scholarly journals Basketball Learning Model Development Through MLM (Mobile Learning Media) Based on Android

2020 ◽  
Vol 5 (2) ◽  
pp. 88
Author(s):  
Andi Nurabady ◽  
Devi Catur Winata
Keyword(s):  
Mobile Learning ◽  
Teaching Methods ◽  
Model Development ◽  
Learning Model ◽  
Face To Face ◽  
Media System ◽  
Specific Objective ◽  
The World ◽  
Term Objective

The long-term objective of this research is expected to be able to overcome the problems that have occurred so far in the world of education, especially physical education that occurs in the field of basketball material, both in the form of teaching methods of teachers / lecturers which are always monotonous so that students are not interested in sports lessons on basketball or facilities and infrastructure that are not provided at school / on campus so that this research is able to answer every problem that occurs in the field, especially when the problem increases with the Covid-19 pandemic, where learning methods change from face-to-face to online. Therefore, this researcher provides a solution by learning through Android-based MLM (Mobile Learning Media).The specific objective of this research is to develop a basketball learning model with an Android-based MLM (Mobile Learning Media) system that launches a basketball learning application via Android that can be downloaded by anyone and learning becomes easier. With the development of this method, it is hoped that it can provide solutions to teachers / lecturers, especially basketball lecturers in providing material to students during the current pandemic.

Mobile Classrooms: Using Mobile Devices to Enhance BSW Education

2013 ◽  
Vol 18 (Supplement 1) ◽  
pp. 17-32
Author(s):  
Stephen Baldridge ◽  
Amanda McAdams ◽  
Alex Reed ◽  
Alexandra Moran
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Classroom Environments ◽  
Face To Face ◽  
Teaching Content ◽  
Traditional Teaching Methods ◽  
Mobile Classrooms

Like the state of technology worldwide, the construct of mobile learning is constantly evolving. Mobile learning and remote teaching are gaining momentum and popularity in higher education, but little research has been done to examine their efficacy. With the use of mobile devices both in and out of the classroom becoming more prevalent, it is essential to examine the effectiveness of their use. This study compared the use of mobile learning and remote teaching (teaching content to students outside traditional face-to-face settings) with that of traditional teaching methods. Using mobile devices and social media, this study examined whether social work curriculum could be taught effectively to students outside static online or classroom environments.

scholarly journals Social Media, Networked Protest, and the March for Science

2018 ◽  
Vol 4 (3) ◽  
pp. 205630511879340 ◽  
Author(s):  
Barbara L. Ley ◽  
Paul R. Brewer
Keyword(s):  
Social Media ◽  
Behavioral Intentions ◽  
Washington Dc ◽  
Face To Face ◽  
The Us ◽  
The World ◽  
Do So

Recent studies have explored how the US public responded to the March for Science protests that took place around the world on April 22, 2017, as well as why individuals participated in these protests. Yet, little research has examined how participants used social media and other channels to learn, communicate, and form behavioral intentions regarding the movement. In addressing these questions, the present study conceptualizes the March for Science as a “networked protest.” It then analyzes data from two surveys: one distributed through social media in the month preceding the March for Science events, and one conducted at the Washington, DC event. The results suggest that social media—particularly Facebook—played key roles in how respondents learned and communicated about the protest. At the same time, respondents also learned and communicated about it through other channels, including texting, email, and face-to-face conversations. Both social media respondents and in-person respondents reported that their experiences with the March had increased their likelihood of undertaking future online and offline actions. Furthermore, communicating through Facebook and Twitter predicted a range of self-reported effects of March experiences on intentions to undertake future actions, whereas learning through social media largely failed to do so. Thus, some—but not all—social media uses may have encouraged participants to sustain both online and offline engagement. Taken together, the findings carry potential implications for how the March for Science and other networked protests can use social media and other communication forms to mobilize supporters and facilitate long-term engagement.

scholarly journals PEMBELAJARAN DARING DI ERA COVID-19

2020 ◽  
Author(s):  
NOOR ANISA NABILA
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Learning Model ◽  
Learning Activities ◽  
College Level ◽  
Face To Face ◽  
Internet Connection ◽  
Corona Virus ◽  
The World ◽  
E Learning

Covid-19 atau sering disebut Virus Corona adalah suatu wabah penyakit yang berasal atau pertama kali di temukan dari Tiongkok, penyakit tersebut menyebar dengan cepat ke seluruh dunia. Covid-19 tersebut menyebar ke Indonesia pada awal Maret 2020. Penyebaran virus Corona ini menyebabkan beberapa kerugian yang cukup besar ke negara kita yaitu Indonesia terutama dalam bidang ekonomi, dan merambat ke bidang pendidikan, Covid-19 juga mengubah model pembelajaran secara drastis, dari pembelajaran secara konvensional dan sekarang menjadi pembelajaran dilakukan secara daring, dari yang bertatap muka dan sekarang Cuma bisa melalui via aplikasi saja, yang terdampak mulai dari tingkat sekolah dasar (SD) sampai perguruan tinggi. Pada kegiatan pembelajaran dengan mode daring di Universitas Lambung Mangkurat sudah lumayan efektif dengan memanfaatkan aplikasi Google Classroom, Google Meet dan E-learning. Kalau kendala dalam pelaksanaan pembelajaran daring yaitu masalah koneksi internet mahasiswa yang kurang mendukung pada setiap wilayah mahasiswa tersebut. Covid-19 or often called the Corona Virus is an outbreak of a disease that originated or was first discovered from China, the disease spreads rapidly throughout the world. The Covid-19 spread to Indonesia in early March 2020. The spread of the Corona virus caused quite a number of losses to our country, namely Indonesia, especially in the economic field, and spread to the field of education, Covid-19 also drastically changed the learning model, from learning conventionally and now learning is done online, from face to face and now it can only be via the application, which is affected starting from elementary school (SD) to college level. Online learning activities at Lambung Mangkurat University have been quite effective by using the Google Classroom application, Google Meet and E-learning. If the problem in the implementation of online learning is the problem of the student's internet connection that is not supportive in each student area

scholarly journals Evaluating Usages of Social Media and Educational Teaching Methods in Consonance with the Teachings of Islam

2020 ◽  
Vol 6 (2) ◽  
pp. 905-915
Author(s):  
Muhammad Asif Nadeem ◽  
Muhammad Shahzad ◽  
Shakeel Sarwar
Keyword(s):  
Social Media ◽  
Education System ◽  
Teaching Methods ◽  
Medium Of Instruction ◽  
Islamic Republic ◽  
Face To Face ◽  
The World ◽  
Use Of Social Media ◽  
Islamic Values ◽  
Special People

Social media plays a very important role in the present education system of the world on the whole and in Islamic Republic of Pakistan in special. People in this area prefer to find information on social sites rather than find them face to face. Social media sites provide a variety of mediums for interacting and communicating while learning. However, this widespread use of social media is misused by some of the less responsible. The use of social media that is not Islamic values ​​can be harmful to society. Integrity in the dissemination of information on social media has been an issue often overlooked by some writers. Therefore, the application of Islamic values ​​is important in preventing these problems from continuing to spread and producing less educated communities. Based on the analysis of the study, there are four topics that cover teaching methods through social media from an Islamic perspective. Firstly think of social media as a medium of teaching. Subsequently, this article addresses the issue of using social media as a medium of instruction. The application of Islamic values ​​in communicating information through social media is also elaborated. Finally, this article also discusses the importance and benefits of emphasizing Islamic values ​​in communicating information on social media.

scholarly journals Blanded Learning: Solusi Model Pembelajaran Pasca Pandemi Covid-19

2020 ◽  
Vol 6 (2) ◽  
pp. 83-94
Author(s):  
Afroh Nailil Hikmah ◽  
Ibnu Chudzaifah
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Strategies ◽  
Time Allocation ◽  
Model Development ◽  
Learning Model ◽  
Learning Models ◽  
Face To Face ◽  
New Findings ◽  
Face To Face Learning

Online learning has become a demand for education since the Covid-19 pandemic and continues in New Normal until it continues until post-pandemic even if teachers or lecturers have to develop learning strategies. Therefore teachers/lecturers are required to be literate in technology and always up to date on learning models, one of which is Blended Learning. This research itself is expected to explain what is meant by the Blended Learning Model. And, how is the application of the Blended Learning Model when applied to the new order after the Covid-19 pandemic. The research method in this article uses a literature review, where an action on the quality and new findings of scientific work. The development of a blended learning model is a combination of learning models carried out in an online and offline context. The allocation used is 50:50, meaning that from the time allocation provided, 50% for face-to-face learning activities and 50% for online learning. The same is the case with using a 75:25 composition and doing 25:75. Blended learning model development techniques that need to be developed; 1) Face-to-face Learning Model; 2) Learning Using Electronic Teaching Materials, and 3) Learning Using Technology Media.

scholarly journals Learning Foreign Languages Using Mobile Applications

10.28945/3738 ◽  
2017 ◽  
Author(s):  
Ruti Gafni ◽  
Dafni Biran Achituv ◽  
Gila Rahmani
Keyword(s):  
Foreign Language ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Ease Of Use ◽  
Foreign Languages ◽  
Future Research ◽  
Face To Face ◽  
The World

Aim/Purpose: This study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners' attitudes towards the process of learning, in voluntary and mandatory environments. Background: Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. Methodology: The study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application, while the other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. Contribution: This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. Findings: Most of the participants found the MALL Duolingo application as enhancing the learning process. The gamification characteristics, ease of use, ubiquity and self-learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. Recommendations for Practitioners: The research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for Researchers: Researchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society: Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is a greatjite opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote and encourage the use of these applications. Future Research: Further examination is need in different cultures, in order to understand if the findings are universal.

scholarly journals IMPLEMENTASI GAMIFICATION SEBAGAI MANAJEMEN PENDIDIKAN UNTUK MOTIVASI PEMBELAJARAN

EDUTECH ◽  
2019 ◽  
Vol 18 (1) ◽  
pp. 79
Author(s):  
Po Abas Sunarya ◽  
Untung Rahardja ◽  
Qurotul Aini ◽  
Alfiah Khoirunisa
Keyword(s):  
Teaching Methods ◽  
Hard Copy ◽  
Learning Methods ◽  
Level Of Education ◽  
Face To Face ◽  
The World ◽  
Education Today ◽  
Conventional Methods

As we know now, Indonesia has begun to enter the era of revolution 4.0 which in that era had a lot of changes in all fields. Including in the field of education, the changes that occur in the world of education today are so significant with the abandonment of teaching methods that still use conventional methods. Track tasks with books, face-to-face communication, collect hard copy assignments, which of course will cause a lot of losses in a certain period of time, like many long-stored tasks that are hard to find when needed. Learning methods are considered a boring way, where students cannot explore learning searches for the number of files that have been collected. So from now on the application of learning methods is done with the concept of gamification. Gamification learning methods are made to follow the era when students prefer to play games rather than learning, therefore the gamification method can be applied to management of education at a higher level of education. It is hoped that this method can increase students' interest in learning so that it motivates to explore abilities in the learning process.Seperti yang kita ketahui sekarang, Indonesia sudah mulai memasuki era revolusi 4.0 yang di era itu banyak perubahan yang terjadi di semua bidang. Termasuk dalam bidang pendidikan, perubahan yang terjadi di dunia pendidikan saat ini begitu signifikan dengan mulai ditinggalkannya metode pengajaran yang masih menggunakan cara konvensional. Melacak tugas dengan buku, komunikasi tatap muka, mengumpulkan tugas dalam bentuk hardcopy, yang tentu saja akan menyebabkan banyak kerugian dalam jangka waktu tertentu, seperti banyak tugas yang lama tersimpan dan sulit ditemukan ketika dibutuhkan. Metode pembelajaran dianggap sebagai cara yang membosankan, dimana siswa tidak dapat mengeksplorasi dalam pencarian pembelajaran untuk jumlah file yang telah dikumpulkan. Jadi mulai sekarang penerapan metode pembelajaran dilakukan dengan konsep gamification. Metode pembelajaran gamification dibuat untuk mengikuti era ketika siswa lebih memilih untuk bermain game daripada belajar, oleh karena itu metode gamification dapat diterapkan untuk manajemen pendidikan pada tingkat pendidikan yang lebih tinggi. Diharapkan bahwa metode ini dapat meningkatkan minat siswa dalam belajar sehingga memotivasi untuk mengeksplorasi kemampuan dalam proses pembelajaran.

scholarly journals INDUSTRY PARTNERSHIPS LEARNING MODELS FOR SURVEYING AND MAPPING OF VOCATIONAL HIGH SCHOOLS

2016 ◽  
Vol 23 (2) ◽  
pp. 210 ◽  
Author(s):  
Sunar Rochmadi
Keyword(s):  
High Schools ◽  
Model Development ◽  
Technology Training ◽  
Learning Model ◽  
Learning Models ◽  
Private Companies ◽  
Industrial Practice ◽  
The World ◽  
Vocational High Schools ◽  
Development And Validation

This study aims to identify a learning involving the world of work, to formulate the learning model, and to evaluate the learning model. This study used a qualitative approach for design and development research, consisting of the development and validation steps. The study concludes as follows. (1) the learning through partnerships having been conducted in all vocational high schools were industrial practice and vocational practice examination. (2) the constraints of learning through partnerships were mainly the far distance and the industry schedules that did not always match with the school’s. (3) the model development could be done by improving the learning quality by industrial practices in the private companies and with adding the learning model by industry visits, guest teaching, and up-to-date technology training. (4) the implementation of the developed model showed the feasibility and the effectiveness to prepare the students with the competencies required by the world of work. (5) the learning models through partnerships that could be practiced were guest teaching, orientation for industrial practice, industrial practices, students’ industry visits, up-to-date technology training, and vocational practice examination. 

scholarly journals Learning Foreign Languages Using Mobile Applications

10.28945/3855 ◽  
2017 ◽  
Vol 16 ◽  
pp. 301-317 ◽  
Author(s):  
Ruti Gafni ◽  
Dafni Biran Achituv ◽  
Gila Rahmani
Keyword(s):  
Foreign Language ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Foreign Languages ◽  
Equation Modeling ◽  
Future Research ◽  
Face To Face ◽  
The World

Aim/Purpose: This study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners’ attitudes towards the process of learning, and more specifically in voluntary and mandatory environments. Background: Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. Methodology : The study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application and filled in before and after questionnaires. The other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. The second group answered another questionnaire tailored to more experienced users. The findings were analyzed using IBM SPSS version 22, and a model was examined with Partial Least Squares Structural Equation Modeling. Contribution: This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. Findings: Most of the participants found the MALL Duolingo application enhanced the learning process. The gamification characteristics, ease of use, ubiquity and self-learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. However, some statistically significant differences were found between the groups, referring to the characteristics of the application, among them ubiquity, lack of human feedback and simplicity of use. Recommendations for Practitioners: The research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for Researchers: Researchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society: Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is an opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote and encourage the use of these applications. Future Research Further examination is needed in different cultures, in order to understand if the findings are universal.

Quality Education for Children, Youth, and Adults through Mobile Learning

2013 ◽  
pp. 225-237 ◽  
Author(s):  
Santosh Kumar Mishra
Keyword(s):  
Mobile Learning ◽  
Mobile Phones ◽  
Learning Model ◽  
Quality Education ◽  
Education For All ◽  
Flexible Learning ◽  
Personalized Education ◽  
New Learning ◽  
The World

Mobile learning or m-learning is viewed as a useful component of the flexible learning model. Learners’ everyday uses of mobile phones and other devices such as games consoles, which can also be used for learning, are now major drivers for the rapid uptake of mobile learning throughout the world. Even so, there are a multitude of challenges faced when introducing and implementing m-learning. This chapter explores ways in which mobile-supported learning can contribute to the global commitment to provide quality education for children, youth, and adults, as expressed in the goals of Education for All (EFA). The chapter concludes that mobile learning is part of a new learning landscape created by the availability of technologies supporting flexible, accessible, and personalized education.

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