scholarly journals Tanulási szokások és módszerek a szakképzésben, a digitális oktatás idején

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Beáta Orosz
Keyword(s):  
Information Search ◽  
Statistical Tests ◽  
Visual Learning ◽  
Test Method ◽  
Effective Learning ◽  
Digital Education ◽  
Teachers And Students ◽  
Ict Tools ◽  
Second Wave ◽  
Educational Contents

A Magyarországot 2020 tavaszán elérő koronavírus járvány az élet minden területére hatással volt, ez alól az oktatási rendszer sem kivétel. Bár a 2020 novemberben másodszor elrendelt digitális munkarend már felkészültebben érte a tanárokat és diákokat, még mindig számtalan kihívással nézünk szembe. A szakképzés különösen érintett terület, a törvényi változások, a kialakult oktatói státusz, új képzési tartalmak miatt, melyek gyakorlatiasabb oktatást igényelnének. Ezeknek a követelményeknek kellett megfelelnie a digitális oktatásnak, melynek legfontosabb eredményeit, tanulói tapasztalatait mutatja be az írás. Az online kérdőíves megkérdezés (N=318) fókuszában az elméleti keretek gyakorlati megvalósulásának vizsgálata állt, az eredmények értelmezése matematikai statisztikai módszerek alkalmazásával történt. A válaszok elemzése után elmondható, hogy a válaszadók újfajta módszertani megközelítéseket, rövidebb és multimédiás elemekkel támogatott oktatási anyagokat, képi tanulást preferálnak, s bár saját IKT-kompetenciáikat jónak ítélik, ezeket a képességeket mégsem tudják teljes mértékben a hatékony tanulás szolgálatába állítani, s képtelenek a digitális eszközökben rejlő tanulási lehetőségeket kihasználni. Mivel a készen kapott tananyagok szeretete jellemző, az önálló keresés, kritikai gondolkodás és hosszabb, lineáris, szöveges anyagok értelmezése problémás a kitöltő tanulónál, s ezen képességek javulása sem várható. A kutatás legfontosabb eredménye, hogy az Internethez való hozzáférés és az információk rendelkezésre állása nem feltétlenül eredményez hatékonyabb tanulást. Online térben a tanulói aktivitás a jelenléti oktatáshoz képest csökken, így a tanár nem látja, ha diákja elakad, s nem is tud neki segíteni. Fontos megtalálnunk egy arany középutat a hagyományos szöveges tartalmak és a ma preferált képi tanítás alkalmazása között, hiszen ha a jelenlegi helyzetben a kötelező anyagot lerövidítjük, s az előzetes tanári magyarázat elmarad, a tanulók nem fogják a hiányokat pótolni, így a tanulás eredményessége sem lesz megfelelő. The Covid-19 epidemic reached Hungary in the spring of 2020 and influenced all areas of life, including education system. During the second wave of the digital education, teachers and students were more prepared, there are still a lot of difficulties and challenges. Vocational training is highly affected because of the new legal change, the instructor status instead of teachers, and themmore practical education. Digital education has to meet these requirements. This article contains the most important results of the research of this situation. The test method was application of a questionnaire (N=318), which focused on the practical realization of theories with mathematical, statistical tests. After inspection of the students answears, it seems that they prefer new teaching methods which means shorter texts, multimedial elements, and visual learning. They judge their ICT competencies good, but cannot use ICT tools for learning enough and cannot take advantage of its potential. Because the preference of ready recieved educational contents, students have problems with information search, critical thinking, and interpretation of linear structured, longer texts. The most important result of this research that internet connection and availability of information does not necessarily lead to effective learning. During online learning, student activity decreases compared to presence education, so if the instructor can’t see that students get stuck, they won’t be able to help them. It is importantg to find the balance between traditional textual contents and application of present beloved visual teaching because if we shorten the required educational contents, students won’t fill the gap and search for more information, so we cannot provide quality knowledge.

scholarly journals Perceptions of Students and Teachers towards the Semester System of Tribhuvan University

2019 ◽  
Vol 4 (1) ◽  
pp. 19-34
Author(s):  
Abatar Subedi
Keyword(s):  
Learning Environment ◽  
Positive Direction ◽  
University Teachers ◽  
Perceptions Of Students ◽  
Extra Curricular Activities ◽  
Teachers And Students ◽  
Ict Tools ◽  
Master Level ◽  
Teaching Learning ◽  
Academic Resources

This paper intends to analyze perceptions of students and teachers towards the semester system of Tribhuvan University (TU). The result of the study is based on the data collected through survey questionnaire from 40 university teachers and 194 master level students. The perception is discussed in terms of learning environment, resources, use of ICT tools, contents and activities. The findings show that the perception of teachers and students towards curriculum, teaching/learning environment, and regularity of classes and viability of semester system are in positive direction. However, the availability of learning resources and use of ICT tools in day to day teaching/learning are not in satisfactory way in the perception of the participants. Their perceptions also reveal that facilities of extra-curricular activities, play grounds and canteen are inadequate. Similarly, the teachers and students perceive that availability of both human and academic resources is inadequate. The students experience show that there is teacher domination in selection of teaching methods; less use of ICT materials to promote learning; difficulty in completing courses in the stipulated time and not timely declaring exam result. However, this system has encouraged and empowered creativity among students for learning.

scholarly journals STRATEGI PEMBELAJARAN DI ANTARA GURU TERHADAP SISWA DALAM KONTEKS MEMECAHKAN KESULITAN BELAJAR

2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Pudun Tadam
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Difficulties ◽  
Learning Activities ◽  
Learning Material ◽  
Self Awareness ◽  
Strategic Learning ◽  
Effective Learning ◽  
Teachers And Students ◽  
To Receive

Abstract: Strategic Learning involves Learning Strategies and Teaching Strategies that can help bring success to a student. The research objective answers the question: What is the meaning of a Learning Strategy? What is an Effective Learning Strategy? What are the Learning Strategies among Teachers against Students in the Context of Solving Learning Difficulties? The answer is: Learning strategies are the methods that will be selected and used by a teacher to deliver learning material that aims to make it easier for students to receive and understand learning material, which in the end can be mastered learning objectives at the end of learning activities. Three aspects of effective learning strategies are: (1) Students Need Continuous Strategic Instruction. (2) Teachers Promote Self-Awareness in Metacognition in the Classroom. (3) Teachers Can Recognize and Understand Different Learning Profiles. Learning Strategies between Teachers and Students in the Context of Solving Learning Difficulties are: (1) learning difficulties manifested in classrooms, (2) difficulties demonstrated by students in classrooms, and (3) strategies to help students who have difficulty paying attention in class . Abstrak: Strategic Learning melibatkan Strategi Pembelajaran dan Strategi Pengajaran yang dapat membantu membawa kejayaan kepada seorang mahasiswa. Tujuan penelitian menjawab pertanyaan: Apakah pengertian Strategi Pembelajaran? Bagaimanakah Strategi Pembelajaran yang Efektif? Bagaimanakah Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar? Jawabannya adalah: Strategi pembelajaran adalah cara-cara yang akan dipilih dan digunakan oleh seorang pengajar untuk menyampaikan materi pembelajaran yang bertujuan untuk memudahkan peserta didik menerima dan memahami materi pembelajaran, yang pada akhirnya tujuan pembelajaran dapat dikuasainya di akhir kegiatan belajar. Tiga hal strategi pembelajaran yang efektif adalah: (1) Siswa  Memerlukan Instruksi Strategi yang Berkelanjutan. (2) Guru  Mempromosikan Kesadaran Diri dalam Metakognisi di Kelas. (3) Guru-guru Dapat Mengenali dan Memahami Profil Pembelajaran yang Berbeda. Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar adalah: (1) kesulitan belajar dimanifestasi dalam bilik kelas, (2) kesulitan didemonstrasi oleh siswa dalam bilik kelas, dan (3) strategi-strategi untuk membantu siswa yang kesulitan perhatian di kelas.

scholarly journals Workshop Dan Pendampingan Pembuatan Game Edukasi Berbasis Android Bagi Guru SDN 2 Cakranegara

2021 ◽  
Vol 1 (2) ◽  
pp. 23-29
Author(s):  
Muhammad Makki ◽  
Dyah Indraswati ◽  
Muhammad Erfan ◽  
Aisa Nikmah Rahmatih ◽  
Vivi Rachmatul Hidayati
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Educational Games ◽  
Visual Learning ◽  
Face To Face ◽  
Learning Content ◽  
Teachers And Students ◽  
Service Activity ◽  
The Face ◽  
Face To Face Learning

The Covid-19 pandemic has led to policies that make teachers and students have to adapt the face-to-face learning model to online learning. The teacher of SD N 2 Cakranegara admits that there are limitations to the variety of audio-visual learning media used. The teachers also don't know and have never tried to develop game games with learning content, even though Android-based games are very possible to be developed and accessed portable on smartphones, the majority of which are already owned by teachers and students. The provision of workshops and assistance in making Android-based educational games for SD N 2 Cakranegara teachers aims to improve skills in creating and developing learning media in the form of educational games and maximizing the use of smartphones. The targeted output in this service activity is the existence of educational games that are ready to be used for the online learning process through appsgeyser.com and quickappninja.com.  

scholarly journals A Formative Analysis of Resources Used to Learn Software

2007 ◽  
Vol 33 (1) ◽  
Author(s):  
Robin H. Kay
Keyword(s):  
Computer Software ◽  
Main Menu ◽  
Effective Learning ◽  
Ability Levels ◽  
Teachers And Students ◽  
And Gender ◽  
Learning Software ◽  
Groupe De Discussion ◽  
Key Resources ◽  
Spreadsheet Software

A comprehensive, formal comparison of resources used to learn computer software has yet to be researched. Understanding the relative strengths and weakness of resources would provide useful guidance to teachers and students. The purpose of the current study was to explore the effectiveness of seven key resources: human assistance, the manual, the keyboard, the screen, the software (other than main menu), the software main menu, and software help. Thirty-six adults (18 male, 18 female), representing three computer ability levels (beginner, intermediate, and advanced), volunteered to think out loud while they learned, for a period of 55 minutes, the rudimentary steps (moving the cursor, using a menu, entering data) required to use a spreadsheet software package (Lotus 1-2-3). The main menu, the screen, and the manual were the most effective resources used. Human assistance produced short term gains in learning but was not significantly related to overall task performance. Searching the keyboard was frequently done, but was relatively ineffective for improving learning. Software help was the least effective learning resource. Individual differences in using resources were observed with respect to ability level and gender. Résumé : L’objet de la présente étude consistait à évaluer un cours de perfectionnement professionnel en ligne pour les enseignants qualifiés dans le domaine des technologies de l’information et de la communication et à étudier les facteurs qui ont de l’influence sur le perfectionnement professionnel en ligne. L’étude a tenu compte de méthodes quantitatives et qualitatives, notamment un sondage, un groupe de discussion et une entrevue réalisée alors que le cours était donné et environ neuf mois après la fin du cours. Les données indiquent que la prestation en ligne du cours sur le perfectionnement professionnel sur les technologies de l’information et de la communication pour les enseignants qualifiés s’est avérée une réussite. Toutefois, il a été difficile d’initier une communauté d’apprentissage au milieu de l’apprentissage en ligne. Les enseignants participant ont éprouvé de grandes difficultés à mettre en pratique dans leur enseignement ce qu’ils avaient appris. L’étude suggère que les prochaines séances de perfectionnement professionnel en ligne sur les technologies de l’information et de la communication devront comprendre des séances en personne et devront être offertes à plus d’un enseignant par école. Le perfectionnement professionnel qui vise des changements devrait être considéré comme un processus continu et appuyé alors que l’école change.

scholarly journals Familiarity of Iranian M.A. Translation Students with ICT Tools

2021 ◽  
Vol 2 (1) ◽  
pp. 17-26
Author(s):  
Hamidreza Abdi
Keyword(s):  
Information Search ◽  
Search Engines ◽  
Instant Messaging ◽  
General Purpose ◽  
Internet Search ◽  
Chi Square ◽  
Software Application ◽  
Wide Range ◽  
Chi Square Test ◽  
Ict Tools

Familiarity with information and communication technology (ICT) is of great importance to the translation students because it allows the students to make use of a wide range of ICT tools. The present study investigated the degree of students’ familiarity with ICT tools employed to support ICT related activities included in the translator’s workstation. To do this, a questionnaire encompassing 24 questions was designed on the basis of translation activities proposed by Fulford and Granell-Zafar (2005), including information search and retrieval, communications, and marketing and work procurement. The results indicated the high familiarity of the M.A. translation students with general-purpose software application, namely online dictionaries and internet search engines, and the lower than the average familiarity of them with specific-purpose software, such as FTP and MUDs. Furthermore, chi-square test (X²) was run to see whether there is a significant relationship between each type of ICT tools and the participants. The results illustrated that the relationships between the M.A. translation students and some ICT applications, including internet search engines, web browsers, online dictionaries and encyclopedia, IRC, and MUDs, were significant; whereas, it was not significant between the other types of ICT software and students. This includes online translation marketplaces, internet forums, email, instant messaging, video chat, discussion mailing lists, talkers, and FTP.

The Use of ICTs to Teach Geography in the Classroom: Application examples for Foundation ‐ Grade 6

2020 ◽  
Vol 17 (2) ◽  
pp. 23-49
Author(s):  
Katrina Scolaro
Keyword(s):  
Preservice Teachers ◽  
Geographical Information Systems ◽  
New Technologies ◽  
Pedagogical Practices ◽  
Geographical Information ◽  
Australian Curriculum ◽  
Positioning Systems ◽  
Practical Applications ◽  
Effective Learning ◽  
Teachers And Students

The purpose of this article is to analyse the technologies used in current pedagogical practices in the Humanities and Social Sciences (HASS) classroom, in particular geography. It is argued that supporting children to be digitally literate is one of the keys to effective learning in the 21st Century. This article is based on potential practical applications of new technologies and ICTs, and linking them to the Australian Curriculum: Geography. As a preservice teacher, how can I best integrate the use of ICTs and use them to responsibility to enhance the learning of my future students? What quality and variety of ICT resources are available to us, as preservice teachers that will encourage creativity and motivate students and cater for all types of learners in the classroom? Fast, interactive and multimodal ICTs can assist teachers and students to explore the exciting ‘big ideas’ in the HASS classroom and with ICTs including Geographical Information Systems (GIS) and Global Positioning Systems all around us, it makes for new and innovative pedagogy.

Data Mining to Identify Project Management Strategies in Learning Environments

2019 ◽  
pp. 532-545
Author(s):  
Ana González-Marcos ◽  
Joaquín Ordieres-Meré ◽  
Fernando Alba-Elías
Keyword(s):  
Data Mining ◽  
Project Management ◽  
Learning Environments ◽  
Team Building ◽  
Management Strategies ◽  
Educational Data Mining ◽  
Effective Learning ◽  
Virtual Teamwork ◽  
Teachers And Students ◽  
Management Policies

Projects have become a key strategic working form. It is agreed that project performance must achieve its objective and be aligned with criteria that the project stakeholders establish. The usual metrics that are considered are cost, schedule, and quality. Configuration for the management of projects is a matter of decision that influences the project's evolution. There also are factors like virtual teamwork and team building processes that are relevant to that evolution. Effectiveness in managing projects depends on these factors and is investigated in this work by means of educational data mining as they can help to build more effective learning and operating procedures. The conclusions from this study can help higher education course designers as well as teachers and students by making apparent the influence of smarter strategies in the learning process. In fact, the same benefits will help practitioners too, as they can improve their continuous learning procedures and adjust their project management policies and strategies.

A Study of Attitude of Student and Educators towards ICT

2009 ◽  
Vol 5 (2) ◽  
pp. 157-171
Author(s):  
Bijoy K. Thomas
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Communication Technologies ◽  
The Internet ◽  
Factors Affecting ◽  
Teachers And Students ◽  
Ict Tools ◽  
Increase Productivity ◽  
Major Factors ◽  
Learning With Technology

Technology offers the opportunity to change the roles that teachers and students have traditionally played. With technology dispersing information, teachers are free to coach and facilitate students learning. With technology monitoring, students become active and effectively acquire new skills. Educational access to ICT tools, applications, networks and media worldwide has grown dramatically. Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Overall attitude of Student Teachers and Teacher Educators was high but attitude is based on certain factors.  Major factors were availability and access of Internet.  Besides this awareness about the benefits of new communication technologies, access such as computers and connectivity, the language barriers in using Internet and motivation to use information available on the Internet are also considered as the factors affecting the usage of online education. 

scholarly journals Learning Innovation Management on Effective Classes at SMPIT Cordova Samarinda

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (2) ◽  
pp. 225-236
Author(s):  
Zaenab Hanim ◽  
Masyni Masyni ◽  
Rahmad Soe`oed ◽  
Siti Nor Asiah
Keyword(s):  
Time Allocation ◽  
Innovation Management ◽  
Day School ◽  
Effective Learning ◽  
Teacher Qualification ◽  
Teachers And Students ◽  
Research Findings ◽  
Management Functions ◽  
Effective Output

The research is intended to find out (1) the concept of learning innovation, (2) the implementation of learning innovation management functions, (3) the implication of learning innovation management, and (4) obstacles and solutions of the implementation of learning innovation management at effective classes at Integrated Islamic Secondary School (SMPIT) Cordova Samarinda. This research used a qualitative approach with case study and the data was collected through deep interview, observation and documentation. The informans of the research are the head and his vice of the foundation, coordinator of the effective classes, teachers and students. The data was analysed by using descriptive technique. For the research findings, it was  found that (1) the concept of learning innovation for effective classes is built through middle input with an effective learning process and produces an effective output; (2) the implementation of learning innovation management functions of effective classes was carried out through planning design by determining input sellection standard, an effective process standard, an effective output standard, learning innovation organization through enriched curriculum, time allocation, teachers’ roles and duties, learning  sources,  learning innovation  through moving class, a standardized teachers, IT-based management, full day school program, and  three evaluations of learning innovation, namely test and non-test with mastery learning standard, and high competition class assessment; (3) the implication of learning innovation management covers integrated learning management system, better teacher qualification standard, and increase school reputation; and (4) obstacles and solution disrupt the implementation of learning innovation management of effective classes at SMPIT Cordova Samarinda.

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