scholarly journals COVID-19 Inspired a STEM-Based Virtual Learning Model for Middle Schools—A Case Study of Qatar

2021 ◽  
Vol 13 (5) ◽  
pp. 2799
Author(s):  
Azza Abouhashem ◽  
Rana Magdy Abdou ◽  
Jolly Bhadra ◽  
Nitha Siby ◽  
Zubair Ahmad ◽  
...  
Keyword(s):  
Swot Analysis ◽  
Learning Model ◽  
Feedback Mechanism ◽  
Qualitative Assessment ◽  
Digital Learning ◽  
Stem Learning ◽  
Instructional Tools ◽  
Student Centered ◽  
Learning Productivity ◽  
Online Simulations

An unprecedented turn in educational pedagogies due to the COVID-19 pandemic has significantly affected the students’ learning process worldwide. This article describes developing a STEM-based online course during the schools’ closure in the COVID-19 epidemic to combat the virtual science classroom’s limitations that could promise an active STEM learning environment. This learning model of the online STEM-based course successfully developed and exercised on 38 primary–preparatory students helped them to overcome the decline in their learning productivity. Various digital learning resources, including PowerPoint presentations, videos, online simulations, interactive quizzes, and innovative games, were implemented as instructional tools to achieve the respective content objectives. A feedback mechanism methodology was executed to improve online instructional delivery and project learners’ role in a student-centered approach, thereby aiding in the course content’s qualitative assessment. The students’ learning behavior provided concrete insights into the program’s positive outcomes, witnessing minimal student withdrawals and maximum completed assignments. Conclusions had been drawn from the course assessment (by incorporating both synchronous and asynchronous means), student feedback, and SWOT analysis to evaluate the course’s effectiveness.

Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?

2021 ◽  
pp. 1206-1227
Author(s):  
Aweke Shishigu ◽  
Kassa Michael ◽  
Mulugeta Atnafu
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Digital Learning ◽  
Pedagogical Practice ◽  
Instructional Tools ◽  
Student Centered ◽  
Digital Learning Environment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Improved Learning

As the nexus between personalized learning and technology-mediated learning, self-regulated learning is a topic of great research interest and a range of issues are still open for investigation. There is a substantial interest in the instructional tools supporting SRL in digital learning environment. In this chapter, the authors present an empirical evidence of self-regulated learning experiences dwelled in a blended learning environment in higher education. In this particular context, the experiences obtained from two intervention groups who engaged in the same blended learning course were examined. The purpose is to provide an insight regarding the current trajectories of learning in terms of student-centered approach with relation to emerging pedagogical practice. Results show that pedagogical approach does not guarantee a pleasingly improved learning; rather, there is a need for additional mechanism that might raise students' interest. Subsequently, imperative implications for educators, researchers, and curriculum developers are forwarded.

Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?

2019 ◽  
pp. 44-70
Author(s):  
Aweke Shishigu ◽  
Kassa Michael ◽  
Mulugeta Atnafu
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Digital Learning ◽  
Pedagogical Practice ◽  
Instructional Tools ◽  
Student Centered ◽  
Digital Learning Environment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Improved Learning

As the nexus between personalized learning and technology-mediated learning, self-regulated learning is a topic of great research interest and a range of issues are still open for investigation. There is a substantial interest in the instructional tools supporting SRL in digital learning environment. In this chapter, the authors present an empirical evidence of self-regulated learning experiences dwelled in a blended learning environment in higher education. In this particular context, the experiences obtained from two intervention groups who engaged in the same blended learning course were examined. The purpose is to provide an insight regarding the current trajectories of learning in terms of student-centered approach with relation to emerging pedagogical practice. Results show that pedagogical approach does not guarantee a pleasingly improved learning; rather, there is a need for additional mechanism that might raise students' interest. Subsequently, imperative implications for educators, researchers, and curriculum developers are forwarded.

scholarly journals The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car

2021 ◽  
Vol 16 (21) ◽  
pp. 100
Author(s):  
Jianxin Liao ◽  
Jingmin Yang ◽  
Wenjie Zhang
Keyword(s):  
Artificial Intelligence ◽  
Tracking System ◽  
Learning Model ◽  
Project Based Learning ◽  
Experimental Result ◽  
Stem Learning ◽  
Student Centered ◽  
Learning Groups ◽  
Learning Group ◽  
Artificial Intelligence Technology

Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model.

Peningkatan Motivasi Hasil Belajar Ekonomi Melalui Model Pembelajaran Student Centered Learning

2019 ◽  
Vol 1 (1) ◽  
pp. 40
Author(s):  
Mastufah Mastufah
Keyword(s):  
Action Research ◽  
Key Words ◽  
Learning Outcomes ◽  
Learning Model ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Scenarios ◽  
Strong Motivation ◽  
Classroom Action Research ◽  
Motivation And Learning

In the process of learning Economics (Accounting) required a certain strategy and strong motivation. Teachers play a very important role, especially in terms of designing learning scenarios. Teachers should be able to choose a learning model that can increase the motivation of learners, in accordance with the characteristics of subjects, and characteristics of learners so that learning can take place optimally. The aim of this classroom action research is to improve the learning of learners using the student centered learning model. This research was conducted in class XI IPS1, MAN 1 Cilegon semester 1, material Posting from Juku Kebuku Besar Journals, post to a subsidiary "using cycles, in this study the author tries to 2 cycles. The results show that in each cycle of understanding the accounting, cycle of a merchandising company on post material from a special journal to the ledger, posting to the auxiliary book, gained increased motivation and learning outcomes. In general it can be concluded that the use of student centered learning model can improve the motivation and learning outcomes of learners. Key words: Student Centered Learning Model, Learn Economics Accounting

A Student-Centered Learning Model

2007 ◽  
Vol 4 (9) ◽  
pp. 628-636 ◽  
Author(s):  
Mihyar Hesson ◽  
Kaneez Fatima Shad
Keyword(s):  
Learning Model ◽  
Student Centered ◽  
Student Centered Learning

scholarly journals Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurul Izzah ◽  
Venny Mulyana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Stem Education ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

scholarly journals Analysis of Multi-Element Blended Course Teaching and Learning Mode Based on Student-Centered Concept under the Perspective of “Internet+”

2020 ◽  
Vol 8 (1) ◽  
pp. p13
Author(s):  
Yirong Liu ◽  
Xuewei Zhou ◽  
Zhili Zhang ◽  
Xinpeng Xu
Keyword(s):  
Public Service ◽  
Teaching And Learning ◽  
Swot Analysis ◽  
Service System ◽  
Traditional Teaching ◽  
Teaching Mode ◽  
Student Centered ◽  
The Public ◽  
Internet Education ◽  
Blended Course

The integration of Internet and education has changed students’ learning environment and affected their learning behavior, which poses a greater challenge to the traditional teaching mode. Through the SWOT analysis of the “student centered” multi-element blended teaching mode in the era of “Internet + education”, it is concluded that the adaptability of learners themselves and the mismatch between teachers’ educational ideas and this teaching model delay the development of education to a certain extent. Some suggestions are put forward, such as strengthening the supervision and guidance, implementing the teaching and learning model scientifically, improving teachers’ ideology and comprehensive quality, and making full use of the characteristics of Internet opening, sharing and collaboration to construct the public service system and platform of national educational resources.

scholarly journals ANALISIS PROSES PEMBELAJARAN MATEMATIKA PADA MATERI GARIS DAN SUDUT

2020 ◽  
Vol 8 (3) ◽  
pp. 147-152
Author(s):  
SARAH SRI RAHAYU
Keyword(s):  
Learning Process ◽  
Mathematics Learning ◽  
Learning Model ◽  
Qualitative Approach ◽  
Contextual Learning ◽  
Time Constraints ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Plan ◽  
Descriptive Method

This study aims to find out an overview of how the mathematics learning process on lines and angles in class VII SMP YPK 2 Manokwari, the level of teacher readiness, and to obtain an overview of the implementation of student-centered learning through the contextual learning model that takes place at SMP YPK 2. Manokwari on lines and angles. The method used in this research is descriptive method with a qualitative approach. The results showed that (1) The learning process of mathematics at SMP YPK 2, especially in the material of lines and angles, has gone well in accordance with the learning plan that has been made and in accordance with the learning steps, namely introduction, core activities, closing, and evaluation (2 ) The readiness of the teacher in preparing for learning is good (3) The implementation of learning that is centered on students through the contextual learning model has not been fully carried out due to time constraints and differences in the abilities of each student which are not the same as the lack of existing facilities and infrastructure

Examining Students’ Perceived Competence, Gender, and Ethnicity in a Digital STEM Learning Game

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Perceived Competence ◽  
Learning Performance ◽  
Digital Learning ◽  
Stem Learning ◽  
Black African ◽  
Learning Game ◽  
Significant Difference ◽  
And Performance ◽  
Demographic Surveys ◽  
Game Performance

The present study explores how gender, ethnicity, and performance-based perceived competence impact students’ learning, performance, and enjoyment from playing a digital STEM learning game. We had 199 9th-11th grade students play a 2D digital STEM learning game across six science classes. Based on the results of demographic surveys, matched pretests and posttests, and satisfaction questionnaires, we found no interaction between gender and ethnicity for performance-based perceived competence, performance, and enjoyment. We found a significant difference between males and females in performance-based perceived competence and in-game performance both favoring males over females. Among ethnic groups, we found a significant difference with in-game performance favoring White and Hispanic students over Black/African American students. However, the differences in gender and in ethnicity were insignificant once we controlled for both perceived competence and pretest scores. This supports the idea that neither race nor gender truly influence one’s ability to perform in digital learning games.

Sign in / Sign up

Export Citation Format

Share Document