Self-Guided Learning Process in Preschool: Challenges of the Practice

2021 ◽  
Author(s):  
Antra Randoha ◽  
◽  
Dagnija Vigule
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Social Aspects ◽  
Guided Learning ◽  
Learning Content ◽  
Key Skills ◽  
Significant Process ◽  
Teaching Learning

The mandatory teaching/learning content of the preschool lays emphasis on the child’s most essential interests and needs, acquiring them in such a process that leads to the formation of literacy or competence. Self-guided learning in the teaching/learning process appears as the major method that helps the pre-schooler acquire the content of all domains. According to the preschool guidelines, values and morals, general or transversal skills, cognitive, emotional and social aspects of the child’s actions that help to acquire knowledge, understanding and key skills for man’s functioning in important spheres of life and these are the key skills in the domains of language, social and civic, understanding of culture and self-expression in art, science, mathematics, technology, health and physical activities that form the mandatory teaching/learning content of preschool education. When acquiring all the necessary skills and knowledge, the child has to reach the planned learning outcomes that are attained in a self-guided learning process. Self-guided learning is one of the most essential modern competences or the individual’s readiness to adjust and apply the knowledge, skills and attitudes when solving different situations. Are preschools ready for this, does this process take place and do preschool teachers understand the concept “self-guided learning process” – this is the topicality that definitely should be paid attention to relating it to teacher education, the development of the self-guided learning model and its piloting in the preschool environment. A self-guided learning process should not be taken for granted because the child does not have such skills – to know / to feel how and what to do to start, for example, exploration. The child has not acquired these skills if the adult has not demonstrated how to do this. The child since young age should be gradually directed towards that – what and in which way to learn. The participation of the adult or teacher in this significant process is critical.

scholarly journals PENERAPAN PEMBELAJARAN ONLINE (DALAM JARINGAN) DI SEKOLAH DASAR

2020 ◽  
Vol 2 (02) ◽  
pp. 50
Author(s):  
Octaviany Widyangsih
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Elementary Schools ◽  
Elementary Teachers ◽  
Learning Outcomes ◽  
Learning Process ◽  
Qualitative Method ◽  
Social Aspects ◽  
Online Assessment ◽  
Online Implementation

Abstract: Pandemic Covid-19 made government implemented the regulation of education that learning process only conduct by distance education, thus one of the method in this programme was by online learning. The objective of this research was to digging information about the online learning process by elementary teachers. Using the descriptive qualitative method with subjects of 37 teachers in Bogor City. Data was collected by survey with 2 type of questions (open and closed questions). The results shows, that before pandemic Covid-19 the implementation of online learning in elementary schools were very low, but after pandemic the readiness of teachers regarding the goverment regulation is well accomodated even though teachers still have shortcoming with the authenticity of learning outcomes from assignments. Furthermore, teachers still cannot fully conduct evaluation by online assessment particularly to evaluate the affective and social aspects. Keywords: elementary school, instructional, online, implementation

Social Networks in the Higher Education Framework- Understanding the University as an Organization

2012 ◽  
pp. 805-824 ◽  
Author(s):  
José Antonio Álvarez Bermejo ◽  
César Bernal Bravo ◽  
Manuel Jesús Rubia Mateos ◽  
Javier Roca Piera
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Network ◽  
Learning Outcomes ◽  
Learning Process ◽  
Self Esteem ◽  
Social Aspects ◽  
Restricted Group ◽  
University Degree ◽  
The University

Recent studies are focusing on how social networks impact the learning process and how students organize themselves to face collaborative tasks via these networks, as well as their impact on the learning outcomes of the students. In a number of these studies, learning social aspects are analyzed, showing, among other issues of interest, that participating in social networks positively affects students’ self-esteem. In this article it is shown how this applies to the university model being adopted in Europe. Nowadays, the student is limited by the class and by the restricted group of people enrolled in that same university degree. In which way can the university facilitate that students get to each other so that they can find aspects in common and therefore the set of relationships grows? This chapter shows how our university—Universidad de Almería, UAL—globalizes its campus providing access to every student, as well as how this social network is succeeding.

KINAESTHETIC LEARNING STYLE AND ITS USAGE IN LEARNING PROCESS IN BASIC SCHOOL

2018 ◽  
Vol 2 ◽  
pp. 180-190
Author(s):  
Lolita Jonāne
Keyword(s):  
Learning Style ◽  
Learning Process ◽  
Quantitative Methods ◽  
Teaching Style ◽  
Warm Up ◽  
Qualitative And Quantitative Methods ◽  
Learning Content ◽  
Basic School ◽  
Teaching Learning ◽  
Relaxation Exercises

The aim of the research is to explore the possibilities and methodological solutions of using kinaesthetic teaching style in the teaching/learning process in basic school and its impact on pupil involvement in learning activities and attainment of goals. Qualitative  and quantitative methods  - experienced teacher’s survey and student-trainee survey  after observation and analysys of lessons at school are used during the study. It is concluded that: 1)the kinesthetic style of learning involves different forms - tactile, movement-based learning, warm-up and relaxation exercises; 2)it is applicable at all stages of education and in teaching/ learning and extra-curricular activities; 3) it is effective during the classroom if it is consistent with the age of the pupils and the learning content. The survey concluded that majority of surveyed teachers positively evaluate the kinesthetic teaching/ learning style and quite often apply it in their lessons according to their competence.  

scholarly journals Zoom vs. Google Classroom: Which is likely more effective for supporting students’ learning in mathematics?

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Siti Anisa Maesaroh ◽  
Leni Marlena
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Probit Regression ◽  
Face To Face ◽  
Learning Content ◽  
Probability Of Success ◽  
Virtual Face ◽  
Grade 11

[English]: The purpose of this study is to predict the probability of successful mathematics online learning using two platforms; Zoom Meeting and Google Classroom, towards students’ learning outcomes. The sample used was sixty-four grade 11 students. Data was collected through a test on matrix topics and then analyzed using probit regression. The results of the analysis show that the student's probability of success to achieve better learning outcomes using Zoom Meeting is 12.46% higher than Google Classroom. In this case, Zoom Meeting can be used as a virtual face-to-face platform, so that the teaching and learning process can be more communicative and interactive compared to Google Classroom, where its use is limited to the delivery of learning content only. Therefore, online learning using Zoom Meeting in mathematics is more recommended because it has a higher chance of improving students’ learning outcomes. [Bahasa]: Penelitian ini bertujuan memprediksi peluang keberhasilan pembelajaran daring matematika menggunakan platform Zoom Meeting dan Google Classroom terhadap hasil belajar siswa. Sampel yang digunakan sebanyak 64 siswa kelas XI. Pengambilan data dilakukan dengan tes hasil belajar pada materi matriks kemudian dianalisis menggunakan regresi probit. Berdasarkan hasil analisis, diperoleh peluang sukses siswa terhadap hasil belajar menggunakan platform Zoom Meeting 12,46% lebih tinggi dibandingkan dengan Google Classroom. Zoom Meeting merupakan platform yang dapat digunakan sebagai sarana tatap muka maya, sehingga pembelajaran dapat lebih komunikatif dan interaktif dibandingkan dengan Google Classroom yang penggunaannya dibatasi untuk penyampaian konten pembelajaran saja. Dengan demikian, pembelajaran daring menggunakan Zoom Meeting lebih direkomendasikan karena berpeluang lebih tinggi untuk meningkatkan hasil belajar matematika siswa.

scholarly journals Integrasi Nilai Religius dalam Pembelajaran MI/SD untuk Membangun Karakter Siswa

2021 ◽  
Vol 4 (1) ◽  
pp. 65
Author(s):  
Sunarti Narti 22 ◽  
Ratmiati Ratmiati ◽  
Husaini Husaini
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Learning Process ◽  
Research Method ◽  
Religious Values ◽  
Teaching Material ◽  
Literature Research ◽  
Learning Content

ABSTRACT. This study aims to determine the integration patterns that can be applied by a teacher in the learning process. In this study the authors used the literature research method, with data collection techniques conducting a review of books, literature, notes related to the integration of religious values in shaping student character. Integration of religious values is the inclusion of values into the learning process so that children have character and behave based on good religious values. Through integration, it provides complex goals for learning outcomes, namely cognitive, affective and psychomotor. There are two patterns of integration that can be carried out by teachers in the learning process, namely: (1) inculcating religious values into teaching material, the meaning is when the teacher provides an explanation or the process of transferring knowledge, the teacher does not only provide knowledge, but the teacher instills religious values. inside it. (2) The use of Islamic symbols for learning content means the inculcation of religious values through the content in learning, such as questions or material examples using the Islamic symbols in Islam.Keywords: Integration, religious values, student character

Course-Embedded Assessments for Evaluating Cross-Functional Integration and Improving the Teaching-Learning Process

2005 ◽  
Vol 20 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Janice L. Ammons ◽  
Sherry K. Mills
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Functional Integration ◽  
Assessment Process ◽  
Embedded Assessment ◽  
Scoring Rubrics ◽  
Business Perspective ◽  
Teaching Learning ◽  
Intended Learning Outcomes

Within its broad business perspective competency, the AICPA indicates that schools should evaluate the extent to which students are able to apply crossfunctional academic training. This paper describes an effort at one university to assess students' development of a cross-functional view of business. Based on our experiences with iterative revisions in the assessment process over four years within a single course, this paper offers a case study of the process of defining a competency, specifying intended learning outcomes, selecting course-embedded assessment methods, evaluating the results, and using that information to guide changes in the teaching-learning process. In addition to addressing some important dimensions of common techniques used to assess an individual student's learning, this article also illustrates the use of scoring rubrics in the assessment process. This paper is relevant not only to those who are interested in cross-functional integration, but also to accounting educators who are interested in assessment and assurance of learning practices in courses that are not integrative in nature.

How small-sided games’ court dimensions affect tactical-technical behavior in beginner volleyball athletes?

2021 ◽  
pp. 174795412110584
Author(s):  
Marcelo Couto Jorge Rodrigues ◽  
Augusto Cezar Rodrigues Rocha ◽  
Claudio Andre Barbosa Lira ◽  
Lucas Savassi Figueiredo ◽  
Cláudio Olívio Vilela Lima ◽  
...  
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Learning Process ◽  
Technical Skills ◽  
The Other ◽  
Learning Goals ◽  
Skills Development ◽  
Pedagogical Tool ◽  
Other Hand ◽  
Teaching Learning

Purpose: To compare the tactical-technical behavior of volleyball players according to the manipulation of court size in small-sided games. Method: We analyzed the tactical-technical behaviors of 16 male players (12.2  ±  0.5 years and 1.2  ±  0.8 years of practice) using the components of the GPAI instrument (Adjustment, efficiency, decision-making and effectiveness) validated for volleyball. To this end, we examined 1614 transition actions (defense, setting and attack) from games played in four court dimensions (3.0 × 3.0m, 4.0 × 4.0m, 4.6 × 4.6m and 5.2 × 5.2m). Altogether 96 Volleyball games were analyzed. Results: The smaller area per player favored technical skills development, specifically defensive and offensive ones. On the other hand, a larger area per player promoted higher scores in decision-making and effectiveness. Conclusion: Our findings indicate that the players’ behaviors in small-sided games depend on the game configurations, since modifications in the tactical-technical behavior emanate from the game ecology. Thus, the court size manipulation is a powerful pedagogical tool that deeply relates to learning outcomes. Coaches must consider such constraints in the teaching-learning process, since small-sided games manipulations should be linked with clear learning goals.

Incorporating Research in Chemistry Courses: Research Data-Based Learning

2018 ◽  
Vol 7 (2.29) ◽  
pp. 476 ◽  
Author(s):  
Is Fatimah ◽  
Argo Khoirul Anas
Keyword(s):  
Physical Chemistry ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Research Data ◽  
Teaching Model ◽  
Student Learning Outcome ◽  
Improving Student Learning ◽  
Teaching Learning ◽  
Standard Learning

Kinetic Chemistry and Catalysis Chemistry courses were conducted. Aim of the project is to evaluate the effectivity of the model in improving student learning outcome in both courses which are included in the physical chemistry scheme. The courses are getting important attention in difficultness level since those are topics with the abstract and mathematically delivered. In the program students have some individual and group tasks based on research data-simulations to be finished until pass the such level for the completion standard learning outcome and for brief application of the topics in both lecturers visiting professor lectures were given. The teaching model was evaluated based on the difficultness level of each topic and also the percentage of student passing learning outcomes. The results showed that the model was sufficiently give positive impacts. In this project, a teaching-learning model of research data-based learning (RDBL) model for to the students and teaching learning process since more than 80 % were successfully passed the standard. The program was recommended for other courses.

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