scholarly journals ПІДГОТОВКА МАЙБУТНІХ БАКАЛАВРІВ БЕЗПЕКИ ДЕРЖАВНОГО КОРДОНУ З ВИКОРИСТАННЯМ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ

2021 ◽  
Vol 26 (3) ◽  
pp. 68-81
Author(s):  
Олександр ЛАЗОРЕНКО
Keyword(s):  
Class Time

У статті узагальнюється практичний досвід підготовки майбутніх бакалаврів безпеки державного кордону з використанням технологій дистанційного навчання. Актуальність дослідження полягає в необхідності оптимізувати та покращити методику проведення всіх видів занять у дистанційному форматі для набуття курсантами умінь і навичок, необхідних для виконання завдань на офіцерських посадах. Проведення практичних занять з військово-спеціальних дисциплін у порівнянні з дисциплінами загальнонаукового блоку має певну специфіку, оскільки вимагає присутності на занятті викладача як офіцера-практика, здатного спрямувати роботу курсантів на досягнення визначених програмних результатів навчання. Зазначені особливості вимагають широкого застосування інноваційних підходів до викладання військово-спеціальних дисциплін. Наведено характеристику програмного забезпечення, яке найбільш активно використовується для проведення занять з військово-спе-ціальних дисциплін в online режимі (Moodle, Zoom, Google Class time та Google Meet). На прикладі навчальної дисципліни “Прикордонна служба” та з використанням технічних можливостей інтерактивної панелі Newline TruTouch обґрунтовано методику проведення практичних занять з використанням технологій дистанційного навчання. Наведено особливості самостійної підготовки; вступної, основної та заключної частини практичного заняття в дистанційному форматі. Визначено що, для того, щоб продуктивно використовувати час, виділений для проведення занять у дистанційному режимі, викладачам необхідно постійно розробляти цікаві навчально-методичні матеріали, відеоролики, практичні завдання, різнорівневі тестові завдання тощо. Використання сучасних технологій дистанційного навчання під час підготовки майбутніх бакалаврів безпеки державного кордону створює реальні можливості підвищення якості їх навчання, забезпечення готовності випускників до виконання завдань з охорони та захисту державного кордону. В умовах прогнозованого продовження карантинних заходів саме технологічна трансформація освітнього середовища стане безперечним підґрунтям для досягнення курсантами програмних результатів навчання.

Immigrant-Origin Students in Community College: How Do They Use Their Time on Campus?

2019 ◽  
Vol 121 (7) ◽  
pp. 1-48
Author(s):  
Edwin Hernandez ◽  
Carola Suárez-Orozco ◽  
Janet Cerda ◽  
Olivia Osei-Twumasi ◽  
Monique Corral ◽  
...  
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Peer Relationships ◽  
First Generation ◽  
Second Generation ◽  
The United States ◽  
Foreign Born ◽  
Grade Point ◽  
Class Time ◽  
Generation Immigrant

Background Immigrant-origin students are the fastest growing new population in community colleges, making up nearly a third of the community college population. To date, little is known about how immigrant-origin students make use of their time on community college campuses. Purpose This study sought to understand in what ways and to what extent immigrant-origin students—defined as first-generation (foreign-born) or second-generation (born in the United States to immigrant parents)—used their out-of-class campus time at three urban community colleges. We examined the following quantitative questions: How much time do students report spending on campus doing what activities? What is the demographic variation in these patterns (according to immigrant generation, ethnicity/race, and gender)? What factors predict how much overall time immigrant-origin students spend on campus? What is the effect of academically productive time spent on campus on grade point average for immigrant-origin students? We also explored the following qualitative questions: What do immigrant-origin community college students say about the time they spend on campus? What insights do they have as to what impedes or facilitates their spending (or not spending) time on campus? Research Design The study proposed a new conceptual framework and employed an embedded sequential explanatory mixed-methods design approach. As part of a survey, participants (N = 644, 54.6% women; M age = 20.2 years; first-generation immigrant n = 213, 33%; second-generation immigrant n = 275, 43%) completed a series of items about the time that they spent on campus and their relationships with their instructors and peers. Qualitative response data were derived from an embedded interview subsample of participants (n = 58). Results Immigrant-origin students reported spending a considerable amount of out-of-class time—an average of 9.2 hours—on campus. Hierarchical regression analyses demonstrated that peer relationships and time spent helping parents or commuting positively predicted the amount of time students spent on campus. Qualitative responses provided further insights into immigrant-origin community college student experiences and provided perspectives on issues contributing to their spending out-of-class time on campus. Conclusions This study has implications for research, practice, and policy, given that immigrant-origin students make considerable use of their campus spaces. Community colleges should strive to nurture positive spaces and design the kind of on-campus programming that will enhance the success of immigrant-origin students. Collectively, these services will not only enhance the experience of immigrant-origin students but also be beneficial to the larger campus community that uses the community college sector as a stepping-stone toward upward social and economic mobility.

scholarly journals Independent Searching During One-Shot Information Literacy Instruction Sessions: Is It an Effective Use of Time?

2012 ◽  
Vol 7 (4) ◽  
pp. 52 ◽  
Author(s):  
Rebekah Willson
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Search Time ◽  
Research Process ◽  
Future Research ◽  
Pedagogical Practice ◽  
Class Time ◽  
Information Literacy Instruction ◽  
Thesis Statement ◽  
Effective Use

Objective – To test the assumption that giving students time to research independently during a one-shot information literacy instruction (ILI) session, combined with scaffolding, is an effective pedagogical practice and a good use of class time. Methods – The study was conducted at a student-focused, four-year undergraduate institution with 8,500 full load equivalent students. Following brief, focused instruction in 10 different ILI sessions, first-, second-, and third-year students in 80-minute one-shot ILI sessions were given time to research independently. The librarian and instructor were present to scaffold the instruction students received. Students were asked to track the research they did during class using a research log and to fill out a short Web survey about their preparedness to do research and the usefulness of the ILI session. Results – Students agreed to have 83 research logs and 73 Web surveys included in the study. Students indicated that they felt more prepared to do research for their assignment after the ILI session and rated individual help from the librarian as the most useful aspect of the instruction session. Students did not rate independent time to do research as valuable as anticipated. Examining the research logs indicated that several things are taking place during the ILI session, including that students are demonstrating what was taught in the session in their searches, that their searches are progressing in complexity, and that students are using feedback from previous searches to inform the formulation of search queries. While students appear to be putting independent search time to good use, many students’ articulation of their thesis statement remains poor and searches continue to be fairly simplistic. Conclusions – This study gives evidence that giving independent research time in ILI sessions, with scaffolding, is an effective use of class time. The study also demonstrates that the majority of students are able to use what is taught during classes and that they are using class time effectively, though searching remains fairly simple. The focus of ILI sessions is on skill development, and future research should be on integrating IL into the curriculum to develop more complex skills and thinking needed in the research process.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

scholarly journals College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class

2021 ◽  
Vol 27 (1) ◽  
pp. 41
Author(s):  
Meilisa Sindy Astika Ariyanto ◽  
Nur Mukminatien ◽  
Sintha Tresnadewi
Keyword(s):  
Structured Interview ◽  
Writing Achievement ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Class Time ◽  
Self Confidence ◽  
Writing Class ◽  
Different Levels

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

scholarly journals Flipping the “Learning Skills” Course during COVID-19: A Mixed-Modality Study

2021 ◽  
Vol 13 (3) ◽  
pp. 31-41
Author(s):  
Ashfaq Akram ◽  
Kamran Sattar ◽  
Tauseef Ahmad ◽  
Hamza M. Abdulghani ◽  
Jennesse John ◽  
...  
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Female Students ◽  
Learning Material ◽  
Learning Skills ◽  
Male And Female ◽  
Class Time ◽  
Significant Difference ◽  
The Mean

The purpose of this study was to compare the male and female medical students’ perceptions of the flipped classroom (FC) using the Zoom online platform during the COVID-19 pandemic. A mixedmodality study proceeded for first-year undergraduate medical students (n = 149). Three topics (learning how to learn, stress management and doctor-patient communication) were flipped using the Zoom platform. Following the flipping, relevant videos and PowerPoint slides were sent to the students. Home assignments were done through the online classroom. The students were then made to answer a questionnaire on their perceptions of FC consisting of 5-point Likert items. In addition, a focus group discussion (FGD) was carried out with voluntary participation (n = 13) for an in-depth discussion of flipped teaching. The quantitative data were analysed using the independent t-test, and Atlas.ti was used to analyse the qualitative data. For most of the Likert statements, there was no significant difference (p > 0.05) between the mean results obtained by the male and female students. For example, for the item “The learning material was available before class time”, both the male (mean [SD] = 1.857 [0.443]) and female (mean [SD] = 1.966 [0.365]) respondents confirmed the learning material’s availability before class time (p = 0.121). However, the mean result obtained by the male respondents for the variable “I understood the topics in lesser time compared to the traditional lecture method” was higher than the mean result obtained by the female participants by 0.236, which was statistically significant (95% CI [0.373, –0.100], p = 0.001). Modified FC teaching for the “learning skills” course is thus an effective teaching method. The male students took significantly lesser time understanding the three included topics compared to the female students.

scholarly journals Knowledge retention in capstone experiences: An analysis of online and face-to-face courses

2016 ◽  
pp. 528-539 ◽  
Keyword(s):  
Deep Learning ◽  
Knowledge Retention ◽  
Online Environment ◽  
Comprehensive University ◽  
Face To Face ◽  
Assessment Scores ◽  
Class Time ◽  
Significant Difference ◽  
Level Of Knowledge ◽  
One Way Anova

This research chronicles the development of a capstone experience by a regional comprehensive university. The process began with a multi-year project during which the faculty annually reviewed the results with a view to determining if the class provided the deep learning culminating experiences anticipated. A major measure of success was the desire to replicate the deep learning common in face-to-face classes in the online environment. The results of 166 students were analyzed, 82 online and 84 face-to-face, to determine if a difference existed. A one-way ANOVA tested the score differences among 10 sections and determined the students’ scores did not differ significantly. Finally, a two-sample t-test between proportions determined that there was not a significant difference between the online and face-to-face students with respect to the level of assessment scores earned. Given that online and face-to-face students demonstrate the same level of knowledge, does this beg the question, what value does face-to-face class time offer?

scholarly journals ROLE OF TEAMWORK FOR ACTIVE LEARNING IN ELECTRICAL ENGINEERING EDUCATION

2020 ◽  
pp. 1-14
Author(s):  
Hale BÜTÜN BAYRAM ◽  
Erhan BÜTÜN
Keyword(s):  
Engineering Education ◽  
Future Research ◽  
Future Design ◽  
Class Time ◽  
Extra Information ◽  
Electrical Engineering Education ◽  
Laboratory Manuals ◽  
Higher Order Learning ◽  
Clear Idea

In engineering education, a project can rarely be completed without the involved students having to read extensively and search for extra information not available in their textbooks, lecture notes, or laboratory manuals. Students have to find extra information for their research-projects and combine them with their knowledge from the other courses. This important objective opens students’ eyes to the realization that the degree by which they have digested the fundamental ideas of their core lessons will dictate their ability to access more knowledge because they appear to face paradoxes when confronting new situations. The merits of teamwork have been sacrificed for the sake of giving the student a very clear idea of the meaning of scientific research and significance of published material. It is expected to aid the student in a future research-oriented career. Teamwork will increase the amount of time spent on out-of-class learning as defined by the student, can be more effective than in-class time, particularly if the focus is learning on higher order learning. The authors believe that the student will be sufficiently exposed to teamwork values during their future design projects.

scholarly journals AUTONOMY IN THE EARLY CHILDHOOD

Empowerment ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 129
Author(s):  
Elly Chandra Dewi
Keyword(s):  
Early Childhood ◽  
Family Member ◽  
Home Environment ◽  
Daily Basis ◽  
Middle Level ◽  
The Other ◽  
Student Conduct ◽  
School Activities ◽  
Class Time ◽  
School Time

Abstract This research based on the big pictures of how much children shown the autonomy during school time as well during class time.  The population of the children in this school are 30 students.  The data collects through questionnaire taken by the teacher through daily basis activities from each student and most of the students are in the middle level of autonomy. The data support not only from observation during school activities as well interview from the parents and family member. There are three aspect of autonomy that been highlight during the observation and collects data, which is cognitive, affective and psychomotor aspects. These aspects have to shown in daily basis activities and student conduct in one week. Each student shown most of the aspects during activity, however it did not found every day. There are several times that it does not show or on and off period. Through this data, interview is taken to find the other aspects that influence this data. There are external aspects such as home environment and modelling that leads to this data. Keywords: Autonomy, Early Childhood  Abstract Penelitian berikut dilakukan untuk melihat gambaran seberapa banyak anak usia dini yang telah menunjukkan kemandirian dalam keseharian saat berada di sekolah. Adapun sampel yang diambil adalah anak usia dini dari Sekolah Mutiara Nusantara dan diambil populasi sebanyak 30 siswa. Dari hasil observasi dan juga kuesioner tentang kemandirian yang diisi oleh guru Sekolah Mutiara Nusantara maka diperoleh bahwa sebagian besar anak usia dini tersebut berada dalam taraf menengah kemandiriannya. Data tersebut didukung tidak hanya dari pengamatan sepanjang aktivitas yang dilakukan di sekolah namun juga di dapat dari hasil wawancara dari orang tua murid dan anggota keluarganya. Terdapat tiga aspek dari kemandirian yang ditekankan sepanjang melakukan pengamatan dan pengumpulan data, yaitu aspek kognitif, aspek afektif/emosional, dan aspek psikomotor. Aspek tersebut harus dapat ditunjukkan oleh anak dalam kesehariannya, namun dari data diperoleh bahwa aspek tersebut tidak muncul setiap hari. Terdapat beberapa waktu dimana aspek tersebut tidak muncul atau bisa disebut periode on dan off. Melalui data tersebut, dilakukan interview untuk dapat menggali lebih dalam akan aspek lainnya yang juga dapat mempengaruhi data. Terdapat aspek eksternal seperti lingkungan rumah dan modelling yang terjaring dan menunjang data berikut.   Kata Kunci: Kemandirian, anak usia dini.

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