assignment, quiz (aiken format), label, lesson, Bigblue button, page, book dan forum.

scholarly journals Challenges in Food Scientist Training in a global setting

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Andreas Höhl ◽  
Gerhard Schleining ◽  
Charlotte Hochgatterer ◽  
Wolfgang Kneifel ◽  
Velitchka Gotcheva ◽  
...  
Keyword(s):  
Training Programme ◽  
Research Management ◽  
Highly Qualified ◽  
Management Skills ◽  
Target Groups ◽  
Face To Face ◽  
Learning Modules ◽  
E Learning ◽  
Food Safety And Quality ◽  
And Training

Education and training were an integral part of the MoniQA Network of Excellence. Embedded in the "Spreading of excellence programme", Work Package 9 (Joint education programmes and training tools) was responsible for establishing a joint training programme for food safety and quality within and beyond the network. So-called `MoniQA Food Scientist Training' (MoniQA FST) was offered to provide technical knowledge on different levels and research management skills as well. Training needs for different regions as well as for different target groups (scientists, industry personnel, authorities) had to be considered as well as developing strong collaboration links between network partners and related projects. Beside face-to-face workshops e-learning modules have been developed and web seminars were organized. In order to achieve high quality training, a quality assurance concept has been implemented. It turned out that these types of training are of high value in terms of bringing together scientists from different regions and cultures of the globe, involving highly qualified trainers as basis for a sustainable network in the future.

scholarly journals MODEL PEMBELAJARAN DARING PASCA PANDEMI COVID-19

2020 ◽  
pp. 192
Author(s):  
Syarifah Rohana
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

The sophisticated information and technology (IT) development can be the answer for various problems post the covid-19 pandemic, particularly the teaching and learning challenges. The role of IT that is booming nowadays is online learning. Online learning is obviously different from regular learning. In this mode of learning, the students are required to have the ability to receive and process information. It serves as media that connect teachers and students who are being remote from one another at any time and anyplace. There are various media utilized to perform online learning such as WhatsApp, Google Meet, Zoom, Google Classroom, and other e-learning platforms. Among all these media, though, WhatsApp apparently appointed as the simplest and easiest media to access in all levels of education. Online learning at current is the effective medium to carry on the teaching and learning process in all levels of education. For the effectiveness of online teaching and learning process during the covid-19 pandemic, there have been a number of learning models suggested by the expert such as remote learning, face to face learning, e-learning, project-based learning, and Blended Learning.

scholarly journals E-Learning vs. Face-To-Face Learning: Analyzing Students’ Preferences and Behaviors

2021 ◽  
Vol 13 (8) ◽  
pp. 4381
Author(s):  
Vasile Gherheș ◽  
Claudia E. Stoian ◽  
Marcela Alina Fărcașiu ◽  
Miroslav Stanici
Keyword(s):  
Educational Process ◽  
Return To School ◽  
First Year ◽  
First Year Students ◽  
Ripple Effects ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
E Learning ◽  
Face To Face Learning

Educational life worldwide has been shaken by the closure of schools due to the outbreak of the coronavirus pandemic. The ripple effects have been felt in the way both teachers and students have adapted to the constraints imposed by the new online form of education. The present study focuses exclusively on the beneficiaries of the educational process and aims to find out their perceptions of face-to-face and e-learning and their desire to return, or not, to the traditional form of education. These perceptions are represented by 604 students of the Politehnica University of Timisoara, who were asked to respond anonymously to an 8-question questionnaire between December 2020 and February 2021. The results show the respondents’ levels of desire to return to school (especially of those who have only benefited from e-learning) and their degree of involvement during online classes. The results also specify the advantages and disadvantages of the two forms of education from a double perspective, namely that of first-year students (beneficiaries of e-learning exclusively), and of upper-year students (beneficiaries of both face-to-face and e-learning). The study points out key information about e-learning from the students’ perspectives, which should be considered to understand the ongoing changes of the educational process and to solve its specific problems, thus ensuring its sustainability.

scholarly journals Challenges in Food Scientist Training in a global setting

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Andreas Höhl ◽  
Gerhard Schleining ◽  
Charlotte Hochgatterer ◽  
Wolfgang Kneifel ◽  
Velitchka Gotcheva ◽  
...  
Keyword(s):  
Training Programme ◽  
Research Management ◽  
Highly Qualified ◽  
Management Skills ◽  
Target Groups ◽  
Face To Face ◽  
Learning Modules ◽  
E Learning ◽  
Food Safety And Quality ◽  
And Training

Education and training were an integral part of the MoniQA Network of Excellence. Embedded in the "Spreading of excellence programme", Work Package 9 (Joint education programmes and training tools) was responsible for establishing a joint training programme for food safety and quality within and beyond the network. So-called `MoniQA Food Scientist Training' (MoniQA FST) was offered to provide technical knowledge on different levels and research management skills as well. Training needs for different regions as well as for different target groups (scientists, industry personnel, authorities) had to be considered as well as developing strong collaboration links between network partners and related projects. Beside face-to-face workshops e-learning modules have been developed and web seminars were organized. In order to achieve high quality training, a quality assurance concept has been implemented. It turned out that these types of training are of high value in terms of bringing together scientists from different regions and cultures of the globe, involving highly qualified trainers as basis for a sustainable network in the future.

scholarly journals On-Demand Video Tagging, Annotation, and Segmentation in Lecture Recordings to Enhance E-learning Effectiveness

2021 ◽  
Author(s):  
Ken D. Nguyen ◽  
Muhammad Asadur Rahman
Keyword(s):  
Teaching And Learning ◽  
Video Conferencing ◽  
Automatic Segmentation ◽  
Direct Access ◽  
Live Streaming ◽  
Face To Face ◽  
Lecture Recordings ◽  
Teachers And Students ◽  
E Learning ◽  
Face To Face Learning

The COVID-19 pandemic has forced much of the academic world to transition into online operations and online learning. Interactions between the teachers and students are carried out via online video conferencing software where possible. All video conferencing software available today is designed for general usage and not for classroom teaching and learning. In this study, we analyzed the features and effectiveness of more than a dozen major video conferencing software that are being used to replace the physical face-to-face learning experiences. While some of the video conferencing software has pause feature but none allow annotation and segmentation of the recording. We propose tagging and annotation during the live streaming to improve direct access to any portion of the recorded video. We also propose automatic segmentation of the video based on the tagging so that the video is short, targeted, and can easily be identified.

scholarly journals E-Learning Moodle, Media Pembelajaran Fisika Abad 21

2018 ◽  
Vol 1 (2) ◽  
pp. 57
Author(s):  
Desak Made Anggraeni ◽  
Ferdinandus Bele Sole
Keyword(s):  
21St Century ◽  
Digital Communication ◽  
Learning Material ◽  
Physics Learning ◽  
Electronic Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
Modern Learning ◽  
E Learning

[Title: Moodle E-Learning, the 21st Century Physics Learning Media] A distinctive characteristic of 21st-century learning is digital communication, meaning that the learning process is no longer face to face course between teachers and students but is more of an internet-based (e-learning) modern learning. The process of implementing e-learning requires a Learning Management System (LMS) which functions to regulate the management of learning. One of the LMS that can be used in organizing e-learning learning is moodle. Moodle e-learning can be used as a medium to improve the quality of interactive learning and support for the implementation of blended learning. Through e-learning moodle learning material can be accessed anytime and anywhere, besides that the material can be enriched with various learning resources including multimedia, which can be quickly updated by the instructor. In addition, the facilities offered in moodle e-learning learning are able to display learning materials that are abstract in nature into material that can be witnessed in person. Material samples that are mostly abstract are material on physics subjects. Therefore, moodle electronic learning is expected to be able to help students master the concepts in physics learning.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Pengembangan Modul Pembelajaran IPA Berbasis Entrepreneurship di SMK Negeri 2 Kota Jambi

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Sica Septyenthi ◽  
Aprizal Lukman ◽  
Upik Yelianti
Keyword(s):  
Education System ◽  
Real Life ◽  
Instructional Materials ◽  
Design Development ◽  
Vocational High School ◽  
Face To Face ◽  
Student Entrepreneurship ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Module Development

Vocational high school consists of face-to-face learning and dual education system. Learning and dual education system may be either industrial work practices held for 3 or 6 months.During dual education system students can not attend face-to-face learning teaching material that students need to be able to learn independently. Specifically, learning science that students need to learn about the environment and its benefits for students.The purpose of this research is to develop instructional materials in the form of science module which helps students to learn independently and determine the response of vocational students to the science learning modules. Modules developed based entrepreneurship and contextual material with real life needs or students. The material presented is structured to support student entrepreneurship in order to be fit for purpose namely vocational work. This module development research design using the design development of Richey and Klein with Dick and Carey model for the development phase of the module material. Results of test responses of teachers and students concluded that the module gets a very good response, interesting and appropriate to the needs of students. Then the module materials can help students cultivate skills become entrepreneurs.

scholarly journals Design of an Intelligent Educational Resource Production System

2018 ◽  
Vol 13 (12) ◽  
pp. 4 ◽  
Author(s):  
Brahim Faqihi ◽  
Najima Daoudi ◽  
Rachida Ajhoun
Keyword(s):  
Production System ◽  
Target System ◽  
Open Educational Resource ◽  
Case Based Reasoning ◽  
Educational Resource ◽  
Face To Face ◽  
Massive Online Open Course ◽  
E Learning ◽  
Face To Face Learning ◽  
Case Based

In the field of learning, we are witnessing more and more the introduction of new environments in order to better meet the specific needs of the main actors of the process. The shift from face-to-face learning to distance learning or e-learning has overcome some of the challenges of availability, location, prerequisites, but has been rapidly impacted by the development of mobile technology. As a result, m-learning appeared and quickly evolved into p-learning. The arrival of the "Open Software" concept has given birth to several "open-something" initiatives, among which are the Open Educational Resource (OER) and the Massive Online Open Course (MOOC). These learning resources have also made progress, although they are fairly recent. Admittedly, this diversity of environments offers a wealth and a multitude of pedagogical resources. However, the question of the capitalization of contents, knowledge and know-how of each of these environments is necessary. How can the exchange and reuse of pedagogical resources be guaranteed between these different learning environ-ments? otherwise-said how to guarantee the interoperability of these resources? In order to contribute to the creation of an pedagogical heritage, we propose to design a case-based system allowing the author, when creating a course in a particular context and environment, to exploit the resources that are already available. The goal is to put in place an intelligent production system based on case-based reasoning. It is based on four phases ranging from indexing to reuse, through the similarity measurement and the evaluation. In the first part, we will detail the evolution of learning environments. In the second part, we will review the existing course production platforms, their prin-ciples and their challenges. In the third part, we will present case-based reasoning systems, and then we will introduce our target system.

scholarly journals ESL Teachers’ Challenges in Implementing E-learning during COVID-19

2021 ◽  
Vol 20 (2) ◽  
pp. 330-348
Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Learning Technologies ◽  
Esl Teachers ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Learning With Technology

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

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