scholarly journals Using Office Simulation Software in Teaching Computer Literacy Using Three Sets of Teaching/Learning Activities

10.28945/3471 ◽  
2016 ◽  
Author(s):  
Azad Ali ◽  
Kustim Wibowo
Keyword(s):  
Computer Literacy ◽  
Simulation Software ◽  
Learning Activities ◽  
Self Directed Learning ◽  
Software Simulation ◽  
Active Teaching ◽  
Proposed Model ◽  
Directed Learning ◽  
Teacher Flexibility ◽  
Teaching Learning

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The most common course delivery model is based on teacher (knowledge provider) - student (knowledge receiver) relationship. The most visible symptom of this situation is over-reliance on textbook’s tutorials. This traditional model of delivery reduces teacher flexibility, causes lack of interest among students, and often makes classes boring. Especially this is visible when teaching Computer Literacy courses. Instead, authors of this paper suggest a new active model which is based on MS Office simulation. The proposed model was discussed within the framework of three activities: guided software simulation, instructor-led activities, and self-directed learning activities. The model proposed in the paper of active teaching based on software simulation was proven as more effective than traditional.

scholarly journals Using Office Simulation Software in Teaching Computer Literacy Using Three Sets of Teaching/Learning Activities

10.28945/3470 ◽  
2016 ◽  
Vol 13 ◽  
pp. 079-088
Author(s):  
Azad Ali ◽  
Kustim Wibowo
Keyword(s):  
Computer Literacy ◽  
Simulation Software ◽  
Learning Activities ◽  
Self Directed Learning ◽  
Software Simulation ◽  
Active Teaching ◽  
Proposed Model ◽  
Directed Learning ◽  
Teacher Flexibility ◽  
Teaching Learning

The most common course delivery model is based on teacher (knowledge provider) - student (knowledge receiver) relationship. The most visible symptom of this situation is over-reliance on textbook’s tutorials. This traditional model of delivery reduces teacher flexibility, causes lack of interest among students, and often makes classes boring. Especially this is visible when teaching Computer Literacy courses. Instead, authors of this paper suggest a new active model which is based on MS Office simulation. The proposed model was discussed within the framework of three activities: guided software simulation, instructor-led activities, and self-directed learning activities. The model proposed in the paper of active teaching based on software simulation was proven as more effective than traditional.

scholarly journals Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

2017 ◽  
Vol 9 (4) ◽  
pp. 8
Author(s):  
Setareh Mousavi ◽  
Mohammadreza Nili ◽  
Ahmadreza Nasr ◽  
Mohammad Masoud
Keyword(s):  
Art Education ◽  
Quantitative Methods ◽  
Learning Activities ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Qualitative And Quantitative Methods ◽  
Directed Learning ◽  
Competency Based ◽  
Teaching Learning ◽  
Innovation Indicators

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.

scholarly journals MAXIMAZING TEACHER ROLES IN SHAPING SELF-DIRECTED LEARNERS

2019 ◽  
Vol 3 (1) ◽  
pp. 289
Author(s):  
Indah Windra Dwie Agustiani
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Executive Control ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Language Models ◽  
Teacher Roles ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Teaching Learning

This paper attempts to offer some efforts that can be applied or employed by teachers  in teaching learning activities to shape self-directed learners. It encompasses some theories about roles of teachers, roles of learners, the definition and characteristics of self-directed learners,the advantages of self-directed learning, and some possible tips of shaping self-directed learners. Some roles of teachers  are discussed in this paper to highlight that  teachers do not only teach and give some materials to be learned by their  learners but have great tasks, like  to be  a monitor of students learning, motivator, organizer, and controller of pupil behaviour,provider of accurate language models,counselor and friend, needs analyst,material developer, and evaluator (Richard :1990:4). Hence, a teacher must encourage learners to take on greater degree of responsibility for their own successful learning (Hedge, 2000:34) and a teacher must motivate and help the learners to gain and develop the executive control of their  learning strategies especially metacognitive strategies to teach them how to learn (Joyce,etal:  2009:16).Thus, some roles of learners become important to be included in this paper to assert that the burden of learning cannot be merely puored on the teacher but the learners  have some roles need to be contemplated for the success of teaching and learning.  Therefore, the integration of teacher - learner  awareness toward their roles in teaching learning process can be effectively shaped to generate self-directed learners.

scholarly journals Job Seekers’ Self-Directed Learning Activities Explained Through the Lens of Regulatory Focus

2021 ◽  
pp. 089484532199164
Author(s):  
Adam M. Kanar ◽  
Dave Bouckenooghe
Keyword(s):  
Job Search ◽  
Regulatory Focus ◽  
Self Efficacy ◽  
Learning Activities ◽  
Job Seekers ◽  
Self Directed Learning ◽  
Significant Relationships ◽  
Directed Learning ◽  
Job Searching

This study aimed to understand the role of regulatory focus for influencing self-directed learning activities during a job search. The authors surveyed 185 job-searching university students at two time points to explore the conditions under which regulatory focus (promotion and prevention foci) impacts self-directed learning activities and the number of employment interviews secured. Both promotion and prevention foci showed significant relationships with self-directed learning activities and number of interviews, and positive and negative affect partially mediated these relationships. The relationships between both regulatory focus strategies and self-directed learning were also contingent on self-efficacy. More specifically, prevention focus and self-directed learning showed a positive relationship for job seekers with high levels of self-efficacy but a negative one for job seekers with low levels of self-efficacy. This research extends the understanding of the role of regulatory focus in the context of self-directed learning during a job search. Implications for research and practice are discussed.

scholarly journals Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ni Luh Made Purnia Adi ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
Self Management ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
The Impact ◽  
Teacher's Perception

Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.

scholarly journals Reconsider deschooling: Alternative towards more accessible and inclusive education

2018 ◽  
Vol 31 (3) ◽  
pp. 256
Author(s):  
Agie Nugroho Soegiono ◽  
Aulia Anis ◽  
Saskia Rizqina Maulida
Keyword(s):  
Informal Learning ◽  
Inclusive Education ◽  
School Setting ◽  
Learning Activities ◽  
Education For All ◽  
Formal Learning ◽  
Delivery Method ◽  
Self Directed Learning ◽  
E Learning ◽  
Directed Learning

This essay discusses deschooling concept as an alternative learning delivery method to achieve education for all. We argue that the deschooling idea, first introduced by Illich before the era of the Internet, has become relevant in relation to today’s education challenges. What we mean by deschooling in this paper is not the abolishment of the schooling system. Instead, the recall of deschooling discourse aims to provide more recognition of learning activities outside of the school setting. The learning webs, a key enabler in deschooling discourse, are realistic when implemented with the help of 21st century’s technology. The argument in this paper utilised an in-depth literature review and discourse analysis in the deschooling debate. To strengthen our argument, we have provided three case studies in the form of informal learning, non-formal learning and e-learning related to deschooling initiatives. Based on our findings, we can conclude that deschooling society is certainly viable. The principles used in deschooling, such as flexibility, inclusiveness, adaptability and personalisation, are alternatives for everyone to have freedom of access, use, copy, and modify learning resources. We also found that there may be possible challenges, including the limitation of self-directed learning, the pitfall of institutionalised capital and a lack of social interaction.

scholarly journals Introduction of Group Discussion as a Teaching—Learning Method in Dissection Hall for the First MBBS Students

2019 ◽  
Vol 08 (02) ◽  
pp. 066-070 ◽  
Author(s):  
Mehul Tandel ◽  
Daxa Kanjiya ◽  
Neeraj Vedi ◽  
Deepak Sharma ◽  
Praveen Singh ◽  
...  
Keyword(s):  
Group Discussion ◽  
Active Participation ◽  
Cooperative Interaction ◽  
Learning Method ◽  
Self Directed Learning ◽  
Medical College ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Teaching Learning ◽  
Academic Year

Abstract Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall. Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed. Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816. Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.

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