scholarly journals CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): AN EXPERIMENTAL STUDY ON CLIL COMPATIBILITY WITH THE MODERN GREEK EDUCATIONAL SYSTEM

2016 ◽  
Vol 4 (2) ◽  
pp. 149
Author(s):  
Catherine Georgopoulou Theodosiou
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Project Based Learning ◽  
Small Scale ◽  
Learning Material ◽  
Integrated Learning ◽  
Learning Platform ◽  
E Learning ◽  
Class Instruction ◽  
Set Up

This paper focuses on the Content and Language Integrated Learning (CLIL) method for (foreign) language teaching. The CLIL approach is rapidly gaining momentum across Europe and all over the world. It is the result of recent European Union efforts to develop and apply innovative educational practices of interdisciplinary character in order to bridge the gap between foreign language education and optimum learning outcomes. In order to investigate the compatibility of CLIL with the contemporary Greek educational reality, a small-scale experimental research study was set up, including the development of original e-learning material, a pilot class instruction based on this material and the evaluation of the results. The class instruction was based on Project-Based Learning whereas Collaborative Learning was supported by the Edmodo e-learning platform. Information on the progress of the pilot class instruction and the learning outcomes achieved was disseminated through a wiki set up for this task.Keywords: CLIL, interdisciplinarity, plurilingualism, multiculturalism, assessment, Information and Communication Technology (ICT)

scholarly journals Design and Implementation of a Gesture-Aided E-Learning Platform

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 8042
Author(s):  
Wolfgang Kremser ◽  
Stefan Kranzinger ◽  
Severin Bernhart
Keyword(s):  
Learning Outcomes ◽  
Field Test ◽  
Learning Experience ◽  
Learning Content ◽  
Learning Platform ◽  
System Usability Scale ◽  
E Learning ◽  
Learning Platforms ◽  
Reference Implementation ◽  
Generic System

In gesture-aided learning (GAL), learners perform specific body gestures while rehearsing the associated learning content. Although this form of embodiment has been shown to benefit learning outcomes, it has not yet been incorporated into e-learning. This work presents a generic system design for an online GAL platform. It is comprised of five modules for planning, administering, and monitoring remote GAL lessons. To validate the proposed design, a reference implementation for word learning was demonstrated in a field test. 19 participants independently took a predefined online GAL lesson and rated their experience on the System Usability Scale and a supplemental questionnaire. To monitor the correct gesture execution, the reference implementation recorded the participants’ webcam feeds and uploaded them to the instructor for review. The results from the field test show that the reference implementation is capable of delivering an e-learning experience with GAL elements. Designers of e-learning platforms may use the proposed design to include GAL in their applications. Beyond its original purpose in education, the platform is also useful to collect and annotate gesture data.

scholarly journals Leipzig’s Social Hypertext Reader SHRIMP and the “Introduction to American Studies”

2020 ◽  
Author(s):  
Sebastian M. Herrmann
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
American Studies ◽  
Learning Experience ◽  
Medium Of Instruction ◽  
Age Changes ◽  
Learning Platform ◽  
Bachelor Of Arts ◽  
Main Medium ◽  
E Learning

This article describes the ideas behind and the experiences with the experimental e-learning platform SHRIMP. Developed and deployed at American Studies Leipzig, the platform is used for the introductory Literature and Culture I seminar in the American Studies Bachelor of Arts program, and it serves as the main medium of instruction for around 80 students per year. It breaks up the linear form of the original seminar reader and instead offers students a hypertext of interconnected, short segments, enriched with social media and gamification elements, as well as a learning analytics component that invites students to take control of their own study and learning experience. It is driven by a dual assumption about digitization: that the digital age changes how students interact with text, and that digital textuality offers rich affordances beyond linear reading. Both can be harnessed to improve learning outcomes.

scholarly journals Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses

2019 ◽  
Vol 9 (1) ◽  
pp. 60
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Study ◽  
Student Learning Outcomes ◽  
Project Based Learning ◽  
Student Responses ◽  
Physics Learning ◽  
Quality Of Learning ◽  
E Learning

This study aims to improve the quality of learning in physics learning planning courses through the implementation of Project Based Learning (PjBL) assisted by E-Learning through Lesson Study activities. This type of research was qualitative research through the stages of Lesson Study activities. Subjects in this study were the 5th-semester students who program 11 physics learning planning subjects in the 2018-2019 academic year in the Department of Physics Education, University of Papua. The research data was obtained through the student learning outcomes test instrument that was given after the submission of each topic of study, observation sheet of student activities, interview guidelines, documentation in the form of video recordings during open class implementation, and student response questionnaire. Data were analyzed through Rasch modeling with the help of the Winstep application to analyze student responses after learning. Lesson Study activities consist of three phases of activities, namely Plan, Do, and See. In the Plan stage discussions with the team of lecturers were held to develop Chapter Design and Lesson Plan. In the Do stage, the model lecturer based on the tools that have been prepared does learning. In the See stage, the reflection was done to find out weaknesses and strengths during learning which is then followed up on further learning. The results showed that student-learning outcomes increased student responses to good learning and learning atmosphere seemed very fun. Therefore, it can be concluded that through the implementation of PjBL assisted E-Learning through Lesson Study activities can improve the quality of learning in physics learning planning subjects.

scholarly journals E-learning application Madrasah online learning solution in the middle of pandemic Covid-19 in Ma Negeri Insan Cendekia, Kendari

2020 ◽  
Vol 10 ◽  
pp. 107-114
Author(s):  
Husnul Khotimah ◽  
Husniyatus Salamah Zainiyati ◽  
Abdulloh Hamid ◽  
Abdul Basit
Keyword(s):  
Distance Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Material ◽  
Assessment Of Learning ◽  
Teachers And Students ◽  
E Learning ◽  
Internet Networks ◽  
Good Medium

This Research is a qualitative research that aims to determine the benefits of using E-Learning Madrasas as a medium of distance Learning when the Covid 19 pandemic in MAN Insan Scholar Kendari City. The results show that Madrasah E-learning is able to accommodate the needs of teachers and students in distance learning in the Covid 19 pandemic ranging from planning to evaluation, also facilitating the process of monitoring teacher performance in teaching and learning activities. Even Though there is no learning in the classroom as usual the teacher can still deliver learning material to students through the Madrasah E-Learning application. Students can also access learning material and still have an assessment of learning outcomes and end of semester assessment. Based on the results of the study it can be concluded that Madrasah E-Learning can be a good medium for distance Learning. As for the obstacles that are still being experienced are Internet networks that have not been stable in certain areas in remote Indonesia.

scholarly journals PENGEMBANGAN MODUL PEMBELAJARAN IPA BERBASIS KEARIFAN LOKAL DESA SEMBALUN UNTUK PENINGKATAN HASIL BELAJAR KOGNITIF SISWA MTs

2019 ◽  
Vol 7 (1) ◽  
pp. 68
Author(s):  
Niza Fitriani ◽  
Ismail Efendi ◽  
Baiq Muli Harisanti
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Learning ◽  
Student Response ◽  
Average Score ◽  
Small Scale ◽  
Learning Material ◽  
Learning Module ◽  
Cognitive Learning Outcomes

Local wisdom-based science learning modules are one of the science learning models that are oriented to the integration of the values of community local wisdom into science learning material. The aim of the study was to develop a science learning module based on the local wisdom of Sembalun Village to improve the cognitive learning outcomes of junior high school students. The research is a development research with a 4-D model design consisting of 4 stages: define, design, develop, and disseminate. Research instruments included local wisdom observation sheets, expert validation sheets, learning comprehension observation sheets, cognitive learning outcomes tests, and student response questionnaire sheets. Data collection techniques used is local wisdom observation techniques, validation, observation, tests, and questionnaires. The results of the study stated that the interview results obtained a total score of 62% with good categories. The modules that have been developed are then validated by 2 expert lecturers, with an average score of 3.70 with valid / non-revised categories. Implementation of learning (RPP) with an overall average score of 89.9% with a very good category. Cognitive learning outcomes of students in the small scale readability test with the N-Gain value of 0.36 with the medium category. Response of students with an overall average score of 3.47 in the good category. The results of the study can be concluded that the local wisdom based science learning module can improve the cognitive learning outcomes of VII class Mts Al-Banun students.

scholarly journals E-Learning Module Music In PGSD FIP UNM

2020 ◽  
Vol 10 (3) ◽  
pp. 240
Author(s):  
Sayidiman Sayidiman ◽  
Hikmawati Usman ◽  
Nasaruddin Nasaruddin
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Student Learning Outcomes ◽  
Small Scale ◽  
Study Program ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning

This research was conducted to design and test on a small scale the results of the design of the art learning module Music at the PGSD FIP UNM. In particular, this study aims to describe the description of the design of music e-learning modules in the UNM FIP PGSD Study Program. The research method used research development (R & D), the test subjects were the PGSD FIP UNM students who had programmed the Music Arts course. Sampling is done by using a simple random sampling technique with a number of sample members of 30 people, the data collection techniques using a closed questionnaire, analysis of data using the data analysis descriptive and inferential statistics. The results Showed that there was an Increase in participation and student learning outcomes classically after learning to use e modules, the weakness of e modules was that they were not Able to encourage students who had the ability more towards Reviews their maximum potential in terms of learning the art of music. 

scholarly journals Efektivitas platform guru virtual sebagai platform pembelajaran daring di masa pandemi covid-19

2021 ◽  
Vol 22 (2) ◽  
pp. 287-299
Author(s):  
Dewi Ratnaningsih ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Learning Platform ◽  
E Learning ◽  
Qualitative Descriptive ◽  
Learning Scenarios ◽  
Physical Limitations ◽  
Virtual Platform

Coronavirus or Covid-19 is viruses group of the Orthocoronavirinae member of Coronaviridae family and the order Nidovirales. This virus can cause disease not only human, but also birds and mammals. The extraordinary events caused by the corona virus become a new problem in various fields of life, including in the field of education. Every educator is required to be able to innovate, so that the learning process and physical limitations can both continue. Therefore, not long after the physical restriction instructions were applied, the online learning model or commonly referred to as e-learning began to be socialized. The purpose of writing this article is to see the effectiveness of the Guru Virtual platform as an daring learning medium. To conduct this research, researcher uses descriptive qualitative method. Qualitative descriptive method is a method that analyzes research in the form of descriptions not in the form of numbers or coefficients about the relationship between variables. The data gathered from the research is in the form of words or pictures not numbers. The data was collected by designing learning scenarios, recording, and interviewing. In addition, the calculation of student learning outcomes is also carried out to see learning outcomes using the Guru Virtual. Based on the results of interviews with students, Guru Virtual is an effective platform to be used as an daring learning platform. Based on the calculation of student learning outcomes, it was obtained an average value of 74.9 with a good category.

scholarly journals INTRODUCTION OF BLENDED LEARNING IN FOREING LANGAGE TEACHING IN A MODERN UNIVERSITY

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 213-218
Author(s):  
Olena Palkevych
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Digital Media ◽  
Flipped Classroom ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Learning Material ◽  
Face To Face ◽  
Learning Platform

The article explores the concept of blended learning in foreign language teaching as a new pedagogical formula that combines distance learning through digital media with classroom learning, which provides for a "co-presence" of students and teachers, and transforms learning. The use of this type of learning solves several important tasks: 1) transition to a student-centered approach built on greater self-organization of students, formation of their ability to active, productive learning; 2) defining the important role of the teacher as a co-organizer of the educational process who is able to encourage dialogue, communication in the classroom and in self-study; 3) redistribution of the workload of teachers according to the new requirements: more time to prepare for the education process and research, contributing to their commitment to professional self-development. To elaborate a blended model of foreign language teaching for Ukrainian students, the experience of face-to-face teaching and online foreign language teaching at Oles Honchar University and the models of blended learning proposed by the Clayton Christensen Institute were analyzed, and one blended learning model known as the «lab rotation model» was proposed as the most suitable. It provides for classroom work offline as synchronous learning, and individual work online (on the learning platform) as asynchronous leaning, as well as the integration of individual learning and face-to-face learning in group formats, which will provide adaptive, more individualized training of students. It is proposed to supplement this model with elements of the «flipped classroom» model when students receive basic learning material and instructions online, and work in a more interactive form in the classroom.

scholarly journals University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

2021 ◽  
Vol 8 (1) ◽  
pp. 197-211
Author(s):  
Mulyani Mulyani ◽  
Fidyati Fidyati ◽  
Suryani Suryani ◽  
Murnia Suri ◽  
Halimatussakdiah Halimatussakdiah
Keyword(s):  
University Students ◽  
English Language ◽  
Learning Experience ◽  
Language Instruction ◽  
Learning Material ◽  
English Class ◽  
Learning Platform ◽  
The Social ◽  
English Language Instruction ◽  
E Learning

English language instruction that moves away from offline to online should become the EFL lecturers’ concern for their students’ successful learning outcome. The students must be kept in the lecturers’ mind when they plan and program the instruction. This study aims at investigating the students’ perceptions and preferences on English instruction through e-learning implementation during the COVID-19 pandemic. This research applies a qualitative approach in a descriptive method design by involving 106 English class students from three different higher educations in Aceh, Indonesia. The thematic and comparative analyses are applied in analyzing the data. The findings of the study show that 50% of the students impress negative features concerning the internet network, a high need of internet quotas, the limitation of learning material explanation and absorption, and the social media influences. The study also reveals that 59.6% of positive features dominate the findings associated with the students’ interest in e-learning implementation as a new learning experience/exploration, engagement and enthusiasm, the flexibility of time and place, and the advance of digital technology usage and adaptation. Besides, WhatsApp, Opensimka, Google Classroom, and Google Meet have become the four most preferable e-learning platform among the respondents. It implies that e-learning implementation during the COVID-19 pandemic gives a variety of practical benefits to university students in the virtual English class. Yet, this still requires sufficient mentoring and extra supporting digital tools for the students and the lecturers.

scholarly journals Putting Prosody First — Some Practical Solutions to a Perennial Problem: The Innovalangues Project

2014 ◽  
Vol 12 (3) ◽  
pp. 233-243 ◽  
Author(s):  
Dan Frost ◽  
Francis Picavet
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Foreign Languages ◽  
Teaching English ◽  
Oral Production ◽  
International Language ◽  
Learning Platform ◽  
E Learning ◽  
The Common ◽  
Ministry Of Higher Education

This paper presents some of the difficulties of teaching languages, in particular English, in the context of LSP/LAP2 programmes in French universities. The main focus of this paper will be the importance of prosody, especially in English, as an area where these difficulties may be addressed. We will outline the various solutions that are currently being put into place as part of the Innovalangues project, a six-year international language teaching and research project headed by Université Stendhal (Grenoble 3), France. The project has substantial funding from the French Ministry of Higher Education and Research and its mission is to develop innovative tools and measures to help LSP/LAP learners reach B2 on the Common European Framework of Reference for Languages (CEFRL). The languages concerned are English, Italian, Spanish, Chinese, Japanese and possibly French as a foreign language. Initially the project will be focusing on the needs of Grenoble’s students, but the objective is to make the tools and resources developed freely available to the wider community. Oral production and reception are at the heart of Innovalangues. We believe, along with many other researchers, that prosody is key to comprehension and to intelligibility (Kjellin 1999a, Kjellin 1999b, Munro and Derwing 2011, Saito 2012), particularly given the important differences between English and French prosody (Delattre 1965; Hirst and Di Cristo 1998; Frost 2011). In this paper, we will present the particular difficulties inherent in teaching English (and other foreign languages) in the context of ESP/EAP3 in French universities and some of the solutions that we are implementing through this project (Picavet et al., 2012; Picavet et al 2013; Picavet and Frost 2014). These include an e-learning platform for which various tools are being developed, teacher training seminars focusing on prosody and the collection of data for research.  

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