scholarly journals A REVIEW ON SMART CAMPUS CONCEPT AND APPLICATION TOWARDS ENHANCING CAMPUS USERS’ LEARNING EXPERIENCES

2021 ◽  
Vol 11 (1) ◽  
pp. 1-15
Author(s):  
Faizul Azli Mohd Rahim ◽  
Nurshuhada Zainon ◽  
Nur Mardhiyah Aziz ◽  
Loo Siaw Chuing ◽  
U.H. Obaidellah
Keyword(s):  
Learning Process ◽  
Paradigm Shift ◽  
Learning Experience ◽  
Educational Institution ◽  
Learning Experiences ◽  
Exclusion Criteria ◽  
Screening Process ◽  
Campus Sustainability ◽  
Traffic Forecasting ◽  
Smart Campus

The smart campus is an emerging trend that allows universities to improved services, decision making and campus sustainability. The recent pandemic has directed and amplified the need for a paradigm shift, with predominant virtual teaching, and remote working bursting onto the scene. As an educational institution, understanding campus user’s learning experience is vital in the process of assessing and ensuring quality university studies. Therefore, this study provides a review of smart campus concept, application and potential opportunities that emerge in the smart campus towards enhancing campus users’ learning experiences. To achieve the purpose of the study, a systematic literature review has been conducted extracted from the Scopus database. Initially, 19 articles were gathered. After the screening process using the inclusion and exclusion criteria, 16 articles were screened and finally, 11 articles were included in the review. This study found that smart campus is an integral concept that needs to be developed and applied in universities. Besides that, several potential opportunities emerging from the smart campus application such as the application of augmented reality and virtual reality in facilitating the learning process, the exploration of daily internet traffic that enables traffic forecasting to improve network service and personalised services. Thus, this study helps to explore the potential fields of employing smart campus especially in the learning process among community campus.

scholarly journals Learner’s Evaluation in Teaching Learning Process

2020 ◽  
Vol 6 (7) ◽  
pp. 175-180
Author(s):  
Dr. Daruri Venugopal
Keyword(s):  
Learning Process ◽  
Learning Experience ◽  
Educational Institution ◽  
Learning Experiences ◽  
Educational Process ◽  
The Other ◽  
Behavior Changes ◽  
Teaching Objectives ◽  
Evaluation Approach ◽  
Teaching Learning

Learner’s Evaluation approach we understood the activities and experiences that the learners undergo in order to acquire the desired behavior. The faculty plays an important role in providing learning experiences. Learning experiences involve interaction of students and content with the help of faculty. Learning experience lead to behavior changes among learners. Learner Appraisal ascertaining the extent to which the teaching objectives have been met. The representation of the educational process shows the linking of each element with the other. In learner’s evaluation in teaching learning process desired direction and attainment of goals is guided by the educational objectives formulated by the educational Institution, University and the faculty.

scholarly journals Application of Discovery Learning Based Video Media In Improving Learning Results Themes 5 Class V SDN Petompon 02 Semester 1

2020 ◽  
Vol 3 (3) ◽  
pp. 731
Author(s):  
Ade Febriyanto Wigar
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
21St Century ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Experiences ◽  
Discovery Learning ◽  
Assessment Instruments ◽  
Class V ◽  
The Times

<pre><em><span lang="EN">In developing students' potential, the learning process must provide learning experiences for students. In its development the way students learn there are changes according to the times. In the era of the 21st century, all activities in learning involve technology. There needs to be an implementation that is able to provide a learning experience for students as well as provide space for technology in the learning process. This Classroom Action Research consists of two cycles. As subjects in this study were students of class VB SDN Petompon 02 with a total of 37 students. In collecting data on learning outcomes using test and non-test techniques. The instruments used include evaluation questions, assessment rubrics and assessment instruments. The results of the achievement in the first cycle of students completed reaching 24 students with a percentage of 65% and an increase in the second cycle where there were 28 students who completed with a presentation of 78%. The results showed that the use of the Discovery Learning model based on video learning was able to improve learning outcomes in Theme 5 Ecosystems in class VB SDN Petompon 02 Semarang</span></em><em><span lang="EN">.</span></em></pre>

scholarly journals Reflective Practices To Explore Postgraduate Students Learning Experience In Mobile Learning Platform

2020 ◽  
Vol 12 (3) ◽  
Author(s):  
Malini Thiagraj ◽  
Abdul Malek Abdul Karim
Keyword(s):  
Reflective Practice ◽  
Mobile Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Reflective Practices ◽  
Postgraduate Students ◽  
Course Content ◽  
Learning Platform

Mobile Learning (M-learning) has great potential to be an effective learning tool in creating meaningful learning experiences. The purpose of this study is to explore postgraduate students M-learning experiences in Massive Open Online Courses (MOOCs) platform. Reflective practice is used to measure the students M-learning experience based on mobile-based task-centered activity. This study is qualitative in nature employed thematic analysis method. Therefore, 34 postgraduate students from a public university in Malaysia were selected for this purposive sampling. The postgraduate students were initially introduced to M-learning course content in FutureLearn platform followed by reflective practices. Pre-reflective practice happened before students are enlisted into the M-learning process, During-reflective process in FutureLearn platform and Post-reflective upon completion of task-centered activity. The findings revealed that majority of these students were unsure of M-learning platform during the pre-reflective stage. This is due to lack of prior knowledge and experience in M-learning platform using mobile devices as real time hindered the students from exploring. However, most of them progress to gained positive M-learning experiences as their able to monitoring and self-evaluate their own learning development throughout this learning process and completed the task-centered activity successfully. Therefore, the reflective approach practice has given students insight on their meaningful learning experience and their own learning capabilities.

The Lyre of Orpheus: Affectivity in the Teaching/Learning Process

Horizons ◽  
1990 ◽  
Vol 17 (2) ◽  
pp. 256-268
Author(s):  
Elizabeth Dreyer
Keyword(s):  
Thirteenth Century ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Experiences ◽  
Medieval Period ◽  
Rare Type ◽  
Teaching Learning ◽  
The University ◽  
Intense Emotion

AbstractAll of us have memories—good and bad—of learning experiences. Ridicule or a rap on the knuckles produced fear and intimidation. A knowledgeable and enthusiastic teacher may have opened the door to a life's work or even to a never-ending love for learning. One can be sure that affectivity was one key element in such experiences.When you think of the emotional, feeling aspects of learning experiences, what comes to mind? What is the setting? Who are the persons? What is the material? How would you describe the affective aspects of this experience? What elements were instrumental in eliciting strong feeling? What were the effects of this experience? Was it enjoyable? And finally, is this a common or rare type of experience in your life? With these questions in mind, let us reflect on several important aspects of the role of affectivity in the teaching/learning experience.My interest in affectivity emerged when I was a campus minister at a large university. Years of conversations with faculty and students about their faith experience produced a persistent question. Why did the emotions seem so non-functional in this arena? I began to wonder how persons understood and talked about affectivity before the Western emphasis on reason and strict empiricism became so pronounced. I discovered that scholars had described the medieval period as a time of intense emotion and longing, fierce passion and ardent desire. The first phase of my search ended in the thirteenth century with an analysis of affective language in the spiritual writings of the Franciscan professor at the University of Paris, Bonaventure.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

konsep administrasi pendidikan

2019 ◽  
Author(s):  
Wiwin Vauzia
Keyword(s):  
Learning Process ◽  
Educational Administration ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Education Administration ◽  
Important Goal ◽  
Purpose Of Education ◽  
Basic Concepts

This article was written to explain the concept of educational administration in particular the understanding, importance and purpose of educational administration. The purpose of the article is made to inform about the notion of educational administration, the importance of educational administration and the purpose of educational administration. It is important that we know the education administration in order to be able to implement the knowledge gained as educators later. The technique used in making this article is by collecting data related to material sourced from books, article journals, and other sources related to the science of basic concepts of educational administration and analyzing the material with the literature method which aims to help find truth from the material discussed. Administration is an educational institution which is a main source of management in regulating the teaching and learning process in an orderly manner so that the most important goal is achieved at the educational institution, where the purpose of education administration itself is to provide systematic work in managing education so that educational operational tasks can be carried out effective and efficiency towards the goals or objectives that have been set.

E-portfolio, a useful tool for reflection and feedback (Preprint)

2019 ◽  
Author(s):  
Rita Rezaee ◽  
Nahid Zarifsanaiey
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Learning Process ◽  
Learning Experience ◽  
Effective Means ◽  
Educational Programs ◽  
Electronic Portfolio ◽  
Medical Sciences ◽  
Educational Settings ◽  
Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

Pengaruh Jenis Masalah pada Problem Based Learning terhadap Dinamika Metakognisi Siswa SMA Kelas X pada Konsep Stoikiometri

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Issaura Sherly Pamela ◽  
Muhammad Rusdi ◽  
Asrial Asrial
Keyword(s):  
Student Achievement ◽  
Experimental Design ◽  
Learning Process ◽  
Model Problem ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Learning Model ◽  
Group Design ◽  
Experimental Group

Innovation is needed in learning to make meaningful learning, so the student constructs their ownknowledge from the learning experience of learning process. One of the innovations is to integrate Problem Based Learning model. Problem Based Learning involves students to be active in every problem. Eleven problems type in Problem Based Learning that have different solving steps, due to every student different metacognition character potential and can change by given treatment. This research is a pre-experimental design: the pretest-posttest control and experimental group design with embedded experimental design. The metacognition character data were analyzed qualitaively, whereas the average grade data were analyzed quantitatively. The analysis of metacognition character shows the different metacognition characters and on learning process there is improvement of student achievement from 14% to 84.4%.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

The Home Visit Experience: A Medical Student’s Perspective

2007 ◽  
Vol 8 (4) ◽  
pp. 206-210 ◽  
Author(s):  
Maria Hervada-Page ◽  
Kristopher S. Fayock ◽  
Randa Sifri ◽  
Fred W. Markham
Keyword(s):  
Family Caregiving ◽  
Paradigm Shift ◽  
Learning Experience ◽  
Home Visits ◽  
School Curriculum ◽  
Controversial Issues ◽  
Treatment Access ◽  
Medicine Quality ◽  
Comparison Technique

Incorporating home care education into the medical school curriculum is essential for providing a learning experience not duplicated elsewhere. Students rotating through family medicine write a reflection paper on their experiences. The papers about home visits from July 2000 to June 2004 were analyzed by a constant comparison technique developing seven themes: student paradigm shift in their understanding of causes vs. effects of disease, misconceptions about treatment, access to care, a return to the roots of medicine, quality of family caregiving, broader implications of providing care, and controversial issues. The students’ papers demonstrate the unique environment of home visits.

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