scholarly journals Analysis of Different Digital Alternatives as Teaching Tools to Improve the Teaching–Learning Process

Knowledge ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 75-82
Author(s):  
Victor Perez-Puyana ◽  
Mercedes Jiménez-Rosado ◽  
Alberto Romero
Keyword(s):  
Learning Process ◽  
Digital Tools ◽  
Teaching Process ◽  
Face To Face ◽  
Teaching Tools ◽  
Virtual Tools ◽  
Virtual Laboratories ◽  
Teaching Learning ◽  
Current Paradigm ◽  
Interesting Alternative

Virtual tools are frequently used in education. Among them, the use of virtual laboratories could be an interesting alternative to strengthen the practical concepts of the students, especially in the current paradigm in which the presence of students is often not possible. For this reason, the aim of this study was to analyse the use of different digital tools for the improvement of the teaching process during the COVID-19 pandemic period. To this end, a comparison of the application of different digital alternatives was carried out, evaluating the differences found with previous teaching courses. The results indicate that, although students welcome these activities, they cannot replace face-to-face practices, being considered as a complementary activity.

scholarly journals LEARNING OPHTHALMOLOGY DURING THE COVID-19 PANDEMICS: IS REMOTE LEARNING APPLICABLE?

2021 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Clinical Skills ◽  
Active Role ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Teaching Learning ◽  
Two Stages ◽  
The University ◽  
Remote Learning

During the COVID-19 pandemic, there was a need to adopt a pedagogical approach that complies with distancing standards, without harming the student's teaching-learning process. In this context, the search for tools that were effective for this period began, one of which was Remote Learning (RE). This paper seeks to report the experience of using RE as a teaching method for Ophthalmology. The experience was carried out with students from the Liga da Visão (LIVISA) at the Universidade de Fortaleza, through two stages: asynchronous virtual activities, aimed at the development of clinical skills, and synchronous theoretical classes, in partnership with academic residents, from an Ophthalmology service. Under this proposal, LIVISA's mentor had the challenge of continuing the activities in the RE modality, following the methodology already applied at the University, problem-based learning (PBL). In view of this, the proposition of clinical cases was fundamental to instigate the student to acquire knowledge and stimulate clinical reasoning, based on ophthalmological situations, allowing a more active role for the student. The transposition of Ophthalmology teaching to LIVISA students, from face-to-face to remote, was essential to keep the group cohesive.

scholarly journals Applying Board Race Game to Increase Students’ Vocabulary Mastery in Uttayan Suksa Krabi School, Thailand

2019 ◽  
Vol 2 (2) ◽  
pp. 101-110
Author(s):  
Risa Octaviani ◽  
Ika Handayani ◽  
Welliam Hamer
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Alternative Media ◽  
Fifth Grade ◽  
Average Score ◽  
Teaching Process ◽  
Fifth Grade Students ◽  
Post Test ◽  
Teaching Learning ◽  
Academic Year

The aim of this research was to know the increase of students’ vocabulary mastery by using board race game for fifth grade students of Uttayan Suksa Krabi School, Thailand in the academic year 2018/2019. The method used in this research was collaborative classroom action research. The researchers conducted this research from December 2018 until March 2019 in Uttayan Suksa Krabi School, Thailand. In collecting the data, the researchers used observation, test, and documentation. The tests were given in pre-test, post-test 1 and post- test 2. The researchers analyzed the average score of each test to find out the increase of students’ vocabulary mastery after the action was conducted. After the researchers have conducted the action, the students’ vocabulary mastery has increased optimally. It could be seen from the score of pre-test that showed 55.3, post-test 1 was 68.6, and post-test 2 was 85.6. After applying the action, the researchers were able to solve the problem in increasing students’ vocabulary mastery. The students were able to pronounce, memorize and understand the words based on the context. By using Board Race game in teaching vocabulary, the students could easily understand and memorize the spelling of the new vocabulary. In the teaching process, when the researcher as teacher used game, the students were enthusiastic and enjoyed during teaching learning process. It can be concluded that board race game can increase students’ vocabulary mastery. It is suggested to use board race game as the alternative media in teaching learning English.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

scholarly journals Una experiencia de aprendizaje en en nuevo contexto del EEES : el caso del Webinar de SICODINET sobre modelización con hoja de cálculo para la información de gestión empresarial

2007 ◽  
pp. 81
Author(s):  
Begoña González Pérez ◽  
Enrique López González ◽  
Cristina Mendaña Cuervo
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
European Higher Education Area ◽  
Face To Face ◽  
New Information ◽  
Information And Communication ◽  
European Higher Education ◽  
Teaching Learning

Los cambios en la educación universitaria que propicia el Espacio Europeo de Educación Superior implican nuevas adaptaciones en el proceso de enseñanza-aprendizaje ya que el objetivo primordial pasa a ser"aprender a aprender. En este contexto, se necesitan nuevos medios que faciliten el desarrollo de tales cambios, que permitan realizar actividades adicionales a la enseñanza presencial. Así, las nuevas Tecnologías de la Información y la Comunicación constituyen herramientas que posibilitan tales transformaciones. En este sentido, tos Espacios Virtuales de Aprendizaje (EVA) posibilitan la creación de comunidades sociales donde se intercambian conocimientos. Este trabajo se centra en el EVA SICODINET que se ha diseñado en torno a las asignaturas del perfil de Contabilidad de Costes y de Gestión de la Universidad de León. Concretamente se profundiza en la experiencia del seminario en línea (Webinar) sobre hoja electrónica de cálculo celebrado durante tres años, sus características, la metodología seguida, los resultados obtenidos y las lecciones aprendidas con esta iniciativa.<br /><br />The European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this senseThe European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this sense the creation of social communities where knowledge is exchanged. This paper analyzes the VLS SICODINET which has been designed around Cost and Management Accounting subjects in the University of León. Specifically the Web-based seminar (Webinar) about spreadsheet is studied in depth: it has been held for three years and its characteristics, the followed methodology, its results and the lessons learnt from this initiative are explained.

scholarly journals ANALISIS PENGARUH KEPUASAN MAHASISWA TERHADAP PROSES PEMBELAJARAN SECARA E-LEARNING

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Haryadi Sarjono
Keyword(s):  
Learning Process ◽  
Teaching Process ◽  
Descriptive Research ◽  
E Learning ◽  
Direct Input ◽  
Teaching Learning ◽  
Descriptive Survey ◽  
Research Show

<p class="Pendahuluan">One of the strategies in improving satifaction of clients is getting direct input from customers (which in this case, students of Management Departement, UBM) through questionnaires on the process of studying by e-learning. The type of this research is descriptive research which makes use of a descriptive survey. The results of this research show that the majority of customers are not satified on some aspects of studying by e-learning. The biggest gap there is in indicator 7, namely the lecturers are lazy in using e-learning for the teaching-learning process. By using Cartesius diagram, it is found that the indicators in quadrant A are 6,7 and 11, for quadrant B: 1, 4, 5, 9, 10 and 12, while for quadrant C: 2, 3, and 8. There is no indicators in quadrant D.</p><p class="Pendahuluan"> </p><p class="Pendahuluan">Keywords : Customer Satifaction, Cartesius Diagram, Teaching Process, E-learning.</p>

Model for an Interaction Assessment Strategy in Hybrid Learning Including Web 2.0 Resources

2010 ◽  
pp. 450-465
Author(s):  
Raquel Hijón-Neira ◽  
Angel Velázquez-Iturbide ◽  
Jonay Rodríguez-Martín
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Data Model ◽  
Hybrid Learning ◽  
Face To Face ◽  
Assessment Strategy ◽  
Teaching Learning ◽  
The Web ◽  
The Way

Who being a Hybrid Learning teacher in the Web 2.0 era has not made him/herself ask this question: “Are students working effectively while they are not in face to face class?” Sometimes the questions are asked but he/she does not have the knowledge to create an Interaction Assessment Strategy that could provide this information. The authors present in this chapter a Model that provides the steps and data that should result in a much better teaching/learning process. Thus, the Model presents the questions that should be made, the data model that should be worked on, the visualizations that should better fit each type of data and the process of analysis teachers could make to improve different features, such as: the way of presenting information to the students through the year, prevent students’ dropping outs and failures, and generally improve the pace of teaching.

Professors’ perceptions and teaching-learning strategies during social isolation motivated by COVID-19

2021 ◽  
Vol 20 ◽  
pp. e3133
Author(s):  
Daniela Carine Schmitt ◽  
Diones Kleinibing Bugalho ◽  
Silvana Dalmutt Kruger
Keyword(s):  
Learning Strategies ◽  
Social Isolation ◽  
Teaching Strategies ◽  
Learning Process ◽  
Face To Face ◽  
The Social ◽  
Teaching Cases ◽  
Teaching Learning ◽  
Isolation Period

The purpose of this text is to identify the main strategies of the teaching-learning process, as well as the perceptions of professors during the period of social isolation in the context of the pandemic generated by Covid-19. The study sample consists of 52 professors from the Administration, Accounting, and Economic Sciences courses, working in four higher education institutions in the southern region of Brazil. The survey carried out through a questionnaire comprising 32 questions, collected the respondents' identification, the perceptions of the teaching process, and the teaching-learning strategies used from the insertion of classes remotely as an alternative in the social isolation period. As data treatment, descriptive statistics, and the Mann-Whitney statistical test were used, the analysis is quantitative. The results show that, for 96% of those surveyed, the disciplines took place remotely; 92% indicate pedagogical adaptations, and 76% responded that the institution offered training. The main teaching strategies used in the period of social isolation are: expository classes with the presentation of content on slides (98%); exercises with resolution (90%); case study (69%); and content-oriented research/reading (52%). The statistical analysis shows that professors who used problematization/teaching cases, debates, and games believe they have achieved the teaching-learning objectives. In the perception of 54% of professors, classes held remotely do not represent losses in students' teaching-learning process and have achieved their objectives. In general, the results demonstrate adaptation of face-to-face classes to the remote format. The findings suggest the importance of inserting technologies as teaching strategies, regardless of whether the model is face-to-face or not.

scholarly journals Emotions in the Teaching/Learning Process

2012 ◽  
Vol 8 (1-2 (10)) ◽  
pp. 99-103
Author(s):  
Gayane Shmavonyan ◽  
Lili Karapetyan
Keyword(s):  
Learning Process ◽  
Emotional Labor ◽  
Teaching And Learning ◽  
Positive Emotions ◽  
Language Teachers ◽  
Emotional Understanding ◽  
Teaching Process ◽  
Emotional Factors ◽  
Teachers And Students ◽  
Teaching Learning

Emotions play a great role in our daily life, as well as in the teaching process which is closely connected with the emotional sphere of life since teaching is an emotional practice involving emotional understanding, as well as emotional labor. Being in the center of the teaching process, emotions should be paid due attention to in the language classroom since they lead to a better understanding of classroom interactions and more satisfying educational experiences for both language teachers and students. The paper explores the role and significance of students’ and teachers’ emotions in language teaching and learning, as well as the emotional factors that influence the teaching/learning process. It also suggests some strategies for enhancing positive emotions.

scholarly journals DIFERENTES ABORDAGENS METODOLÓGICAS NO ENSINO DE GENÉTICA PARA A EDUCAÇÃO BÁSICA

2020 ◽  
Vol 9 (11) ◽  
pp. 1-20
Author(s):  
Matheus Ortega COLA ◽  
Andreia Estela Moreira SOUZA
Keyword(s):  
High School Students ◽  
Student Teachers ◽  
Primary Education ◽  
Learning Process ◽  
Difficulty Level ◽  
Limiting Factor ◽  
School Students ◽  
Teaching Process ◽  
Methodological Approaches ◽  
Teaching Learning

A genética constitui subárea central da biologia, cuja compreensão é necessária para entendimento e interligação entre diversos conteúdos. Embora os temas de genética estejam presentes em nossa vida cotidiana, a abstração dos conteúdos torna difícil sua assimilação, desmotivando alunos a aprendê-los e professores a ensiná-los. O presente trabalho teve como objetivo aplicar diferentes abordagens metodológicas facilitadoras do processo de ensino e aprendizagem em genética. A pesquisa foi descritiva de campo e quali-quantitativa. A amostra foi composta por 12 alunos do 1º Ano do ensino médio de uma escola estadual e 21 professores da educação básica. Foram formulados jogos, materiais didáticos e aulas práticas. Após a execução das metodologias, foram aplicados pré e pós-testes para verificação da aprendizagem. A partir da análise de dados, observou-se maior porcentagem de acertos nos pós-testes evidenciando que as metodologias aplicadas favoreceram o processo de ensino aprendizagem. Os docentes relataram que genética é a disciplina com maior dificuldade de ensino em biologia e que as limitações para aplicar estratégias diversificadas são o controle da sala, o tempo para preparo da aula e a sua duração. A rotina do professor também faz parte do processo, devendo a educação ser repensada no seu contexto global focando aluno, professor e ambiente escolar, com valorização do magistério, aumento de recursos destinados a escolas e a programas de formação e capacitação docente. A partir deste trabalho, foi possível concluir que a utilização de diferentes metodologias de genética auxilia no processo de aprendizagem e torna as aulas mais atrativas, propiciando gosto pelo aprender.   DIFFERENT METHODOLOGICAL APPROACHES TO GENETICS TEACHING FOR PRIMARY EDUCATION   ABSTRACT Genetics is a biology central subarea, in which its comprehension is necessary to understand and interconnect several subjects. Although the genetics topics are present on a daily basis, the content abstraction makes their understanding difficult, demotivating either students to learn or teachers to teach.  The present paper aims to apply different methodological approaches facilitating the genetics teaching process. It was descriptive, qualitative, and quantitative field research. The sample comprised 12 freshman high school students at a public school, and 21 primary education teachers. Games, didactic material, and practice were developed. After applying the methodologies, pre-tests and post-tests were applied to verify the learning process. Drawing on data analysis, it was observed a higher percentage of success for post-tests, highlighting that the methodologies that were applied benefited the teaching-learning process.  Teachers reported that genetics is the subject with the highest difficulty level when teaching biology, student’s misbehavior in class is a limiting factor for them when applying strategies, as well as the lesson planning, and class duration. Teacher’s routine is also part of the process, education might be re-evaluated in a global context focusing on the student, teachers, and the school environment, teaching appreciation, increase in the resources allocated to schools, and training programs for teachers. In light of this paper, it was possible to conclude that the use of different methodologies to genetics teaching help in the learning-teaching process, making classes more appealing and arousing interest to learn.   Keywords: Genetics. Methodology. Ludic. Practice. Teaching. Learning.

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