A CONSTRUCTIVISM APPROACH TOWARDS INTEGRATION OF ICT FOR COLLABORATIVE LEARNING

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Bharati Chand
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Content Knowledge ◽  
Learning Process ◽  
Learning Opportunities ◽  
Problem Solving Skills ◽  
Active Participant ◽  
Learning Techniques ◽  
Integration Of Ict

This paper highlights on constructivism approach by integrating ICT for collaborative learning. Constructivism transforms the learner from a passive recipient of information to an active participant in the learning process. The ICT integrated tools provides learning opportunities with which learners formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment.Learners construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook. The ICT integrated collaborative learning techniques, help learners to promote content knowledge, critical thinking, and problem-solving skills.

scholarly journals Optimalisasi keterampilan pembelajaran abad 21 dalam proses pembelajaran pada Guru MTs Massaratul Mut’allimin Banten

2020 ◽  
Vol 16 (1) ◽  
pp. 63-72
Author(s):  
Beni Junedi ◽  
Isnaini Mahuda ◽  
Jaka Wijaya Kusuma
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
21St Century Learning ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Learning Skill ◽  
21St Century Learning Skills

[Bahasa]: Keterampilan abad 21 terdiri dari keterampilan communication, collaboration, critical thinking and problem solving, serta creative and inovative. Keterampilan ini perlu di implementasikan guru dalam proses pembelajaran agar kualitas pembelajaran meningkat. Terbatasnya pengetahuan guru terhadap keterampilan pembelajaran abad 21 menjadi kendala pelaksanaan di dalam kelas. Oleh karena itu, perlu upaya pengenalan keterampilan pembelajaran abad 21 ini kepada guru agar dapat diimplementasikan dengan baik di kelas. Kegiatan pengabdian masyarakat ini dilaksanakan di MTs Massaratul Muta’allimin Banten dengan jumlah peserta sebanyak 8 guru. Kegiatan ini bertujuan untuk mengoptimalkan pemahaman guru terhadap keterampilan pembelajaran abad 21 dan cara mengimplementasi-kannya dalam proses pembelajaran. Pengabdian ini dilakukan dengan cara sosialisasi melalui penyampaian materi kemudian dilakukan evaluasi di akhir kegiatan yang terdiri dari tiga tahapan yaitu tahap awal, inti, dan akhir. Berdasarkan hasil angket di akhir kegiatan diperoleh data bahwa 78,13% guru memahami cara penyampaian materi, 78,13% guru dapat memahami materi dengan baik, 82,29% guru memberikan respon terhadap manfaat kegiatan, dan 81,25% guru dapat mengembangkan proses pembelajaran abad 21 di kelas. Dapat disimpulkan bahwa kegiatan pengabdian ini dapat mengoptimalkan pemahaman guru di MTs Massaratul Muta’llimin Banten terhadap keterampilan pembelajaran abad 21. Kata Kunci: keterampilan abad 21, communication, collaboration, critical thinking and problem solving, creative and inovative [English]: The 21st Century skills consist of communication, collaboration, critical thinking, and problem-solving skills, as well as creative and innovative. This skill needs to be implemented by the teachers in the learning process so that the quality of learning increases. The limitation of teachers’ knowledge of 21st-century learning skills is an obstacle for implementation in the classroom. Therefore, it is necessary to introduce this 21st-century learning skill to the teachers so that it can be implemented well in the classroom. This community service program was carried out at MTs Massaratul Muta'allimin Banten with eight teachers as the participants. It aims to optimize teachers' understanding of 21st-century learning skills and how to implement them in the learning process. This program was held by means of socialization through the delivery of material then an evaluation was administered at the end of the activity in three stages namely the initial, core, and final stages. The results of the questionnaire at the end of the activity show that 78.13% of teachers understand how to deliver the material, 78.13% of teachers can understand the material well, 82.29% of teachers respond to the benefits of the activity, and 81.25% of teachers can develop 21st-century based learning process in the classroom. It can be concluded that this program can optimize teachers’ understanding of 21st-century learning skills. Keywords: 21st century skills; communication, collaboration, critical thinking and problem solving, creative and innovative

Keeping Passion Alive While Updating Journalism Skills

2020 ◽  
Vol 75 (1) ◽  
pp. 22-26
Author(s):  
Chandra Clark ◽  
Elena Plakhina ◽  
Rey Rosales
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Work Environment ◽  
Learning Process ◽  
Traditional Learning ◽  
Problem Solving Skills ◽  
Constant Flux

Educators face a major challenge protecting and nurturing students’ passion for journalism while scrambling to help them keep up with a work environment in constant flux. They cannot afford to sidetrack this passion while teaching new software, evolving technology, and marketplace needs. If universities want to produce the best and brightest future journalists, they need to teach the above while nurturing student excitement for the field. This syndicate offers three recommendations to reach this goal: reconsider the traditional learning “box” used for student curricula, evaluate experimentation and its value for the learning process, and engage students in passion projects that prompt critical thinking and problem-solving skills.

scholarly journals Facilitating learning of community-based rehabilitation through problem-based learning in higher education

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Eva Yin-han Chung
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Real World ◽  
Relevant Literature ◽  
Problem Based Learning ◽  
Community Based ◽  
Problem Solving Skills ◽  
Community Based Rehabilitation

Abstract Background The quality of community-based rehabilitation (CBR) personnel is one of the key factors that contributes to the success of CBR programs. Integrating knowledge and practical skills in various stages of the learning process is essential in community-based rehabilitation. Problem-based learning (PBL) is a pedagogical strategy that uses real-world situations as the basis for developing knowledge and problem-solving skills. Through PBL, learners are guided and facilitated in assuming active problem-solving roles in real-world situations. This study developed and tested a framework and a PBL protocol for use in teaching community-based rehabilitation (CBR) in higher education. Methods Part I of this study focused on the development of a framework and a protocol for PBL. An initial framework for the development of this protocol was formed based on a review of relevant literature. Concrete guidelines were delineated to describe the application, process, and delivery of teaching and learning. PBL was implemented in three CBR related courses. Students were facilitated to learn CBR in passing various stages of PBL through a self-directed learning process. The cumulative efforts of each group were compiled, recorded, and displayed using e-portfolios. In Part II, the processes and outcomes of using this new learning mode were evaluated using a case study approach to examine the protocol’s efficacy. Focus group interviews, a questionnaire, and a detailed examination of the e-portfolios were administered for evaluation. Results One hundred thirty-three students from three CBR related courses were recruited. PBL was regarded as an effective, realistic and practical method that enables critical thinking in CBR. Practicality was addressed by covering context-related materials with the use of real cases or examples. Participants were actively engaged in the learning process and their CBR competence was enhanced. Conclusions Through the new protocol, the students were equipped with active learning, critical thinking, and problem-solving skills that should facilitate success in CBR.

VoiceThread

2019 ◽  
Vol 9 (4) ◽  
pp. 68-78
Author(s):  
Yingqi Tang
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Web 2.0 ◽  
Information Literacy ◽  
Virtual Classroom ◽  
Human Interaction ◽  
Online Course ◽  
Problem Solving Skills

Collaborative learning allows students to share diverse ideas, resources, and experiences. Studies have shown that students engaged in collaborative learning are more likely to achieve, and exhibit increased critical thinking and problem-solving skills. However, in an online course class, students receive very little human interaction because most of the communication is via text. This article overviews how VoiceThread, a cloud-based web 2.0 application, has been used in primary, secondary, and higher education institutions for enhancing discussion in traditional and virtual classroom. From there, actionable class content with a focus on teaching students' information literacy is provided. This article also shared technique parameters of VoiceThread, as well as some notes of using VoiceThread application.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

scholarly journals Educational puzzles for understanding gastrointestinal physiology.

1999 ◽  
Vol 276 (6) ◽  
pp. S1 ◽  
Author(s):  
C M Bailey ◽  
C T Hsu ◽  
S E DiCarlo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Deductive Reasoning ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Educational Tools ◽  
Problem Solving Skills ◽  
Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

scholarly journals ANALISIS KONSEP MODUL IPA TERPADU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

BIOLOVA ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 56-60
Author(s):  
Atikah Nur Azizah ◽  
Hening Widowati ◽  
Muhfahroyin Muhfahroyin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Direct Experience ◽  
Integrated Science ◽  
Module Development

Abstract: The science learning process emphasizes providing direct experience to develop competencies in order to be able to explore and understand the nature around scientifically. students can gain direct experience, so they can add strength to accept and apply the concepts they have learned. Integrated science learning deals with the way students think and develop critical thinking skills. These skills include the ability to think critically, think creatively, and problem solving abilities. Modules are printed teaching materials that are designed to be independently studied by students, Module development is done to improve students' critical thinking skills.

scholarly journals National followers in the students use of educational technologies instruction of interests

2021 ◽  
Vol 7 (3) ◽  
pp. 152-157
Author(s):  
Shomirzayev Shomirzayev
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Learning Process ◽  
Creative Thinking ◽  
Independent Learning ◽  
Educational Technologies

This article discusses how to use the craft of national crafts. More importantly, the role of the teacher in the learning process is determined by the fact that the learners are helped by independent learning. In addition to teaching the readers not only the knowledge they have, they also understand their role in teaching independent, creative thinking, critical thinking about their personality and knowledge, analyzing information, identifying what needs to be done, drawing conclusions, and teaching their own ideas. The main purpose of collaborative learning is to work on a common problem and focus on the problem.

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