scholarly journals Teachers Experiences on Blended Learning: a Case Study of a Group of Secondary School Teachers in Malaysia and Indonesia

2021 ◽  
Vol 7 (4) ◽  
pp. 767
Author(s):  
Susruhiyatun Hayati ◽  
Youdi Armansah ◽  
Siti Farah Adilah Binti Ismail
Keyword(s):  
Secondary School ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Mediated Learning ◽  
School Teachers ◽  
Good Opportunity ◽  
Teachers Experiences

The purpose of this study is to identify the experiences and challenges of teachers in using the blended learning method during the teaching and learning process. This study used a case study method with a qualitative approach. This case study was conducted through interview with 6 of respondents involves the group of secondary school teachers from Malaysia and Indonesia. The instrument used is open-ended questions. The collected data were analyzed using descriptive. The results showed that the blended learning environment was built with a combination of face-to-face and online sessions. This case study found common challenges that was faced by teachers are the students’ lack of devices and equipment. From the results, teachers explained how dissatisfied they were in order to deliver information towards their students. Teachers' experiences of engaging the students in a blended learning class by getting attention and students interest with fully applying technology. Practice with technology-mediated learning creates challenges that must be taken into account when planning and implementing integrated teaching and learning. The challenges that the teachers face in engaging the students in a blended learning class from 3 factors: First factor from environmental factors is lack of internet connection so that it hinders the blended learning process, second  factors that come from students are lack of students' interest and student motivation, take a lot more time, students lazy during online class, students pay less attention and maintain consistency of participants in the class, and  the last factor that comes from the teacher is unable to be assessed students task. However, it provides a good opportunity to enhance student learning using blended learning methods.

scholarly journals The Impact of School’s Resource Center on Teaching and Learning Process

2011 ◽  
Vol 3 (1) ◽  
pp. 14-18
Author(s):  
Hamidah Hamidah ◽  
Abd Razak . ◽  
Yunus .
Keyword(s):  
Secondary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Sample Selection ◽  
School Teachers ◽  
Resource Center ◽  
Factors Influencing ◽  
The Impact ◽  
Reading Interest

The general objective of this study is to examine the impact of School’s Resource Center (SRC) on teaching and learning process among secondary school teachers. The specific objectives are; to identify factors influencing the utilization of the SRC and the problems associated with it. In general, 100 school teachers from three secondary schools in Tanjung Malim, Perak were selected as our respondents. Sample selection was made based on purposive sampling and the data obtained were processed by using quantitative method. The results obtained reported that, on average teachers used the SRC twice a week. The reasons for the usage are; to make use the printing and non-printing media available at the SRC, and to participate in various activities and programs organized at the center. In terms of problems, there was no indication on the presence of any serious problem except the SRC should sustain its resources. In particular, the SRC must continuously upgrade the collections of printing and non-printing media with most updated and contemporary issues. Apart of that, the SRC must make available technical assistant(s) to help out the SRC users (students and teachers) anytime needed. In terms of effect, the utilization of SRC encourages group study among students and this approach not only helped to improve students understanding and to inspire their reading interest, but also offered motivation to students in understanding the content of a particular subject better.

scholarly journals Challenge of Integrating Tawhid in Science and History

2021 ◽  
Vol 2 (1) ◽  
pp. 44-51
Author(s):  
Riski Munandar Hutapea ◽  
M Husnaini ◽  
Tahraoui Ramdane Murad
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Teaching Science ◽  
School Teachers ◽  
Islamic Schools ◽  
Ultimate Objective ◽  
Purposive Sample

This study aimed to highlight the challenge that Secondary School teachers face in integrating the Islamic concept of tawhid in teaching science and history subjects. The research employed a qualitative design using a case study and collect data. A purposive sample consisting of 5 teachers from Al-Amin Islamic Secondary School was selected based on teaching experience. The teachers were interviewed according to a theme-based strategy, and collected data was transcribed and analyzed accordingly. Findings have shown that integrating tawhid in the subjects of Science and History is an aim that teachers in Islamic schools in Malaysia hope to achieve. However, obstacles and challenges continue to hinder their efforts. Theoretical and practical propositions and recommendations to make this aim achievable, such as revisiting the concept of tawhid integration, enhancing teachers' creativity skills in the classroom, and providing relevant training programs by school authorities, would undoubtedly help attain their ultimate objective.

“Green” Teaching and Learning in Schools

2015 ◽  
pp. 183-193
Author(s):  
Jack Blendinger ◽  
Leigh Ann Hailey ◽  
Donna Shea
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Learning Culture ◽  
Environmental Conservation ◽  
School Teachers

This chapter addresses the importance of shaping the school's teaching and learning culture to exert a powerful influence on students in regard to environmental conservation. The chapter presents 19 successful and practical examples of “teaching green” in action contributed by practicing elementary and secondary school teachers. How to contact the contributors is also provided in the chapter.

scholarly journals Investigating boredom among EFL teachers

ExELL ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 57-80
Author(s):  
Dino Dumančić
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Instructional Quality ◽  
Emotion Regulation Strategies ◽  
School Teachers ◽  
Teachers Experiences ◽  
Efl Teachers ◽  
Regulation Strategies ◽  
Primary And Secondary School

Abstract The aim of this qualitative study was to investigate boredom among Croatian primary and secondary school teachers of English. The data was gathered by means of an open-ended survey that focused on the teachers’ experiences with classroom boredom. The findings pointed to different causes of boredom in the Croatian FLT context, such as grammar tasks and uninteresting subject matter. Croatian teachers reported various manifestations of boredom, i.e. cognitive and motivational, as well as diverse emotion regulation strategies employed, such as introducing new content or engaging in physical activity. Majority of the teachers stated that boredom did not affect their instructional quality, however there were those who reported having observed adverse effects in their classrooms.

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