scholarly journals A Learning Community Approach for Post-Secondary Large Lecture Courses

2018 ◽  
Vol 3 ◽  
Author(s):  
Steven P. Ehrlick ◽  
James Slotta
Keyword(s):  
Learning Community ◽  
Post Secondary ◽  
Community Approach ◽  
Large Lecture ◽  
Lecture Courses

Implementasi Pembelajaran Kontekstual berpendekatan Learning Community pada Bidang Studi Fiqh dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa MI Mambaul Hidayah Mengelo Sooko Mojokerto

2018 ◽  
Vol 1 (2) ◽  
pp. 57
Author(s):  
Masadah Masadah
Keyword(s):  
Learning Community ◽  
Descriptive Analysis ◽  
Visual Presentation ◽  
Contextual Learning ◽  
Learning Motivation ◽  
Human Beings ◽  
Action Execution ◽  
Average Value ◽  
Community Approach ◽  
Motivation And Achievement

Education is a conscious and systematic effort not only to humanize human beings but also for human beings to realize their position as khalifatullah fil ardhi, which in turn will increasingly increase itself to be a pious, faithful, knowledgeable and virtuous man. In general the problems formulated in this research is whether Implementation of Contextual Learning with Learning Community approach can improve student's motivation and achievement in FIQH study field? How Implementation of Contextual Learning has a Learning Community approach that can improve students' motivation and achievement in FIQH? Field. This research was conducted in Mojokerto Regency, precisely at MI Mambaul Hidayah Mengelo Sooko Mojokerto. This research is a classroom action research with collaborative type. This research phase follows a model developed by Kemmis and Taggart, which is a spiral cycle that includes planning activities, action execution, observation, and reflection. The data collection techniques used are: (1) observation; (2) measurement of learning result test; and (3) documentation. Data obtained from the action are then analyzed. Qualitative data consisting of observation and documentation are analyzed qualitatively, while data collected in the form of numbers or quantitative data, simply by using descriptive analysis and visual presentation. Based on the results of research that has been implemented can be concluded that the Implementation of Contextual Learning with Learning Community approach can improve student's motivation and achievement in the field of FIQH study. From the data in the field shows that there is an increase in student learning motivation that the initial average value of pre-test of 20 increased to 24 or about 20% in cycle I, in cycle II more increased to 31 or about 55%, and in cycle III the more increased to 45 or about 125%. Level of increase between cycle I with cycle II about 29%, between cycle II with cycle III about 45%, between cycle III with cycle I about 87%. With the increase of students' learning motivation, their learning achievement also increased, whereas the average value of pre test of 6.60 increased to 6.84 or about 4% in cycle I, in cycle II more increased again to 7.75 or about 17 %, and in cycle III it increases to 8.80 or about 35%. The level of improvement between cycle I with cycle II is about 13%, between cycle II with cycle III about 15%, between cycle III with cycle I about 30%.

Keeping Students on Track to Postsecondary Success: Learnings from the Pathways to Adult Success (PAS) Initiative

2020 ◽  
Vol 122 (14) ◽  
pp. 1-24
Author(s):  
Joanna Hornig Fox ◽  
Robert Balfanz
Keyword(s):  
High School ◽  
Learning Community ◽  
Early Warning ◽  
High School Graduation ◽  
Early Warning Systems ◽  
Data Systems ◽  
Warning Systems ◽  
Post Secondary ◽  
Postsecondary Success ◽  
School Graduation

Background/Context Over the past decade early warning systems which use predictive indicators to identify students in need of additional supports to stay on track to high school graduation have spread from a few schools to most states. There is now a growing interest in extending the utility of early warning systems from high school graduation to post-secondary readiness. Purpose/Objective/Research Question/Focus of Study Report on initial findings and insights from a three year effort to build a learning community of early adopters of early warning systems for high school graduation to figure out how they can be extended to keep students on track to post-secondary success. Intervention/Program/Practice A key outcome of the learning community which included 150 representatives of K-12 local and state school systems, as well as non-profits and institutions of higher education was the development a framework for keeping students on track to post-secondary success, called Pathways to Adult Success which has four main components (1) how to use Early Warning Systems to support postsecondary success, (2) how to provide better postsecondary navigation and guidance supports to all students, (3) how to develop cross-sector collaborations, and (4) how to improve data use and data systems. Research Design Participant-observation supported by interviews and surveys Conclusions/Recommendations The PAS learning community assembled a multi-part framework of recommendations and guideposts to help states, schools, and districts increase and improve pathways to adult success for all youth. This framework extends the early warning approach to support bridges to postsecondary outcomes, while acknowledging the need to improve and expand navigation and guidance supports for all students, and to increase cross-sector collaborations to improve and expand existing pathways. Finally, it stresses the power of and need for data, data systems, and data use to drive all elements of the Framework. The remaining challenge will be creating the conditions which enable its widespread implementation.

scholarly journals Introducing Backchannel Technology into a Large Undergraduate Course | Introduction d’une technologie d’arrière-plan dans un vaste cours de premier cycle

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Ruth Neustifter ◽  
Tuuli Kukkonen ◽  
Claire Coulter ◽  
Samantha Landry
Keyword(s):  
Mobile Devices ◽  
The Other ◽  
Online Surveys ◽  
Course Content ◽  
Large Lecture ◽  
Class Discussions ◽  
Premier Cycle ◽  
Lecture Courses ◽  
Student Questions ◽  
Grade Average

Backchannel technology can be used to allow students in large lecture courses to communicate with each other and the instructor during the delivery of lecture content and class discussions. It can also be utilized by instructors to capture, summarize, and integrate student questions, ideas, and needs into course content both immediately and throughout the course. The authors integrated backchannel software in one of two sections of a course, leaving the other section as a control; combined, the two sections contained a total number of 871 students. Data was gathered comparing both groups using online surveys and semester grades; results showed that the section using backchannel software had higher class satisfaction and perception of engagement, used their mobile devices more for accessing class content, felt more comfortable participating in class discussions, and had a higher grade average than the section that did not. The authors also explore their own experiences of finding, integrating, and maintaining backchannel technology. La technologie d’arrière-plan peut permettre aux étudiants de grands cours magistraux de communiquer les uns avec les autres et avec l’instructeur durant le cours et les discussions en classe. Les instructeurs peuvent aussi l’utiliser pour saisir, résumer et intégrer les questions, idées et besoins des étudiants dans le contenu du cours, et ce, immédiatement et pendant toute la durée du cours. Les auteurs ont intégré un logiciel d’arrière-plan dans l’une des deux sections d’un cours, faisant de l’autre section son groupe témoin. Ensemble, les deux sections comprenaient 871 étudiants. Des données ont été recueillies pour comparer les deux groupes à l’aide de sondages en ligne et des notes du trimestre. Les résultats ont démontré que la section utilisant le logiciel d’arrière-plan avait une plus grande satisfaction et une meilleure perception de l’engagement, que ses étudiants se servaient de leurs appareils mobiles pour accéder à davantage de contenus, se sentaient plus à l’aise de prendre part aux discussions en classe et avaient une moyenne plus élevée que ceux du groupe qui n’avait pas accès au logiciel. Les auteurs explorent également leurs propres expériences pour trouver, intégrer et entretenir la technologie d’arrière-plan.

scholarly journals A Case of a Partnership Academy Small Learning Community Model on Student Outcomes

2008 ◽  
Vol 3 (1) ◽  
pp. 73-88
Author(s):  
Sheila Folan ◽  
Cary J. Trexler
Keyword(s):  
High School ◽  
Learning Community ◽  
Case Study Research ◽  
Small Learning Community ◽  
Secondary Effects ◽  
School Class ◽  
Post Secondary ◽  
Community Model ◽  
High School Class

Many students are experiencing disconnect from their large, seemingly impersonal high schools. This case study research explored a post-high school class cohort's perceptions of an academy environment. The study examined the nature of its connection to academic, behavioral and post-secondary effects by utilizing a treatment group of academy students and a comparison group of non-academy students. The study found that students within academies experienced a greater sense of high school community than non-academy students. Differences were also found in post-secondary endeavors including greater participation by academy students in college, the workforce and career/technical areas.

scholarly journals Investigating the Relationship between Residence Learning Community Participation and Student Academic Outcomes in a Canadian Institution

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Justine O Hobbins ◽  
Mildred Eisenbach ◽  
Kerry L Ritchie ◽  
Shoshanah Jacobs
Keyword(s):  
Learning Community ◽  
Graduation Rates ◽  
Academic Outcomes ◽  
The United States ◽  
Retention Rates ◽  
First Year ◽  
Comprehensive University ◽  
Post Secondary ◽  
Residential Living ◽  
The Relationship

This study investigated the relationship between residential living scenario and first year grades, second year retention, and 5-year graduation rates of students at a Canadian comprehensive university. We compared the academic outcomes of students living in residence learning communities (RLCs) to those in other living scenarios (traditional residences and off-campus). RLCs have been shown to be positively associated with student academic outcomes in the United States; however, the data to support RLCs in Canada is non-existent. A longitudinal observational study was conducted to analyse the academic outcomes of a complete cohort of students (n=4805) who lived in RLCs (18%) and non-RLCs (82%). Results indicated that RLC students, on average, achieved higher first year averages, 2nd year retention rates, and 5-year graduation rates relative to non-RLC students, thereby contributing to the goals of post-secondary institutions to attract and retain their students through to graduation. Cette étude examine la relation qui existe entre le scénario où les étudiants vivent en résidence et les notes obtenues en première année d’études, la rétention en deuxième année et l’obtention des diplômes en cinquième année dans une université canadienne polyvalente. Nous avons comparé les résultats académiques d’étudiants qui vivaient dans des communautés d’apprentissage en résidence (CAR) et ceux des étudiants qui vivaient selon d’autres scénarios (résidence traditionnelle et hors campus). Il a été prouvé qu’aux États-Unis, les CAR sont associées favorablement aux résultats académiques des étudiants. Toutefois, les données pour soutenir les CAR au Canada sont inexistantes. Une étude d’observation longitudinale a été menée pour analyser les résultats académiques d’une cohorte complète d’étudiants (n=4805) qui vivaient dans une CAR (18 %) et ceux d’étudiants qui vivaient autrement (82 %). Les résultats ont indiqué qu’en moyenne, les étudiants qui vivaient dans une CAR avaient obtenu de meilleures notes en première année, avaient réalisé un taux de rétention supérieur en deuxième année et un meilleur pourcentage d’obtention de diplômes en cinquième année, par rapport aux étudiants qui ne vivaient pas dans une CAR, ce qui contribue à répondre aux objectifs des établissements d’enseignement post-secondaire d’attirer et de retenir leurs étudiants jusqu’à que ceux-ci obtiennent leur diplôme.

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