scholarly journals Strategies to Implement Independent Learning Programs: A Reflective Study on Ministerial Programs

2022 ◽  
Author(s):  
Harmanto Harmanto ◽  
Bambang Yulianto ◽  
Muhammad Sholeh ◽  
Hasan Subekti ◽  
Sueb Sueb
Keyword(s):  
Independent Learning ◽  
Learning Programs ◽  
Reflective Study

scholarly journals The Effect of E-Learning Sessions on the Development of Reading Comprehension: A Case of EFL Students’ Perceptions at Saudi Electronic University

2021 ◽  
Vol 8 (4) ◽  
pp. 431-439
Author(s):  
Mohammad H Alhumsi ◽  
Rasha A Alshaye ◽  
Kholod K Sendi
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Independent Learning ◽  
Male Students ◽  
Cross Sectional ◽  
Reading Comprehension Strategies ◽  
Comprehension Skill ◽  
Learning Programs ◽  
E Learning ◽  
Efl Students

This study investigated Saudi EFL university students’ perceptions toward the development of reading comprehension through e-learning sessions. A cross-sectional questionnaire was utilized and distributed to a sample of 140 participants at Saudi Electronic University. Descriptive statistics, independent sample paired t-test and one-way ANOVA were used to analyze the data. The findings revealed that EFL university students had positive perceptions of the use of online sessions to practice the reading comprehension skill. The majority agreed that reading comprehension strategies such as skimming and scanning were more appropriate to online sessions. E-learning helped these students to be more motivated and created an atmosphere conducive to independent learning. The participants appreciated the role of online sessions in enhancing their reading comprehension skills and facilitating the level of difficulty of any reading passage. Significant differences were identified relating to the respondents’ gender and academic year. Female students were more satisfied with e-learning than male students. It is recommended that in light of the rapid growth of e-learning in Saudi Arabia, educational institutions should provide online learning programs and develop well-structured courses for e-learning implementation.

scholarly journals SOSIALISASI IMPLEMENTASI PROGRAM PROFIL PELAJAR PANCASILA DI SMP SWASTA SULTAN AGUNG PEMATANGSIANTAR

2021 ◽  
Vol 1 (3) ◽  
pp. 282-289
Author(s):  
Sherly Sherly ◽  
Herman Herman ◽  
Fitria Halim ◽  
Edy Dharma ◽  
Ridwin Purba ◽  
...  
Keyword(s):  
Online Learning ◽  
Community Service ◽  
Independent Learning ◽  
Competency Assessment ◽  
Ministry Of Education ◽  
Student Wellbeing ◽  
Creative Reasoning ◽  
Student Profile ◽  
National Examination ◽  
Learning Programs

This community service aims to improve and develop knowledge related to the Pancasila Student Profile program for educators and students. The Pancasila Student Profile Program is one of the Independent Learning programs launched by the Ministry of Education and Culture, which removes the National Examination and is replaced with a Minimum Competency Assessment (AKM) where one component of the AKM is a character survey which is a selected aspect of the six elements of the Pancasila Student Profile, namely faith. Moreover, pious to TYME and have a noble character, global diversity, cooperation, independence, critical and creative reasoning. The objectives of this socialization activity are: 1) Educators and students get to know the Pancasila Student Profile; 2) Educators are willing to implement the Pancasila Student Profile Program through habituation, coaching, and online learning; 3) Educators can implement the Pancasila Student Profile Program through habituation, coaching and online learning; 4) Educators prepare students to face AKM, especially character surveys; and 5) Achieved student Wellbeing 

Encapsulating the Basic Tenets

2010 ◽  
pp. 1-18
Author(s):  
Gera Burton
Keyword(s):  
Independent Study ◽  
Higher Learning ◽  
Educational Opportunities ◽  
Independent Learning ◽  
Educational Programming ◽  
Online Delivery ◽  
Higher Learning Commission ◽  
Standards Of Practice ◽  
Learning Programs ◽  
Online Distance

With increased emphasis on transparency and learning outcomes, the NCA Higher Learning Commission has challenged institutions to demonstrate greater accountability in educational programming (2000). This chapter traces the steps taken to establish a set of guiding principles, or best practices, for endorsement by the American Association for Collegiate Independent Study (AACIS) membership. The AACIS membership is comprised of practitioners from institutions engaged in the provision of self-paced, independent educational opportunities for students who require flexible options, including year-round enrollment. While it was anticipated that agreement on all aspects of online delivery would be impossible, a consensus on core principles was seen as attainable. The purpose of the initiative was to lay the groundwork for further refinement of standards of practice by practitioners engaged in the delivery of online, distance, and independent learning programs.

scholarly journals A Reflective Study of Online Faculty Teaching Experiences in Higher Education

2020 ◽  
Vol 3 (1) ◽  
pp. 50-66
Author(s):  
Katherine Assante Perrotta ◽  
Chara Haeussler Bohan
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Online Faculty ◽  
Teaching Experiences ◽  
Faculty Teaching ◽  
Challenges And Opportunities ◽  
Learning Programs ◽  
E Learning ◽  
Reflective Study

Despite the popularity of online course and degree offerings in higher education, a lack of data persists on the unique challenges and opportunities online faculty face. Gaining insights about these experiences is important to ensure the quality of online teaching as colleges and universities continue expanding e-learning programs. Therefore, the purpose of this study is to examine the online teaching experiences of two faculty members through the implementation of reflective study methods. Major findings show that faculty access to professional development and mentoring, isolation and connectedness to the campus community, and academic freedom and curriculum control have significant implications for online teaching and student learning. In the wake of COVID-19 as colleges across the nation suddenly are faced with moving to exclusively online learning, this study is needed more than ever.

scholarly journals Conversion of a mathematics course to CAL: a case study of a large-scale rapid change of resources and organization

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Maggie Pollock ◽  
Erica McAteer ◽  
Gordon Doughty ◽  
Ian Turner
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Phase 1 ◽  
Rapid Change ◽  
Learning Technologies ◽  
Independent Learning ◽  
Computer Assisted ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Learning Programs

Glasgow University's Teaching With Independent Learning Technologies (TILT) project is an institutional initiative funded under Phase 1 of the Higher Education Funding Councils' Teaching and Learning Technology Programme (TLTP), We have developed or adapted and integrated computer-assisted learning programs into a variety of courses in subjects ranging from Accountancy to Zoology.DOI:10.1080/0968776960040106

MARKOV MATHEMATICAL MODEL OF DYNAMIC ADAPTIVE TESTING OF AN ACTIVE AGENT

2018 ◽  
pp. 29-35
Author(s):  
N. V. Brovka ◽  
P. P. Dyachuk ◽  
M. V. Noskov ◽  
I. P. Peregudova
Keyword(s):  
Mathematical Model ◽  
Finite State Machine ◽  
Active Agent ◽  
Adaptive Testing ◽  
State Machine ◽  
Learning Activities ◽  
Independent Learning ◽  
Complex Object ◽  
Total Reward ◽  
Finite State

The problem and the goal.The urgency of the problem of mathematical description of dynamic adaptive testing is due to the need to diagnose the cognitive abilities of students for independent learning activities. The goal of the article is to develop a Markov mathematical model of the interaction of an active agent (AA) with the Liquidator state machine, canceling incorrect actions, which will allow mathematically describe dynamic adaptive testing with an estimated feedback.The research methodologyconsists of an analysis of the results of research by domestic and foreign scientists on dynamic adaptive testing in education, namely: an activity approach that implements AA developmental problem-solving training; organizational and technological approach to managing the actions of AA in terms of evaluative feedback; Markow’s theory of cement and reinforcement learning.Results.On the basis of the theory of Markov processes, a Markov mathematical model of the interaction of an active agent with a finite state machine, canceling incorrect actions, was developed. This allows you to develop a model for diagnosing the procedural characteristics of students ‘learning activities, including: building axiograms of total reward for students’ actions; probability distribution of states of the solution of the problem of identifying elements of the structure of a complex object calculate the number of AA actions required to achieve the target state depending on the number of elements that need to be identified; construct a scatter plot of active agents by target states in space (R, k), where R is the total reward AA, k is the number of actions performed.Conclusion.Markov’s mathematical model of the interaction of an active agent with a finite state machine, canceling wrong actions allows you to design dynamic adaptive tests and diagnostics of changes in the procedural characteristics of educational activities. The results and conclusions allow to formulate the principles of dynamic adaptive testing based on the estimated feedback.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

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