scholarly journals Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Strategic Commitment ◽  
Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

scholarly journals Coping with English for Academic Purposes Provision during COVID-19

2021 ◽  
Vol 13 (15) ◽  
pp. 8642
Author(s):  
Lucas Kohnke ◽  
Andrew Jarvis
Keyword(s):  
Hong Kong ◽  
Collaborative Learning ◽  
Online Teaching ◽  
Qualitative Case Study ◽  
English For Academic Purposes ◽  
Teacher Perspectives ◽  
Case Study Approach ◽  
Study Approach ◽  
University Studies

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.

Active Collaborative Learning Through Remote Tutoring

2016 ◽  
Vol 32 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Austin U. Gehret ◽  
Lisa B. Elliot ◽  
Jonathan H. C. MacDonald
Keyword(s):  
General Chemistry ◽  
Active Learning ◽  
Collaborative Learning ◽  
Hard Of Hearing ◽  
Student Population ◽  
Case Study Approach ◽  
Study Approach ◽  
Exploratory Case Study ◽  
Research Questions

An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in synchronous, remote tutoring for chemistry and biochemistry with students who are D/HH? and (2) Why might active learning be important to include in synchronous, remote tutoring for this student population? Findings included that (a) students approached remote tutoring with the same questions and materials they brought to in-person tutoring and (b) the degree to which tutoring materials could be imbedded into a remote session influenced the session’s efficiency and the ability of students to actively participate in remote tutoring.

scholarly journals Process drama in the classroom

2021 ◽  
Vol XV (1) ◽  
pp. 56-75
Author(s):  
Dearbhla McDonnell ◽  
Aisling O'Boyle
Keyword(s):  
Focus Group ◽  
Qualitative Methodology ◽  
Video Recording ◽  
Process Drama ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Research Journal ◽  
Study Participants

This paper reports on a study of the use of process drama in an international primary school in the Netherlands. The research investigated the extent to which using process drama could develop participation for advanced EAL learners. In addition, we sought to understand pupils’ perspectives. Using a qualitative methodology, we undertook a case study approach focusing on six advanced EAL learner pupils (9-10-year-olds). We implemented the process drama approach during a series of nine science lessons. We collated and analysed Video recording of lessons, the class teacher’s written observations, a research journal, two interviews and a focus group with the case study participants using an arts-based framework of participation, previously employed by Pérez-Moreno (2018). We deployed embodied research methods. The findings suggest that using process drama as a teaching methodology increased participation, but not immediately. In addition, pupils who had not previously spoken out in lessons began to volunteer their ideas. All case study pupils reported that they considered that their participation increased.

scholarly journals How do entrepreneurs learn and engage in an online community-of-practice? A case study approach

2018 ◽  
Vol 37 (7) ◽  
pp. 714-735 ◽  
Author(s):  
Khalid Hafeez ◽  
Pantea Foroudi ◽  
Bang Nguyen ◽  
Suraksha Gupta ◽  
Fathalla Alghatas
Keyword(s):  
Community Of Practice ◽  
Online Community ◽  
Case Study Approach ◽  
Study Approach ◽  
Online Community Of Practice

scholarly journals Fiction Publishing Patterns in the “Wattpad” Online Community

2020 ◽  
Vol 8 (2) ◽  
pp. 190-201
Author(s):  
Siti Herdiani Nurkhodijah ◽  
◽  
Tine Silvana Rachmawati ◽  
Andri Yanto
Keyword(s):  
Online Community ◽  
Qualitative Method ◽  
Research Data ◽  
Case Study Approach ◽  
Publication Process ◽  
Study Approach ◽  
Fiction Writers ◽  
Special Rules ◽  
Objective View

Wattpad is a community website that allows people to find stories from authors of various genres. This study aims to determine the pattern of fiction publishing in the Wattpad online community. This study uses a qualitative method with a case study approach. The research data were obtained through three (3) informants who were productive fiction writers on Wattpad. The results show that the writers on Wattpad get ideas from an open-minded/objective view of many things, the environment, and experiences that are supported by information. The process of publishing starts from creating an account then filling in the details of the story, till publishing it. There are two types of publishing processes, namely the author submits the manuscript to the publisher or publisher who contacts the author. Apart from being published, some have been made into cinema films. This research concludes that writers on Wattpad can get story ideas from anywhere and then develop them into stories, while the publication process on Wattpad has no special rules because everything is based on the author and the existence of publications from Wattpad to other media such as a publishing and being made into cinema films.

scholarly journals Flipping a classroom with a three-stage collaborative instructional model (3-CI) for graduate students

2021 ◽  
pp. 64-80
Author(s):  
Feng-Kuang Chiang ◽  
Zhenhua Wu
Keyword(s):  
Graduate Students ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Essential Elements ◽  
Instructional Model ◽  
Design Strategies ◽  
Case Study Approach ◽  
Study Approach ◽  
Class Time

The flipped classroom is an innovative and increasingly popular pedagogical approach in higher education. It emphasises student learning responsibility, deeper learning, differentiated instruction and more efficient use of class time. However, despite its increasing popularity across disciplines, few studies have elaborated on strategies for implementing a flipped classroom beyond its essential elements. The present study thus proposed a three-stage collaborative instructional model (3-CI), an extension of the classic flipped classroom model. A case study approach was adopted to investigate 3-CI’s effectiveness through students’ perceptions in Research Methods in Educational Technology, with 29 graduate students. Results show that 3-CI increases participants’ satisfaction, engagement and collaboration. Furthermore, 3-CI design strategies, which emphasise collaboration and student-centredness, can help college educators to incorporate the flipped approach into their teaching practice.

scholarly journals Analisis Keterampilan Menceritakan Kembali Teks Ulasang dengan Kolaborasi Metode Flipped Classroom dam Aplikasi Shoology

2020 ◽  
Vol 5 (2) ◽  
pp. 86-96
Author(s):  
Fathia Rosyida ◽  
Yayang Kristiana ◽  
Cahyo Hasanudin
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Analysis Method ◽  
Case Study Approach ◽  
Data Presentation ◽  
Study Approach ◽  
Content Analysis Method ◽  
Class Viii

This study aimed to investigate the structure of reviewed text that was retold by the students in class VIII C of SMP N 1 Cepu, Blora, Indonesia. The teaching and learning process used the flipped classroom method by using schoology apps. This study was qualitative research with case study approach and the total subjects were 28 students. From the total subjects, four students was chosen to be interviewed with a reason that the reviewed texts were in line with the indicators. Technique in collecting the data used observation, test, interview, and documentation. The data was validated by using triangulations of source and method. Technique in analysing the data used content analysis method that was started from 1) data reduction, 2) data presentation, 3) drawing conclusion and verification. The results of study showed that the structure of reviewed text that was retold by the students had been well referred to the Kosasih thery about the structure of reviewed text. The conclusion of the study was the flipped classroom method by using schoology aps was very appropriate to be implemented in the teaching and learning process. This method trained the students to think creatively and independently, they were able to understand the materials given by using schoology apps. 

scholarly journals THE METHOD OF COUNTERACTING RADICALISM IN SCHOOLS: Tracing the Role of Islamic Religious Education Teachers in Learning

2021 ◽  
Vol 45 (1) ◽  
pp. 104
Author(s):  
Syahraini Tambak
Keyword(s):  
High School ◽  
Religious Education ◽  
Teaching Method ◽  
Religious Activities ◽  
Case Study Approach ◽  
Study Approach

<strong>Abstract: </strong>The Researches of radicalism have been widely studied, but the methods to counteract in school have not yet been found. This study aims to explore the methods of Islamic religious education teachers in counteracting radical understanding of students in learning. This research used a case study approach that was carried out for two years in high school in Pekanbaru which conducting interviews with teachers, principals, and students. This research produced a method which the teacher counteracts radicalism in learning are dissemination of understanding and the dangers of radicalism. The examples of them are tolerance and living in harmony, oversee Islamic spiritual activities, companion to religious activities, instilling moderate Islamic teachings, transmitter of Islâm<em> kâffah</em> teachings and dialogue about similarity in learning. The implication of this research is to develop the theory of “The methods to counter radicalism in schools” in education, by strengthening the methods used by teachers in countering radicalism in learning.<br /><strong> </strong><br /><strong>Abstrak:</strong> Studi radikalisme telah banyak dipelajari, namun metode untuk menangkalnya di sekolah belum ditemukan. Penelitian ini bertujuan untuk mengeksplorasi metode guru pendidikan agama Islam dalam menangkal pemahaman radikal siswa dalam pembelajaran. Dengan menggunakan pendekatan studi kasus, penelitian ini dilakukan selama dua tahun di SMA di Pekanbaru, Indonesia, dengan melakukan wawancara dan observasi bersama guru, kepala sekolah, dan siswa. Penelitian ini menghasilkan suatu metode dimana guru menangkal radikalisme dalam pembelajaran di sekolah adalah sosialisasi paham dan bahaya radikalisme, contoh toleransi dan hidup harmonis, mengawasi aktivitas spiritual Islam, pendamping kegiatan keagamaan, menanamkan ajaran Islam moderat, penyampai ajaran Islam <em>kâffah</em>, dan dialog tentang kesamaan dalam pembelajaran. Implikasi penelitian ini adalah mengembangkan teori “metode penanggulangan radikalisme di sekolah” dengan memperkuat metode yang digunakan guru dalam penanggulangan radikalisme dalam pembelajaran.<br /> <br /><strong>Keywords: </strong>radicalism, Islamic religious teacher, teaching method, learning

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