Necessidades interpessoais: ensino-aprendizagem de relações em grupo na educação corporativa / Interpersonal Needs: Teaching-Learning Group Relationships In Corporate Education

The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about three learning designs and how the flipped classroom model can support teaching, learning and assessment through: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. La classe inversée est un modèle pédagogique qui met à profit l’apprentissage hors des heures en classe et qui est rehaussé par la technologie pour maximiser l’engagement et l’apprentissage des apprenants en classe. Dans le cadre de cette étude de recherche-action, les auteurs résument les réflexions sur la façon dont le modèle de la classe inversée peut appuyer l’enseignement, l’apprentissage et l’évaluation par la mise en œuvre de trois conceptions d’apprentissage par investigation : 1) discussion collaborative guidée, 2) tableau blanc de table et 3) développement d’auras en réalité augmentée. Les principes d’enseignement de l’efficacité sont utilisés comme optique guidant la réflexion sur les avantages et les défis de chacune des conceptions d’apprentissage. Les conclusions suggèrent que les modèles de classes inversées qui mettent l’accent sur l’apprentissage collaboratif, le travail en groupe et l’accessibilité peuvent permettre et appuyer l’apprentissage par investigation. Des recommandations sont fournies pour les éducateurs qui s’intéressent à la conception pédagogique à l’aide d’un modèle de classe inversée, ainsi que des suggestions pour la recherche-action future.

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LEARNING COMMUNITY AS STRATEGY IN IMPROVING STUDENTS’ SPEAKING SKILL

Visipena Journal ◽

10.46244/visipena.v4i2.219 ◽

2013 ◽

Vol 4 (2) ◽

pp. 146-157

Author(s):

Syarfuni

Keyword(s):

Learning Community ◽

Teaching And Learning ◽

Role Model ◽

Assessment Process ◽

Learning Assessment ◽

Model Learning ◽

Learning Group ◽

Working Together ◽

Contextual Teaching ◽

Teaching Learning

The goal of this writing is to explore the learning speaking through learning community. Learning community is of element of contextual teaching and learning. Contextual teaching and learning (CTL) is approaches to be most effective in student learning, teachers must plan, implement, reflect upon, and revise lessons. Such plans are based on CTL principles and approaches that require teachers to serve in the following roles: facilitator, organizer of the teaching/learning/assessment process, role model, learning mentor, content specialist, and knowledge dispenser. A learning community is a model of teaching and learning that has been consistently shown to improve students’ speaking. The reason why learning community can enhance the students’ in expressing idea because it has the meaning as follows: 1).Group of learning which communicate to share the idea and experience, 2).Working together to solve the problem and 3).The responsibility of each member of learning group.

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Leveraging Mobile Communication App to Enable off Classroom Learning-Anatomy

Academia Anatomica International ◽

10.21276/aanat.2020.6.1.8 ◽

2020 ◽

Vol 6 (1) ◽

pp. 35-39

Author(s):

Kate Deepali R

Keyword(s):

Academic Performance ◽

Mobile Communication ◽

Traditional Teaching ◽

Online Questionnaire ◽

Learning Group ◽

Innovative Method ◽

Group I ◽

Study Of Medicine ◽

Teaching Learning ◽

The Impact

Introduction:The study of Medicine is one of the primarily taxing and tedious disciplines of study. Aassimilation of intense knowledge and acuminating various skills in a short tenure is one of the challenges faced by students making learning more by rote, short-term and exam oriented. This study intended to explore an alternative innovative method for ensuring off classroom teaching-learning process. Aim and objectives: To study response of students towards learning with the aid of mobile communication app. To analyse both the impact of this teaching mode on self-directed learning and academic performance. To compare the academic performance of Blended Learning group with Traditional Learners.Subjects and Methods:Single observer interventional study was carried out among First year MBBS students. Group I students received traditional teaching (TL group n=80) while Group II students included Blended learners (BL group n=120) who received Traditional teaching and Mobile teaching. Both the groups were evaluated at periodic intervals by same assessment methods, mean of their academic scores were compared using t- test. In addition BL group was also administered an online questionnaire using five-point Likert scale to assess their perception with regards to the mobile teaching-learning process.Results:BL group students agreed that this mode of teaching-learning was beneficial encouraged them to read more than their regular also helped in developing their analytic skills. The academic results of the BL group though higher than TL group did not show statistical significant difference.Conclusion:This innovative method can be adapted in teaching other subjects at different levels of medicine curriculum.

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Peer Learning: An Effective Teaching-Learning Method for Improving Ability in Arterial Blood Gases Interpretation

Nurse Media Journal of Nursing ◽

10.14710/nmjn.v10i3.28660 ◽

2020 ◽

Vol 10 (3) ◽

pp. 329-338

Author(s):

Riana Mauliandari ◽

Made Sumarwati ◽

Arif Setyo Upoyo

Keyword(s):

Classical Method ◽

Blood Gases ◽

Peer Learning ◽

Learning Method ◽

Arterial Blood Gases ◽

Process Data ◽

Learning Group ◽

Arterial Blood ◽

Teaching Learning ◽

Method Group

Background: Competent nurses are expected to be able to interpret arterial blood gases (ABGs). The benefits of peer learning, an innovative teaching-learning method today, have long been recognized. However, to date, no studies have compared the effect of this method and the traditional classical method in interpreting ABGs. Purpose: This study aimed to compare the effect of peer learning and classical learning methods on the nurses’ ability to interpret ABGs. Method: This was a quasi-experimental research with pre and post-test design. Forty ward nurses were invited in the peer learning method group, and another 40 ward nurses were invited in the classical learning method group through a randomization process. Data were collected using a questionnaire before and after the educational intervention. The classical class was taught by an experienced trainer, while peer groups, divided into groups of 5-6, were taught by one member of each group who obtained the best pre-test score and received special training first. The analysis of data was performed by t-test.Result: The result showed that after the intervention, the mean score of interpreting ABGs in the peer learning group increased by 3.18±1.12 (p<0.001), while in the classical learning method, it only increased by 2.32±0.988 (p<0.001). Although there were significant increases in ABGs analysis’s ability in both groups, the peer teaching-learning group demonstrated a significantly greater improvement in interpreting ABGs (p<0.001).Conclusion: The peer learning method facilitates a more significant improvement in the nurses’ ability for ABGs interpretation. Peer learning is appropriate as one of the methods in clinical education for nurses.

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THE USE OF WALL CHARTS AS MEDIA TO TEACH VOCABULARY

JEES Journal of English Educational Study ◽

10.31932/jees.v3i2.830 ◽

2020 ◽

Vol 3 (2) ◽

pp. 169-177

Author(s):

Lilis Patria ◽

Sudarsono Sudarsono ◽

Eni Rosnija

Keyword(s):

Learning Process ◽

Test Scores ◽

Classroom Observation ◽

Research Result ◽

Mean Value ◽

Learning Group ◽

Wall Chart ◽

Teaching Learning ◽

Good Medium ◽

Learning English

The aim of this research was to improve the students’ vocabulary using wall charts as learning media. This is a classroom action research with two cycles. The procedures of each cycle were planning, acting, observing and reflecting. The subjects of this research were 31 students of Learning Group VII of SMP Negeri 2 Belitang Hilir. The data are obtained quantitatively and qualitatively, namely classroom observation, interview, test scores, and questionnaires. This research showed that the students could improve to memorize the vocabulary and its meaning with the help of wall charts. The teacher also could help them correct the spelling and pronunciation. Moreover, the students’ attitude towards the teaching-learning process improved since wall charts increased the students’ interest in learning English vocabulary. It can be seen that in cycle 1 was 67 meanwhile in cycle 2 was 81.9. The research result also showed that wall chart was a good medium for learning English vocabulary with mean value 4.52.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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