scholarly journals Engaging E-Lectures Blended Course with Problem Based Learning Activities at a Developing University

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Djoko Sutrisno
Keyword(s):  
New Media ◽  
Teaching Practice ◽  
Academic Staff ◽  
Problem Based Learning ◽  
Learning Technologies ◽  
English Department ◽  
Cooperative Groups ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Nahdlatul Ulama

The research setting for much of the investigation of the mixing e-lectures blended with Problem Based Learning is in English Department of Ma’arif Nahdlatul Ulama of Kebumen (UMNU). The research focus is on expending technology e-lectures to maintenance the student of English Department blended Problem Based Learning (PBL), which the participants assumed in cooperative groups. Video-based e-lectures offer interactive learning and more bright and adapted forms of self-regulated learning. Participants learned from both a video-based e-lecture with synchronized written transcript of oral presentation (multimodal) and an e-lecture without the transcript (unimodal presentation). Learners could be categorized as “repeaters”, whose main focus was on th e lectured material, or as “surfers,” who consumed less time on the lecture itself and as an alternative used the optional links. The Student of English Department was conveyed using a blend of face-to-face and online Problem-based Learning. By exploring key proficiencies concerning the integration of a variability of learning technologies in these courses an exertion is being made to control how the teacher’s role can design for effective integration of technology into the curriculum. While a blend of new media can suggestion significant occasions for lecturers in higher education, this can also be a discouraging obstacle for strangers. Subsequently it is expected that what is presented here in terms of the capability from these courses, can contribution academic staff in feeling at easiness with using a variety of learning technologies to support e-lecturer and Problem-based Learning and reproduce that in their own teaching practice in their disciplines. Results showed that the learning outcomes were significantly influenced by learner strategy (with repeaters outclassing surfers) using a range of learning technologies to support e-lect

scholarly journals Transformative Potential of Constructivist Blended Problem-Based Learning in Higher Education

2009 ◽  
pp. 182-202 ◽  
Author(s):  
Roisin Donnelly
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Academic Staff ◽  
Problem Based Learning ◽  
Learning Technologies ◽  
Online Discussions ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
The Difference

This chapter critically explores the design and implementation of a blended problem-based learning (PBL) module for academic professional development in higher education. A core aspect of the chapter is the overview of the design framework used for the application and specific use of learning technologies in the PBL module. As it would appear that E-Learning courses are often lauded on the basis of their constructivist approach to learning, but in reality sustained inter-student contact and discussion can be difficult, an underlying purpose of the chapter is to show how interactional analysis helps in understanding the potential of transformative pedagogy within blended PBL. This chapter aims to highlight how emerging constructivist theories of learning may be applied to the blend of PBL and E-Learning. It addresses the need for an analysis of the interactions taking place in blended PBL with a specific focus on academic staff who are engaged in professional development in higher education in Ireland. It applies the relevant constructivist theories to the face-to-face PBL tutorials, online discussions, focus group interview texts and reflective papers generated over two years in a professional development module involving 17 academic staff. The chapter concludes with an analysis of the difference that the blended delivery made to both tutors and participants and discusses the design implications of a blended PBL model for the practice of academic development.

THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Linda Linda ◽  
Apandi
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Real Field ◽  
English Department ◽  
Effective Teacher ◽  
Existing Problems ◽  
Apply Problem ◽  
Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

The Nature of Complex Blends

2010 ◽  
pp. 1-22 ◽  
Author(s):  
Roisin Donnelly
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Experience ◽  
Academic Development ◽  
Learning Technologies ◽  
Face To Face ◽  
Training Support ◽  
Computer Mediated ◽  
Current Thinking

This chapter discusses the complexities of blending technologies and problem-based learning (PBL) group interaction within the context of academic development in higher education. For both designers and tutors, it is important to seek best practices for combining instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid inherent weaknesses. A qualitative case study of the lived experiences of 17 academic staff participants in a blended PBL module over a two year period was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of higher education professional academic development. Specific aspects of interaction (technical, peer, content, and the learning experience) within blended PBL tutorials are analysed to provide research-based evidence on the realities of delivering a PBL programme using technology. The study reported in the chapter argues that the intersection of PBL and learning technologies can offer an innovative way of teaching and learning and is a reflection of pedagogy and technology as an integrated model that can work effectively together. The findings show that the synergy from the collaborative blended PBL approach in this module can result in the coherent and comprehensive provision of training, support, and research throughout higher education institutions.

scholarly journals Problem-Based Learning as reinforcement for remote teaching in times of COVID-19 using the moodle learning environment

2021 ◽  
Vol 9 (9) ◽  
pp. 228-239
Author(s):  
Patrícia Costa dos Santos da Silva ◽  
Lorena Cristina Pereira ◽  
Lívia Ferreira Oliveira ◽  
Mariana Ramos ◽  
Michele Aparecida Silva Maciel ◽  
...  
Keyword(s):  
Learning Environment ◽  
Professional Training ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Face To Face ◽  
Undergraduate Nursing ◽  
The Social ◽  
Efficient Resource ◽  
The Face ◽  
Nursing Course

In times of pandemic, the social distance made the teaching practice suffer several adjustments to meet emerging demands, thus the aim of this study was to report the experience of the authors with problem-based learning as reinforcement to remote teaching in times of COVID-19 utilizing the moodle learning environment, as a way to implement changes in the discipline Interdisciplinary Project II of the Undergraduate Nursing course, which has always been offered in the face-to-face modality. The study was conducted from March to July 2021 with students enrolled in the course. The results of this study indicate that the use of problem-based learning resources during remote teaching can become an efficient resource for professional training.

scholarly journals Shifting Perceptions within Online Problem-Based Learning

2011 ◽  
pp. 1865-1875
Author(s):  
Roisin Donnelly ◽  
Timo Portimojärvi
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Problem Based Learning ◽  
Virtual Classroom ◽  
Universities And Colleges ◽  
Face To Face ◽  
Research Fields ◽  
E Learning ◽  
Education Today ◽  
Pedagogical Innovations

This article is aimed at supporting academic staff in universities and colleges who have begun or are considering introducing online problem-based learning (OPBL) for students’ learning. OPBL is a promising combination of pedagogical innovations and technological solutions that support and enhance each other. In this article, we will examine the perceptions present in higher education today that are connected with the development within the research fields of e-learning and problem-based learning. This article is based on the recent and extensive emergence of literature on online learning, and the success of problem-based learning (PBL). Traditionally, PBL has usually been conducted in a face-to-face setting. Whilst there is a growing research- base in the area (Donnelly, 2005; Koschmann, 2002; Portimojärvi, 2006; Uden, 2005; Valaitis, Sword, Jones, & Hodges, 2005), it is fair to say that less is still known about the use of PBL in the electronic-based distance-education “virtual classroom.”

scholarly journals Immersive professional learning to foster technology-enabled peer-review

2020 ◽  
Author(s):  
Gayani Samarawickrema ◽  
Olga Gavrilenko
Keyword(s):  
Peer Review ◽  
Professional Learning ◽  
Teaching Practice ◽  
Tertiary Education ◽  
Academic Staff ◽  
Learning Experience ◽  
Learning Technologies ◽  
Pedagogical Practices ◽  
Assessment Task ◽  
Study Approach

This paper reports on a professional learning exercise designed to help academic staff gain pedagogical and technological confidence to successfully integrate peer-review practices and a feedback tool into their teaching practice. The study focuses on an immersive professional learning experience in higher education, embedded as a formative assessment task within a unit in the university’s Graduate Certificate in Tertiary Education (GCTE), a nationally recognised qualification. Taking a descriptive case-study approach, we report on academic participants’ professional learning experience as they undertook the unit, specifically the potentials of FeedbackFruits from a learner perspective, and how participants gained pedagogical and technological confidence through engagement in the task. The findings highlight how professional learning can be embedded for successful outcomes and the importance of providing professional learning in a safe environment allowing participants to consider both pedagogical practices and relevant learning technologies in context so that technology adoption occurs purposefully and with confidence.

scholarly journals "But they won't come to lectures ..." The impact of audio recorded lectures on student experience and attendance

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
Helen E. Larkin
Keyword(s):  
Teaching Practice ◽  
Academic Staff ◽  
Evaluation Methodology ◽  
Student Experiences ◽  
Student Attendance ◽  
Face To Face ◽  
Post Evaluation ◽  
Online Lectures ◽  
Lecture Recordings ◽  
The Impact

<span>The move to increasingly flexible platforms for student learning and experience through provision of online lecture recordings is often interpreted by educators as students viewing attendance at lectures as optional. The trend toward the use of this technology is often met with resistance from some academic staff who argue that student attendance will decline. This study aimed to explore students' use of online lectures and to measure the impact of them on student attendance at lectures. A pre and post evaluation methodology was undertaken using a self administered questionnaire that gathered both quantitative and qualitative data. Overall attendance was recorded at each lecture throughout the semester. Results indicated that attendance remained high throughout the semester and while only a minority of students used the recordings, those who did found them to be helpful. Most students used them to either supplement their learning or to make up for a lecture that they had not been able to attend. This study provides evidence that contrary to popular belief, Generation Y students in general, do not aspire to replace lectures with downloadable, online versions. Many of the students in this study valued the opportunity for interactive learning provided by face to face teaching. Finally, a model that outlines the attributes that contribute to quality teaching is used to describe how this technology can contribute to positive student experiences and can enhance reflective teaching practice.</span>

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

PENINGKATAN KEMANDIRIAN BELAJAR SISWA SMP MELALUI PEMBELAJARAN BERBASIS MASALAH

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Tanti Jumaisyaroh Siregar
Keyword(s):  
Problem Based Learning ◽  
Mathematic Teacher ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Direct Learning ◽  
The Difference ◽  
And Control ◽  
Learning Data

The purposes of this research were to know: the difference of improvement in self-regulated learning of students that given problem-based learning with students that given  direct learning. The type of this research is a quasi-experimental research by taking samples from the existing population. The variable of this research consist of independent variable that is problem based learning model while the dependent variable isself regulated learning of student.The population of this research is all students of SMP Swasta Ar-rahman Percut and the sample of this research is grade eight with taken sample two classes (experiment and control)  with total 60 students. The instrument of this research were: scale of self-regulated learning. Data that have been collected then analyzed and performed hypothesis testing by using T-test. Based of the results analysis, it showed that: improvment  of the students’ self-regulated learning that given problem-based learning was higher than the students’ ability that given direct learning His then, suggested that problem-based learning be used as an alternative for mathematic teacher to improved students’ ability in mathematical critical thinking and self-regulated learning.

How Much Can Computers and Internet Help?

2011 ◽  
Vol 7 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Vocational Schools ◽  
Long Term Effects ◽  
Computing Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

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