scholarly journals Model Manajemen Pembelajaran Dari Rumah Untuk Pendidikan Berkarakter (Studi Pada TK Islam Makarima Dan TK Inklusi Saymara Sukoharjo)

2021 ◽  
Vol 7 (2) ◽  
pp. 648
Author(s):  
Ria Winanti ◽  
Purwanto Purwanto ◽  
Khuriyah Khuriyah
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Reciprocal Relationship ◽  
Teacher Guidance ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Interesting Learning ◽  
Families With Children ◽  
Play Group ◽  
Implementation Stage

The current state of education has drastically changed, maintaining virtual learning and teaching, educators adapting to utilizing existing technology by implementing information transformation. The fact shows that educators face problems to be able to present interesting learning for students, and interactive learning, especially learning for early childhood aged 3-4 years (Play Group) and 4-6 years (Kindergarten), so creative teachers are needed. and innovative (Ahmed et al., 2020). The implementation of online learning in PAUD is better known as PAUD from home (PFH). PFH is an early childhood activity held at home by families with children with remote teacher guidance and assistance. Of course, PFH is different from online learning at the elementary, junior high, high school, and university levels. Previously, PAUD services focused more on the relationship between families and schools, then Covid-19 teaches all parties to implement real PAUD by paying attention to the reciprocal relationship between institutions, families, and the environment. This research is carried out with a qualitative approach, with the type of case study, because the research carried out examines one field of study or variables in depth, namely learning management from home. The results of the study show that online learning at the Kindergarten level is not necessarily carried out without careful planning, following the stages of implementing PFH which are carried out in three stages: 1. Preparation stage; this stage starts from checking the condition of the students' families, then choosing the type of learning whether online, offline, or blended learning. Furthermore, preparing children, preparing parents, preparing themed lesson plans, and preparing communication guides between teachers and students' families. 2. Implementation stage; families discuss with children about the activities to be sent, families also look for various learning resources (books, videos, pictures related to themes, etc.), children are free to follow the teacher's ideas or their own ideas, there is interaction, children play, and documentation of activities. 3. Post-implementation stage; families report PFH results by documenting children's activities.

Children as capable: daily plans in a preschool community

2020 ◽  
pp. 146394912096608
Author(s):  
Leslie Gleim ◽  
Jeanne Marie Iorio ◽  
Catherine Hamm ◽  
Kirsten Sadler
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Reciprocal Relationship ◽  
Quality Teaching ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Deep Listening

Quality, teaching and assessment in early childhood are often steeped in developmental logic and narrow understandings of teaching and learning. Pedagogy situated in agency and complexity disrupts these taken-for-granted narratives and offers multiple ways of teaching, learning and doing. In this article, the authors offer an example of these pedagogies through daily plans. Daily plans are a process of mark-making, deep listening and engagement with children’s theories of their everyday worlds. Further, they illustrate a reciprocal relationship between child and teacher, co-participating in learning and teaching. Through daily plans, children engage as capable, pedagogical intentions are made visible, and the complexity of teaching and learning is realized.

scholarly journals Online Learning Management Using Google Sites on Relations and Functions in Pandemic Conditions

2021 ◽  
Vol 2 (1) ◽  
pp. 68-76
Author(s):  
Robiul Khasanah ◽  
Siti Miftahul Muflihah
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Student Attendance ◽  
Planning Stage ◽  
Material Sources ◽  
Teachers And Students ◽  
Class Viii ◽  
Evaluation Stage ◽  
Learning Management ◽  
Implementation Stage

The purpose of this study aims to describe learning management using google sites on relation and funcitions in pandemic at SMP Muhammadiyah 4 Singosari. This research uses descriptive qualitataive rearch methods. The data collection methods used in this study were interview, observation and documentations during the learning process. The subject of this study were students of class VIII SMP Muhammadiyah 4 Singosari. online learning learning management during pandemic conditions which includes planning, organizing, implementing, and monitoring. Online learning will be carried out with the help of google sites as a medium for delivering material. The planning stage includes observation, preparation of lesson plans, collection of material sources and preparation of learning media using google sites. The organizing stage includes determining the communication channels used for the online learning process and focusing resources towards the target. The implementation stage is the interaction carried out by teachers and students during learning. The supervision stage includes the evaluation stage in learning. Learning evaluation is carried out through student attendance and student activeness in participating in learning. student attendance recap shows an increase in each meeting. The use of google sites as a learning medium during the pandemic can be further developed to increase student motivation and make it easier for students to learn while carrying out online learning. 

The Role of Individual Learner Differences and Success in the Online Learning Environments

2010 ◽  
pp. 69-79 ◽  
Author(s):  
Jozenia T. Colorado ◽  
Dusti Howell
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Important Variable ◽  
The Internet ◽  
Educational Impact ◽  
Learning And Teaching ◽  
Individual Learner ◽  
Learning Success ◽  
Teachers And Students ◽  
Learner Differences

“Education over the Internet will be the next big killer application,” says John Chambers, President and CEO of Cisco Systems. He also states that online learning will be much bigger than the last killer application of the Internet — e-mail (Friedman, 1999). The recent surge in online learning has opened up the eyes of many educators to the growing possibilities of online learning and teaching. As these online offerings continue to grow, the educational impact will have far reaching implications for schools, teachers and students. In order to better understand the effectiveness of the online environment as an instructional delivery medium, research needs to be conducted focusing on factors that contribute to the effectiveness of the learning environment. In particular, individual learner differences are an important variable when evaluating online learning success. This chapter will discuss various individual learner differences and how they relate to student success in the online learning environment.

scholarly journals Online Learning and Teaching Experiences During the COVID-19 Pandemic: A Case Study of Bangladeshi Students Receiving China’s Higher Education

2020 ◽  
Vol 9 (2) ◽  
pp. 37
Author(s):  
Juan Dong
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Chinese Teachers ◽  
Structured Interviews ◽  
Online Classroom ◽  
Learning And Teaching ◽  
Online Interactions ◽  
Teachers And Students ◽  
Time Gap

While facing the COVID-19 pandemic attack worldwide, international students are forced to turn to online instruction for academic study. Based on a longitudinal ethnography with a cohort of Bangladeshi students who study in English-medium degree program at software engineering, this study reveals a series of challenges confronting both Chinese teachers and Bangladeshi students for their online interactions. Data were collected through online classroom observation, semi-structured interviews, audio-recording and online interactions. From the perspective of Chinese teachers, they lacked of control on their students’ class participation given the poor network infrastructure in Bangladesh and the time gap between China and Bangladesh; in terms of Bangladeshi students, they felt frustrated in access to Chinese-mediated online teaching applications due to their insufficient Chinese proficiency; their inaccessibility to operate their subject learning also made the online learning tedious. Based on the findings, the study offers several suggestions to respond to teachers and students’ difficulties and challenges in online lessons and sheds some lights on improving online education.

scholarly journals MapOnLearn: The Use of Maps in Online Learning Systems for Education Sustainability

2020 ◽  
Vol 12 (17) ◽  
pp. 7018
Author(s):  
Sannyuya Liu ◽  
Dongpo Guo ◽  
Jianwen Sun ◽  
Jie Yu ◽  
Dongbo Zhou
Keyword(s):  
Online Learning ◽  
Technology Acceptance ◽  
Positive Impact ◽  
Learning Experience ◽  
Hierarchical Structures ◽  
Learning Systems ◽  
The Sustainable Development ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
High Level

Online learning and teaching have become the primary forms of education during the global pandemic, and online learning systems, which can provide fair educational opportunities for everyone, are increasingly important for sustainability in education. The amount of time a student spends on online learning systems affects the fairness and persistence of sustainability in education. To support personalized learning opportunities, interactive learning, and easy-to-access resources, we propose a map organization and visualization method called MapOnLearn for online learning systems. First, we converted tree-like hierarchical course units (HCUs) and knowledge points (KPs) into a fundamental two-dimensional (2D) map of hierarchically divided polygons and used the map to form containers to manage all learning resources. Then, we used the zoom feature of the map to express the hierarchical structures of knowledge and formulated corresponding rules for displaying information at different levels. Path analysis was applied to express the learning process, and topological processing was adapted to represent the relationships among HCUs and KPs. We developed maps for a high-level math course, a course on data structures, and an English course at a university in China and investigated 264 students and 27 teachers for a semester by using the technology acceptance model (TAM). We found that the map visualization and organization method had a positive impact on the way teachers and students use online learning systems and improved the online learning experience. To attract more students to spend more time on online learning, we hope our method can promote the sustainable development of education.

Covid-19 Pandemic And Sustainabilitystudy At Madrasah Ibtidaiyyahpsm Sulursewu, Teguhan, Ngawi, East Java

2020 ◽  
Vol 1 (02) ◽  
pp. 103-114
Author(s):  
Moh. Toriqul Chaer ◽  
Muhammad Atabiqul As'ad ◽  
Qusnul Khorimah ◽  
Erik Sujarwanto
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Psychological Impact ◽  
Educational Institutions ◽  
Participatory Action ◽  
Social Phenomena ◽  
Learning Programs ◽  
Teachers And Students ◽  
The Government

The continuity of learning programs during the COVID-19 pandemic found educational institutions, especially Madrasah Ibtidaiyyah (MI) temporarily closed the learning process in schools. To prevent the spread of COVID-19 that is currently engulfing Indonesia. Lack of preparation, readiness and learning strategies have a psychological impact on teachers and students. Declining quality of skills, lack of supporting facilities and infrastructure. Learning from home (online) is an effort by the government program to ensure the continuity of learning in the pandemic period. The research method uses participatory action research (PAR), which focuses on understanding social phenomena that occur in the community and mentoring efforts on the problems faced. The assistance effort is to help the children of MI Sulursewu, Ngawi in participating in online learning related to; 1). Preparation of activities, 2). Counselling participants offline method, 3). Offline activities method. Results of the study show that the mentoring activities following the target of achievement; first, the activity can be carried out following the schedule that has been set. Second, students are always on time for the online learning hours that have been set. Offline methods show that efforts can help ease the burden on parents, but can also make it easier for students to receive subject matter.  

scholarly journals Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms

2021 ◽  
Author(s):  
Tarja Pietarinen ◽  
Tuire Palonen ◽  
Marja Vauras
Keyword(s):  
Teacher Perceptions ◽  
Collaborative Inquiry ◽  
Inquiry Learning ◽  
Science Classrooms ◽  
Student Groups ◽  
Teacher Guidance ◽  
Group Outcomes ◽  
Teacher Affect ◽  
Teachers And Students ◽  
Collaborative Inquiry Learning

AbstractTechnology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher’s role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers’ guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers’ self-perceptions of their guidance and affect were supplemented with students’ self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups’ prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers’ role in collaborative learning.

Evaluation of teachers’ information literacy based on information of behavioral data in online learning and teaching platforms: an empirical study of China

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yating Li ◽  
Chi Zhou ◽  
Di Wu ◽  
Min Chen
Keyword(s):  
Online Learning ◽  
Information Literacy ◽  
High Performance ◽  
Behavioral Data ◽  
Online Information ◽  
Process Data ◽  
Content Type ◽  
Information Behaviors ◽  
Learning And Teaching ◽  
Performance Group

PurposeAdvances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses whether teachers’ information literacy can be evaluated based on their online information behaviors on online learning and teaching platforms (OLTPs).Design/methodology/approachFirst, to evaluate teachers’ information literacy, the process data were combined from teachers on OLTP to describe nine third-level indicators from the richness, diversity, usefulness and timeliness analysis dimensions. Second, propensity score matching (PSM) and difference tests were used to analyze the differences between the performance groups with reduced selection bias. Third, to effectively predict the information literacy score of each teacher, four sets of input variables were used for prediction using supervised learning models.FindingsThe results show that the high-performance group performs better than the low-performance group in 6 indicators. In addition, information-based teaching and behavioral research data can best reflect the level of information literacy. In the future, greater in-depth explorations are needed with richer online information behavioral data and a more effective evaluation model to increase evaluation accuracy.Originality/valueThe evaluation based on online information behaviors has concrete application scenarios, positively correlated results and prediction interpretability. Therefore, information literacy evaluations based on behaviors have great potential and favorable prospects.

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