scholarly journals EML: An Android Application for Electrical Education

2019 ◽  
Vol 8 (12) ◽  
pp. 5527-5530
Keyword(s):  
Mobile Learning ◽  
Education System ◽  
Teaching And Learning ◽  
Colleges And Universities ◽  
Learning Processes ◽  
Traditional Learning ◽  
Learning Method ◽  
Android Application ◽  
Classroom Learning

This paper is to explain the development of android that will be used later in the mobile-based education system. Nowadays, it is important for schools, colleges, and universities to search for an innovative way of delivering information to students. Since the advancement of mobile-based technology, android has now become an important tool in teaching and learning processes. Several institutions have also proved that with this application, students are now able to gain more experience and be more engaging in classroom learning rather than the traditional learning method. In relation to that, the author has created a new application in mobile learning called Electrical Mobile Learning (EML), especially for Electrical Education. The purpose of this application is to positively contribute to users by providing them with a simple, convenient, reliable and a faster way of accessing information in Electrical Education either online or offline. EML application is developed by using the MIT Apps Inventor 2 platform and is mainly made with five function buttons containing electrical information as the user’s options. The EML has been successfully developed with more options and information with just one application.

scholarly journals Telework Experience of Pedagogues during the COVID-19 Pandemic: Strong Learning Seniors and Relaxed Leaders?

2021 ◽  
Vol 11 (10) ◽  
pp. 631
Author(s):  
Agota Giedrė Raišienė ◽  
Rita Lučinskaitė-Sadovskienė ◽  
Laura Gardziulevičienė
Keyword(s):  
Education System ◽  
Professional Education ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Virtual Work ◽  
Education Institution ◽  
Colleges And Universities ◽  
Main Axis ◽  
New Era

Due to the wide application of remote teaching during the COVID-19 pandemic, the foundations of the education system have been shaken; education has entered a new era of teaching and learning on digitalized platforms. How do pedagogues evaluate their experiences when information technologies have become the main axis of carrying out their work? What impact did telework have on pedagogues as employees of an education institution or as individuals? What could be expected from older pedagogues in the shift to using digital means of teaching? These were the main questions raised in this research, the results of which are presented in this article. This research is original because the differences in experiences of telework were studied not only in terms of age and nature of work (professional/leader) but also the type of education institution. This delineation is of key importance in understanding the virtual work challenges faced by pedagogues in schools, professional education institutions, colleges, and universities.

scholarly journals How Can We Improve the Quality of the Interactive Classroom Learning Environment in Class VI Students?

2021 ◽  
pp. 53-64
Author(s):  
Ugyen Choeda ◽  
Tshering Chophel
Keyword(s):  
Learning Process ◽  
Education System ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Language Skills ◽  
Classroom Interaction ◽  
Classroom Learning ◽  
Interactive Classroom

This research is basically focused on how to improve classroom interaction in Bhutanese classroom. Classroom Interaction is a practice that enhances the development of the two very important language skills which are speaking and listening among the learners. This device helps the learners to be competent enough to think critically and share their views among their peers. It is based on the notion that classroom interaction plays vital role in enhancing effective teaching and learning, improve academic performance, moreover to make learning atmosphere lively. Constructive teaching method, use of technology in the classroom, assessment and evaluation are some of the methods used to see the findings of the study.  There was a time when the traditional approach of teaching was adopted by most of the teachers, where the learner used to be dependent only on the lecture delivered by the teacher. They were not exposed to enough practice of speaking on their own and hence the interaction among the students in the classroom was almost absent. But as the education system changed with time so have the teaching methods. The education system now demands more student interaction rather than just listening to the instructor. Hence Classroom Interaction is very essential in today’s education system. There have been some researches done in the context of Bhutan. Nevertheless, on order to contextualize the discussion to the Bhutanese audience, the author has reviewed a few research studies done in the context of particular school. Classroom Interaction is a practice that enhances the development of the two very important language skills which are speaking and listening among the learners. This device helps the learners to be competent enough to think critically and share their views among their peers. Interaction is needed in the classroom activity. It helps the teaching and learning process run smoothly and it can increase learners' communication. It tells how the students have interaction among them and teacher even with the whole class. This study aims to give the teacher some suggestions to achieve classroom interaction in the teaching and learning process. It offers some strategies to improve the interaction in the classroom. Several studies show that classroom interaction is important in the teaching-learning process. Some studies show that the students' interaction happens in the classroom. By using classroom interaction, the students are more active in the learning process. The result of the study concludes that classroom interaction has an important role in the teaching and learning process. The purpose of this study is how to improve the quality of interactive classroom learning for the student’s academic achievement and learning outcomes. The teachers play an important role in imparting a student’s learning and creating quality classroom interaction. An interactive classroom learning environment is considered as one of the effective methods of learning which help the students learning process. Teachers’ main role is to design and plan his/her lesson in such way that students love sharing their learning with other because all learning development takes place in classrooms. As a teacher, we must carefully examine all the factors in mind which will help to enhance the students learning outcome. A warm and homely classroom environment improves academic performance, learning outcome, and a sense of pride and belonging of the students and as well the teachers.  “A good teacher is like a candle, it consumes itself to light the way for others”. Mustafa Kamal Ataturk. A Teacher plays a very important role and depending upon the teacher for student learning and academic achievement. As a teacher, teaching and learning is an important process, good teaching methods, strategic, Active involvement in learning, Interaction techniques, and a conducive environment will help students to learn things more rapidly. There was a time when the traditional approach of teaching was adopted by most of the teachers, where the learner used to be dependent only on the lecture delivered by the teacher. They were not exposed to enough practice of speaking on their own and hence the interaction among the students in the classroom was almost absent. But as the education system changed with time so have the teaching methods. The education system now demands more student interaction rather than just listening to the instructor. Hence Classroom Interaction is very essential in today’s education system. This study was carried out with class VI students and teachers of Balam/Ngatshang primary schools under the Mongar district. The research is design for a qualitative research approach. Participants will consist of 10 students and 6 teachers. Qualitative data will be collected through semi-structured interviews, observations, and descriptive. The interviews will be video record and transcribe. Data collected will be analyzed and present in descriptive form. 

scholarly journals Utilizing The Internet To Facilitate Classroom Learning

2010 ◽  
Vol 7 (7) ◽  
Author(s):  
Jan Tucker ◽  
Bari Courts
Keyword(s):  
Teaching And Learning ◽  
Instant Messaging ◽  
Point Of View ◽  
College Classroom ◽  
Traditional Learning ◽  
The Internet ◽  
Learning Tools ◽  
Classroom Learning ◽  
Course Content ◽  
Technology Age

Traditional theories on classroom learning focus on fixed curriculum, static learning tools and believe learning is achieved through repetition and rote memorization. The instructor’s role in a traditional learning environment focuses on providing direction to the student versus facilitating learning. As the technology age becomes more prevalent in educational institutions, it is time to approach teaching and learning from a technological point of view.  Due to the extensive and diverse technologies available to higher education institutions, many are considering and implementing initiatives to take advantage of the coverage and the return on investment features of these technologies. This adaptation often involves the use of multimedia and the transfer of course content over the Internet.  A detailed look at applications on the Internet can identify multimedia items, such as animation, slideshows, announcements, blogging and even instant messaging, which can be implemented successfully in the college classroom. Multimedia, which uses the Internet as its transfer mechanism, should be a consideration when designing an effective and dynamic college classroom experience.

scholarly journals THE EFFECTIVENESS OF COOPERATIVE LANGUAGE LEARNING IN TEACHING VOCABULARY

2016 ◽  
Vol 5 (2) ◽  
pp. 269-281
Author(s):  
Wahyu Trimastuti
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Initial Step ◽  
Traditional Learning ◽  
Learning Method ◽  
Learning And Teaching ◽  
Engineering Teams ◽  
Language Teaching And Learning

This study aims to determine whether the Cooperative Language Teaching and Learning method is more effective than the traditional learning to teach vocabulary. This is an experimental quantitative research. The population for this study is freshmen majoring in management. The use of Cooperative Language Teaching and Learning method through engineering teams-games-tournament (TGT) in the English vocabulary learning is considered to be effective, creative, and fun to increase the students’ motivation to learn and to improve their vocabulary mastery. The findings showed that the Cooperative Language Teaching and Learning is an effective method to teach vocabulary. It is, thus, recommended that (1) the Cooperative Language Learning and Teaching improve the students’ ability to remember vocabulary, (2) students are expected to be more active in the learning process in order to improve the ability to solve the problem of vocabulary (3) the results of this study can be used as an initial step to hold further research.

Moving toward a mobile learning landscape: presenting a mlearning integration framework

2017 ◽  
Vol 14 (2) ◽  
pp. 97-109 ◽  
Author(s):  
Helen Crompton
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Traditional Learning ◽  
Integration Framework ◽  
Content Type ◽  
The Many ◽  
The Individual ◽  
Synthesis Methodology

Purpose Mobile devices transcend the educational affordances provided by conventional tethered electronic and traditional learning. However, empirical findings show that educators are not integrating technology effectively into the curriculum. This paper aims to discuss these issues. Design/methodology/approach In this study, a thematic synthesis methodology was used to develop and present a framework for thinking about the integration of mobile devices in teaching and learning. Findings The mobile learning (mlearning) integration framework comprises four main parts: beliefs, resources, methods and purpose. These four areas are elucidated to reveal the many sub-components that determine how technology is integrated. Originality/value An ecological framework is then presented to demonstrate how the individual parts of the initial framework operate through a complex, interconnected network of systems involving personal and environmental factors.

scholarly journals La responsabilidad del docente frente a la evaluación

2009 ◽  
pp. 63 ◽  
Author(s):  
Walter Carrizo
Keyword(s):  
Learning Process ◽  
Education System ◽  
Professional Education ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Teaching Process ◽  
Learning And Teaching ◽  
The Moment ◽  
Capacity Performance

Siempre se ha tenido una idea restringida de la evaluación: ha sido asociada con el momento de la toma de exámenes. En otras palabras, equivalente a la certificación de los conocimientos que los estudiantes han aprendido y los profesores enseñado, concluyendo los procesos de enseñanza y aprendizaje.<br />Pero pensarla solamente como un procedimiento que constata ciertos resultados y cierra un ciclo es minimizar sus posibilidades. La evaluación puede verificar además, capacidades, competencias, habilidades y hasta actitudes, pudiendo revelar problemas tanto en el proceso de aprendizaje como en la enseñanza misma. La información resultante debería generar los mecanismos necesarios para solucionarlos y mejorar el proceso educativo en general.<br />Es necesario entonces, considerarla como un proceso en sí misma, no exenta de complejidad, que no debe ser concebida en forma aislada de la enseñanza: se evalúa aquello que se ha enseñado, tanto en conceptos como en la metodología aplicada.<br />Así, la evaluación no es solamente un instrumento de certificación sino, más aún, un elemento crucial en la formación profesional de nuestros estudiantes que puede, además, retroalimentar ambos procesos de enseñanza y aprendizaje. Como formadores, nos cabe una enorme responsabilidad en la generación y comprobación de los conocimientos, que no debemos ignorar.<br /><br />There has always been a misconception about evaluation: it has been associated with the moment an exam is taken. In other words, the act of evaluating is equivalent to the certification of the knowledge students have learnt and professors have taught, summarizing both teaching and learning processes.<br />But considering it only as a procedure which verifies certain results, as well as the simple conclusion of a cycle, minimizes the immense possibilities evaluation can offer. Capacity, performance, skill and even attitudes can also be verified in order to reveal problems in the students' learning process in addition to the teaching process. The resulting information should generate decisions which would correct those problems and enhance the education system accordingly.<br />Therefore, evaluation ought to be thought of as a process itself, quite complex indeed, which must not be considered as isolated from the teaching process: we evaluate what we teach, conceptually and methodologically speaking.<br />Consequently, evaluation is not only an instrument of certification but moreover, a key element in the professional education of our students, operating as feedback of the learning and teaching processes. As educators, we shoulder the responsibility of generating and verifying knowledge. Such responsibility is not to be ignored.<br />

scholarly journals Effects of Negotiated Interaction in L2 Acquisition: A study in Tertiary Education in Bangladesh

2021 ◽  
pp. 65-69
Author(s):  
Asif Al Matin
Keyword(s):  
Second Language Acquisition ◽  
Education System ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Processes ◽  
L2 Acquisition ◽  
Input And Output ◽  
Different Types ◽  
Negotiated Interaction ◽  
Effective Role

The process of L2 (Second language) acquisition is a complicated, conscious one that requires an understanding of L2 input to produce L2 output. Among different strategies, Negotiated Interaction is one way to improve L2 acquisition. Though Bangladesh is a monolingual country, in education system of Bangladesh, English plays an important role. Especially in tertiary education in Bangladesh, English is the dominating medium of teaching and learning. Tertiary education is the level after which usually students in Bangladesh go for searching different types of jobs, so Negotiated Interaction can be helpful to keep a balanced atmosphere of input and output for both the teachers and learners. Apart from some limitations, this strategy can be one of the most effective one in case of teaching and learning in the tertiary education in Bangladesh. The purpose of this article is to show how this strategy improves L2 acquisition. Negotiated Interaction can play an effective role in combining teaching and learning processes for L2 acquisition in tertiary education in Bangladesh.

scholarly journals MOBILE-LEARNING FEEDBACK AND STUDENTS’ SELF- EFFICACY IN NEW NORMAL POST COVID-19

2020 ◽  
Vol 3 (2) ◽  
pp. 39
Author(s):  
Nurul Hidayah
Keyword(s):  
Mobile Learning ◽  
Learning Process ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Video Feedback ◽  
Learning Method ◽  
New Normal ◽  
Face To Face ◽  
Teaching Learning ◽  
Education Process

Nowadays, we live in a digital age and New Normal of COVID-19. There is a massive migration of face-to-face teaching learning method to online or mobil- teaching and learning. It is required to do a physical distancing among school members to stop the spreading of the COVID-19. Mobile-learning is a must to keep education process continue while we remain to stay at home. The successful of mobile teaching and learning process depends on several aspects, one of them is students’ self-efficacy.  Students’ self-efficacy determines how hard students try to accomplish the task given and to the extent students commit taking  part in the mobile learning process during this pandemic COVID-19. It also determines to what extent students want to challenge themselves. To sum up, self-efficacy plays a crucial role in students’ achievement using mobile-learning method during this pandemic era. There is a significant relationship between feedback and self-efficacy. Therefore, educationalist is suggested to provide mobile-learning feedback to enhance students’ self-efficacy to keep the students commit to taking part in the teaching-learning process. An elaborated feedback affected students’ self-efficacy more although it is only a video feedback.

Learning Goes Mobile

2016 ◽  
pp. 650-675
Author(s):  
Ana Iglesias Rodríguez ◽  
Blanca García Riaza
Keyword(s):  
University Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educational Resources ◽  
Development Research ◽  
Successful Development ◽  
Learning Practices

Nowadays, mobile learning allows the use of mobile devices in teaching and learning practices of almost any subject or topic of interest. In this chapter, we describe a research carried out to get data about the use that university students make of mobile devices and apps for learning purposes, as most of them use mobile phones and tablets as communication and entertainment tools, but don't get benefit from these devices as educational resources, either due to lack of knowledge or to the scarce information about the pedagogical uses of these devices. The methodology followed is based on an analysis of the results obtained from questionnaires implemented to students. From the data collected, we draw a number of conclusions relevant not only to the successful development research studies like this, but also for the implementation of teaching initiatives including mobile devices and applications for improving learning processes in general.

Learning Goes Mobile

2016 ◽  
pp. 472-496 ◽  
Author(s):  
Ana Iglesias Rodríguez ◽  
Blanca García Riaza
Keyword(s):  
University Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educational Resources ◽  
Development Research ◽  
Successful Development ◽  
Learning Practices

Nowadays, mobile learning allows the use of mobile devices in teaching and learning practices of almost any subject or topic of interest. In this chapter, we describe a research carried out to get data about the use that university students make of mobile devices and apps for learning purposes, as most of them use mobile phones and tablets as communication and entertainment tools, but don't get benefit from these devices as educational resources, either due to lack of knowledge or to the scarce information about the pedagogical uses of these devices. The methodology followed is based on an analysis of the results obtained from questionnaires implemented to students. From the data collected, we draw a number of conclusions relevant not only to the successful development research studies like this, but also for the implementation of teaching initiatives including mobile devices and applications for improving learning processes in general.

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