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 Pengembangan Bahan Ajar IPS Kontekstual Tema Wirausaha di Kelas 6 Sekolah Dasar

2020 ◽  
Vol 14 (1) ◽  
pp. 44-54
Author(s):  
Sofia Agustin Adhaningrum
Keyword(s):  
Social Science ◽  
Research And Development ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Student Life ◽  
Conducting Research ◽  
Teaching Learning ◽  
Product Attractiveness

The results of observations conducted on the students of Class VI SDN 2 Kalirejo on 7-9 December 2019, showed the lack of learning activities caused by the limited textbooks, the lack of material on textbooks related to student life and teacher-centered learning. So, based on needs analysis, adequate textbooks are needed in line with the number of students whose material is derived from the daily life of students and the application of relevant learning strategies is a must. Efforts made to overcome this is conducting research and development that aims to produce the contextual-based, valid, interesting, practical and effective textbooks of Social Science (IPS).  The model used in this research and development was 4D model. The 4D model (Thiagarajan, S., Semmel, DS, & Semmel, MI: 1974)) consists of Define, Design, Develop and Disseminate. Teaching-learning process used contextual approach or Contextual Teaching and Learning (CTL). The data were analyzed qualitatively and quantitatively. The data was based on the assessment of material and linguists experts were considered valid. The results of product attractiveness test from the questionnaire given to students and teachers showed very interesting criteria. This material was very practical. This was based on the result of observing teacher activities and student learning activities. The product was also considered to fulfill the effective criteria. Based on the results of the analysis, the contextual textbook for Class VI on social science of Primary School was eligible and could be used in the learning process because it had reached the valid, attractive, practical and effective criteria.

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

scholarly journals Teaching and Learning Process During the Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
pp. 81-84
Author(s):  
Maulinda Anjarsari ◽  
Muhlasin Amrullah
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Data Retrieval ◽  
Research Process ◽  
Learning Activities ◽  
Learning Methods ◽  
Face To Face ◽  
Using Data

This research discusses the teaching and learning process that was implemented in the midst of the Covid-19 pandemic situation. Analyzing among others learning strategies, learning methods, media used and evaluation. In the process of this research using data retrieval techniques in the form of interviews, observations, photos during the research process is conducted. This research aims to find out how the teaching and learning process conducted by SD Muhammadiyah 1 Candi Sidoarjo in the midst of the Covid-19 pandemic. The results show that there are several slightly different strategies and media in the teaching and learning process that take place. One of them is the implementation. Before the pandemic the teaching and learning process was carried out normally face-to-face. However, during a pandemic like this the learning process is done online. But the learning process or learning activities such as the pray when going to start the learning process is still carried out such as reading prayers, singing songs and so on. Everything is the same as when normal learning is just the implementation online or virtual.

scholarly journals On Efficiency of Strategy-Based Learning in Achieving Autonomy Competence among Algerian Undergraduate Learners

2020 ◽  
Vol 06 (11) ◽  
Author(s):  
MAROUA ROGTI ◽  
Keyword(s):  
Instructional Strategies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Directed Learning ◽  
Language Class ◽  
Guided Learning ◽  
Directed Learning ◽  
English Literacy ◽  
Based Instruction

In the last decade, there has been an eminent shift towards a relative emphasis on achievement, competence, and autonomy in the language teaching and learning arena. Prior to this, educationalists had a growing concern in how to gain academic achievement through considering learning strategies as part of classroom discourse. Further, instructional strategies can also gain a strategic position in the curriculum, so that learners can be self-directed and strategic learners. This can help them choose the appropriate learning strategy to successively accomplish tasks and meet the desired goals. This study would like to be a part of increasing the effectiveness of implementing Strategy-based Instruction for achieving self-guided learning and autonomy in the language class. It adapts a survey administered to three teachers of English literacy in order to elicit their views about dealing with tasks in teaching literature through instructional strategies to graduate students and their impact on achieving self-directed learning. Hence, it reported affirmative and practical outcomes from the previous studies and assumed the need for integrating instructional strategies prosperously into an ordinary literature task in class.

scholarly journals Code-Mixing and Code Switchingin The Process of Learning

2016 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Diyah Atiek Mustikawati
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Boarding School ◽  
Code Switching ◽  
Learning Activities ◽  
Original Language ◽  
Code Mixing ◽  
Third Person

This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either language Java language, Arabic, English and Indonesian, on the use of insertion of words, phrases, idioms, use of nouns, adjectives, clauses, and sentences. Code mixing deciding factor in the learning process include: Identification of the role, the desire to explain and interpret, sourced from the original language and its variations, is sourced from a foreign language. While deciding factor in the learning process of code, includes: speakers (O1), partners speakers (O2), the presence of a third person (O3), the topic of conversation, evoke a sense of humour, and just prestige. The significance of this study is to allow readers to see the use of language in a multilingual society, especially in AL Mawaddah boarding school about the rules and characteristics variation in the language of teaching and learning activities in the classroom. Furthermore, the results of this research will provide input to the ustadz / ustadzah and students in developing oral communication skills and the effectiveness of teaching and learning strategies in boarding schools.   

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 Exiting from the Low Learning Achievement: Neurodidactic Insights

2020 ◽  
Vol 44 ◽  
pp. 99-113
Author(s):  
Agnė Brandišauskienė ◽  
Aušra Daugirdienė ◽  
Jūratė Česnavičienė ◽  
Ramutė Bruzgelevičienė
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Rural Areas ◽  
Information Transfer ◽  
Teaching And Learning ◽  
Brain Activity ◽  
Cellular Level ◽  
School Students ◽  
Learning Achievement ◽  
Teaching Learning

Lithuanian schools face the challenge of low learning achievement. International and national studies show that the results of Lithuanian school students are not tantamount. There are significant differences among different groups: between boys and girls, between students from different social–economic–cultural backgrounds, different types of localities (cities, towns or rural areas), as well as learners of different languages (Lithuanian, Russian, Polish) (Lithuania. National and Regional Education 2019. Student Achievement Gap). It is clear that the spectrum of factors influencing achievement is wide-ranging, from decisions made by students themselves, the teachers, or the schools, to the ones made in the wider settings or (context) or by municipalities. They all demand scientific discussion, but in this article we focus on the organisation of the teaching/learning process in the neurodidactic context.The work is based on theoretical insights, the core of which is neuroactivation in the learning process as one of the fundamental elements of good teaching and successful learning. In striving for quick, yet not always successful, learning achievement, we do not engage students in an in-depth learning process. Therefore, we fail to arouse interest in the subject taught; the students’ acquired knowledge is not preserved for long and is not used when necessary. By focusing on the teaching/learning process, we can lay the foundations for positive change at the neural level.Searching for the causes of low learning achievement and ways to overcome them, it is important to refer to the findings of contemporary studies concerning the connections between teaching and learning processes with the neuro-structure of children’s brains. A reciprocal connection was identified when learning changes the architecture (structure) of the brain, which in turn affects learning and attaches particular importance to the teacher’s work. It is its nature that can influence how the neuro-structure of the student’s brain changes at the cellular level. Therefore, it is important to consider aspects related to the student’s brain activity in the teaching process, namely excitation, awareness, memory and information transfer. In this respect, it makes sense to continue the research and to conceptually discuss the educational dimension and teaching/learning strategies when working with low achievers.

scholarly journals The Implementation of Laptop Mobile in the Teaching-Learning Process in Islamic Boarding School

2020 ◽  
Vol 7 (1) ◽  
pp. 67-77
Author(s):  
Evi Fatimatur Rusydiyah ◽  
Fiena Saadatul Ummah ◽  
Ali Mudlofir
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Process ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Boarding School ◽  
Learning Activities ◽  
Survey Study ◽  
Data Collection Technique ◽  
Teaching Learning

AbstractComputer literacy has become an interesting issue in the field of education as the integration of technology in education develops rapidly and continues to increase in the future. One aspect of computer literacy teacher’s and student’s perceptions and attitudes to use computers for classroom instruction. Unfortunately, this has been a challenge for incorporating technology during the teaching and learning process. The current study aims to analyze the implementation of the use of a mobile laptop in the class and unfold the student’s attitudes toward using laptops during their learning activities. This research was a survey study that includes interviews, observation and documentation as a data collection technique. The subject of the study is 312 students from seventh to ninth grade. Data analysis was done by the following steps: data collection, data reductions, data analysis, and conclusion making. The study finds that 1) course content and learning activities have been predetermined/ predesigned and stored in the laptops, 2) every student have access to the device with the help of group work. The study also reveals that the attitude of students toward the use of laptops in the classroom process is positive in the sense that they show satisfaction on the use of laptops. They also acknowledge the advantages of the computer for their learning and show high awareness of the importance of keeping the devices maintained and secured.AbstrakSalah satu bidang Tehnologi pembelajara adalah pemanfaatan teknologi informasi sebagai media pembelajaran. Hal tersebut selaras dengan perkembangan abad 4,0.  Kemampuan siswa dalam menggunakan dan memanfaatkan computer (Komputer Literasi) menjadi isu yang menarik saat ini. Komputer literasi menjadi bagian dari teknologi pembelajaran. Tujuan dari penelitian ini untuk menganalisis implementasi penggunaan laptop Mobile dalam aktivitas belajar di kelas dan bagaimana respon siswa dalam penggunaan laptop Mobile di kelas.  Penelitian ini dilakukan dengan survey. Sedangkan metode pengumpulan datanya dilakukan dengan cara wawancara, observasi, dan dokumentasi. Subjek penelitian ini adalah siswa kelas VII, VIII, dan VIII sejumlah 312 anak. Analisis penelitian ini dilakukan dengan cara mengumpulkan data, mereduksi, menganalisis, dan membuat kesimpulan. Hasil penelitian ini menunjukkan bahwa implementasi penggunaan laptop mobile dilakukan saat proses belajar mengajar dilakukan dengan cara 1) semua materi dimasukkan dalam laptop mobile, 2) semua siswa mendapatkan hak akses untuk menggunakannya, dan 3) aktivitas belajar sudah didesain dalam laptop mobile. Sedangkan respon siswa dalam menggunakan mobile laptop menunjukkan 1) tingkat kepuasaan dalam menggunakan laptop mobile, 2) tingkat kemanfaatan dalam menggunakan laptop mobile, dan 3) tingkat tanggungjawab dalam merawat laptop mobile pada angka rerata yang paling tinggi pada lilihan stuju dan sangat setuju. How to Cite: Rusydiyah, E. F., Ummah, F. S., Mudlofir, A.  (2020).   The  Implementation of Laptop Mobile in the Teaching-Learning Process in Islamic Boarding School. TARBIYA: Journal of Education in Muslim Society, 7 (1), 67-77. doi:10.15408/tjems.v7i1.13650. 

Estrategia didáctica para el perfeccionamiento del proceso de enseñanza-aprendizaje de los estudiantes de la Universidad Tecnológica Ecotec-Facultad de Marketing y Comunicación con enfoque constructivista

2021 ◽  
Vol 2 (5) ◽  
pp. 6575-6584
Author(s):  
Yeimer Prieto López ◽  
Beatriz Loor Ávila
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Deep Understanding ◽  
Point Of View ◽  
Student Centered ◽  
Pedagogical Strategies ◽  
The One ◽  
Teaching Learning ◽  
Technological University

La Didáctica centrada en el estudiante exige la utilización de concepciones, modelos, alternativas, estrategias y métodos adecuados, en los que el proceso de enseñanza- aprendizaje se conciba cada vez más como resultado del vínculo entre lo afectivo, lo cognitivo, las interacciones sociales y la comunicación. La presente investigación científica ofrece elementos teóricos y metodológicos esenciales que permiten asumir posiciones bien fundamentadas y estructuradas acerca de las estrategias pedagógicas dirigidas a los docentes y los métodos de enseñanza y aprendizaje, lo que en ocasiones se aborda desde diversas posiciones, no siempre consistentes y con múltiples acepciones e interpretaciones. La Pedagogía se enfrenta a un gran reto en estos momentos, la dirección y conducción adecuada del proceso de enseñanza y aprendizaje en la Educación Superior con el empleo del Constructivismo, donde el estudiante sea quien produzca el conocimiento desarrollando un pensamiento crítico, reflexivo desde el punto de vista cognoscitivo, poniendo a su disposición estrategias de aprendizaje en un contexto donde lamentablemente predomina una Pedagogía Conductista. El presente artículo aborda las estrategias de enseñanza- y aprendizaje que permiten tanto al profesor como al estudiante, tener una comprensión profunda de este fenómeno dentro del proceso docente educativo en la Facultad de Marketing y Comunicación, de la Universidad Tecnológica Ecotec.   Student-centered Didactics requires the use of appropriate conceptions, models, alternatives, strategies and methods, in which the teaching-learning process is increasingly conceived as a result of the link between the affective, the cognitive, social interactions and the communication. This scientific research offers essential theoretical and methodological elements that allow us to assume well-founded and structured positions about pedagogical strategies aimed at teachers and teaching and learning methods, which is sometimes approached from different positions, not always consistent and with multiple meanings and interpretations. Pedagogy faces a great challenge at this time, the proper direction and conduction of the teaching and learning process in Higher Education with the use of Constructivism, where the student is the one who produces knowledge by developing critical thinking, reflective from the point of view. from a cognitive point of view, making learning strategies available to them in a context where, unfortunately, a Behavioral Pedagogy predominates. This article addresses the teaching- and learning strategies that allow both the teacher and the student to have a deep understanding of this phenomenon within the educational teaching process at the Faculty of Marketing and Communication of the Ecotec Technological University.

Incorporating a Self-Directed Learning Pedagogy in the Computing Classroom

2014 ◽  
pp. 348-371 ◽  
Author(s):  
Oisín Cawley ◽  
Stephan Weibelzahl ◽  
Ita Richardson ◽  
Yvonne Delaney
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Alternative Teaching ◽  
Teaching And Learning Strategies ◽  
Directed Learning ◽  
Approach To Teaching ◽  
The University

With a focus on addressing the perceived skills gap in Software Engineering (SE) graduates, some educators have looked to employing alternative teaching and learning strategies in the classroom. One such pedagogy is Problem-Based Learning (PBL), an approach the authors have incorporated into the SE curriculum in two separate third-level institutions in Ireland, namely the University of Limerick (UL) and the National College of Ireland (NCI). PBL is an approach to teaching and learning which is quite different to the more typical “lecture” style found in most 3rd level institutions. PBL allows lecturers to meet educational and industry-specific objectives; however, while it has been used widely in Medical and Business schools, its use has not been so widespread with computing educators. PBL is not without its difficulties given that it requires significant changes in the role of the lecturer and the active participation of the students. Here, the authors present the approach taken to implement PBL into their respective programs. They present the pitfalls and obstacles that needed to be addressed, the levels of success that have been achieved so far, and briefly discuss some of the important aspects that Software Engineering lecturers should consider.

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