scholarly journals Learning Portfolio and Proactive Learning in Higher Education Pedagogy

2020 ◽  
Vol 10 (5) ◽  
pp. 34
Author(s):  
Tamás Köpeczi-Bócz
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Evaluation Process ◽  
Learning Model ◽  
Assessment Method ◽  
Continuous Training ◽  
Continuous Innovation ◽  
Student Teacher Relationship ◽  
Reflec Tions ◽  
Higher Education Pedagogy

Industry 4.0 requires highly skilled, sophisticated workers and entrepreneurs, and continuous training is essen-tial for them, and its scene is increasingly shifting to higher education. For this reason, higher education peda-gogy must go through continuous innovation. In this article, we present a model experiment of VET teacher training, which consists of a so-called proactive learning method and a portfolio-based evaluation process. In the pedagogical model, the student-teacher relationship focuses on the preparation process before the classroom meeting. During proactive learning, the student prepares for the lesson using ICT systems, gets to know his / her classmates, collects and processes data. By combining his impressions, his own written works, his reflec-tions during the learning process, he creates a kind of developmental history and work description, which is the actual portfolio. Portfolio as an assessment method is an integral part of the proactive learning model. Portfolio implementation requires a proactive learning model, and in this model, portfolio is the most appropriate as-sessment method. One of the aims of our experiment is to investigate whether performance measurement in higher education pedagogy can be carried out through portfolio-type evaluation. Another aim of our experiment is to examine whether the efficiency of knowledge transfer in higher education pedagogy can be improved through a proactive learning process.

scholarly journals Measuring learning quality by Moroccan university students

2017 ◽  
Vol 9 (1) ◽  
pp. 298-307
Author(s):  
Fatima Zahra SOUBHI ◽  
Mohammed Aitdaoud ◽  
Laurent Lima ◽  
Mohammed Talbi
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Comparative Approach ◽  
The People ◽  
Process Learning ◽  
Higher Education Pedagogy ◽  
Evaluation Of Teaching ◽  
European Students ◽  
Teaching Learning

  Abstract The evolution of teaching is currently considered a very important task, both from an institutional and a moral viewpoint. The evaluation of such a domain, and its conduct, has been reported by several research studies in the literature. “Who? What? How? Drawing from which references? Which clues? Should the people assessed take part in the process? To what extent should the results be publicized?” (Demailly, 2001). For that reason, we will first draw some guidelines for the evaluation of teaching and try to define its possible objectives. Three main domains may be contemplated: teachers’ activity (teaching), the learning process (learning), and the effects of the teaching/learning process. These draw upon an enquiry carried out in three different faculties by our research team. This study is related to the VOLUBILIS project "Moroccan and European students: a comparative approach”, which aims to identify the challenges and expectations of Moroccan students. The purpose of this research is to indicate how students at Hassan II University of Casablanca judge the quality of their studies. We will be able to show that an evaluation of courses by students is both possible and profitable. As a matter of fact, this enquiry has brought up valuable information about higher education pedagogy that concerns the three fields mentioned earlier, and it also offer some suggestions to generate improvements. Keywords: evaluation, teaching, students, quality, higher education, ACP.    

Beyond the Walls

2017 ◽  
pp. 392-414
Author(s):  
Catalina Ulrich ◽  
Lucian Ciolan
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Learning Process ◽  
Authentic Learning ◽  
Theoretical Framework ◽  
Assessment Method ◽  
Project Based Learning ◽  
Effective Learning ◽  
Master Degree

Main goal of the chapter is to focus on project based learning (PjBL) as an effective learning and assessment method effectively used in higher education. Chapter provides an understanding of Romanian higher education contextual challenges, current pedagogy trends and specific examples to support the idea that PjBL leads to the type of authentic learning needed for nowadays students. Theoretical framework and examples are enriched by reflections on undergraduate and master degree students' perceptions on learning process and learning outcomes.

scholarly journals Introducing spiritual-oriented pedagogy into the educational process in foreign higher education institutions

1970 ◽  
pp. 93-101
Author(s):  
Olga Tsybulko
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Internal State ◽  
Educational Process ◽  
Western World ◽  
Pedagogical Practice ◽  
Peace Of Mind ◽  
Higher Education Pedagogy ◽  
Huge Impact ◽  
Or Team

The article analyzes the phenomenon of spirituality in higher education pedagogy and highlights the results of introducing spiritual-oriented pedagogy into the educational process in foreign institutions. Spirituality has a huge impact on inner self-knowledge, because by studying oneself, one can open from different sides. The task of spiritual pedagogy is undoubtedly the analysis of the students' internal state. After trying out a course of spiritual-oriented pedagogy, some students have become the target of spiritual instruction, have noted that no dramatic changes have occurred in their lives. Other students, on the other hand, were surprised by the number of changes that began to manifest after the introduction of spiritual pedagogy. They emphasized that they have increased the ability to focus during lectures, have the patience and peace of mind for dealing with stressful situations and people, such as listening, speaking, reading and writing have become integral and enjoy the learning process, ecology and the environment became an important issue in the range of environmental problems, and the most important thing was that the brain began to filter thoughts and abstract from «empty» and useless ideas. Students noted that they could not get full access to their own creative ideas in the course of spiritual pedagogy, and after meditations it became possible. Spiritual pedagogy has become a unique valuable experience for most of them, as it has enabled them not only to acquire knowledge but also to acquire wisdom. The students described the learning process as «freeing the mind from captivity», as an opportunity to feel a greater sense of interest in learning, because the «static» course, in their mind, impeded the full absorption of the material. The course of spiritual pedagogy has become, for many, the most important "panacea" for internal problems. Students began to learn, that led to an incredible result: concentration of attention through practice to activate mindfulness, the ability to be patient, the ability to get rid of wrong thoughts, to get rid of stereotypes and conventional but not completely important canons. Therefore, spiritual pedagogical theory in the Western world has attracted the attention of educators and researchers. This theory seeks to realize values that arose from religion and culture in pedagogical practice in educational institutions. Knowledge becomes clearer, and the motivation and control of teachers in their work emerges in a new sense. Not only teachers work to fulfill their duties or team responsibilities, they also work to achieve something more valuable, noble and useful than just material or worldly goals.

scholarly journals Penerapan Pendidikan Lingkungan Hidup Di Perguruan Tinggi Dengan Model Outdoor Learning

2018 ◽  
Vol 1 (3) ◽  
pp. 77
Author(s):  
Muhammad Ali ◽  
Muhammad Ardi ◽  
Suradi Tahmir
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Learning Model ◽  
Outdoor Learning ◽  
Learning Method ◽  
Learning Materials ◽  
Environmental Learning ◽  
Advantages And Disadvantages ◽  
Surrounding Environment ◽  
General Goals

environmental learning aims that students have concern for the surrounding environment. The learning model of environmental learning (EL) described in this article applies the outdoor learning method. Learning materials presented to students are arranged by involving the surrounding environment. This means that learning can be done not only in classrooms, but also outside the classroom in order for students to be more comfortable and active in the learning process. the initial ability of students needs to be considered in the learning process because it affects the ability of students to follow the next learning process. This article describes the meaning, goals and benefits, advantages and disadvantages and the stages of the method of outdoor learning. So that it can be concluded that higher education is education in higher education that has several general goals / principles where knowledge (knowledge) is created, used continuously and a place of search for knowledge, solving various problems, where to criticize the works produced, or as the place for the formation and development of student character to become a student who has high reasoning, sharp and broad analysis. Especially in environment-based learning developed so that students gain more experience related to the surrounding environment.         

scholarly journals Some Considerations on the Assessment of Learning in Higher Education

2020 ◽  
Vol 14 (1) ◽  
pp. 514-520
Author(s):  
Cătălin-Valeriu Curmei
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Special Section ◽  
Evaluation Process ◽  
Point Of View ◽  
Higher Education System ◽  
Assessment Of Learning ◽  
Assessment Techniques ◽  
The Right ◽  
Professional Judgement

AbstractThis paper deals with presenting the main aspects of the assessment of learning in higher education, with an emphasis on the challenges that the evolution of the society imposed to this process. The main assessment techniques are presented and explained, insisting on their ability of coping with different objectives that can be assumed by the evaluation process. The paper insists on the importance of choosing the adequate methods for the assessment of learning and on the need to create new ones able to fit better to the needs of the new generations. It also tackles the limits of using these methods and the nexus generated by the conflict between adopting the optimal methods for the assessment of learning from a scientific point of view and the need for imposing working procedures and standards in the higher education system that sometimes prevent from achieving the optimum. Also, the factors that have a role to play in the choice of the design of the assessment of learning process are described in a special section. The paper also insists on the need of creating a versatile assessment of learning process that would offer the right combination of assessment methods able to support the learning process and that can be achieved only if a large liberty is given to the professional judgement of the teachers as opposed to bureaucratical procedures imposed by the society.

scholarly journals Collaborative Learning Dalam Upaya Peningkatan Keaktifan Mahasiswa Pada Proses Pembelajaran

2019 ◽  
Vol 15 (2) ◽  
pp. 15-23
Author(s):  
Yudit Ayu Respati
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Process ◽  
Traditional Method ◽  
Student Participation ◽  
Learning Model ◽  
Learning System ◽  
Learning Method ◽  
Learning Collaborative

Perubahan jaman menuntut peserta didik menjadi lebih aktif dan kreatif. Namun metode pembelajaran yang diterapkan di perguruan tinggi masih menggunakan metode tradisional, yaitu pengajar memiliki peran penting dalam proses pembelajaran. Akibatnya, peserta didik hanya menjadi objek dalam sistem pembelajaran yang membuat mereka menjadi pasif. Peserta didik tidak memiliki inisiatif untuk membangun sendiri pengetahuan mereka karena memang kurangnya kesempatan yang mereka untuk terlibat atau berpartisispasi dalam proses pembelajaran. Active learning adalah model pembelajaran yang dianggap efektif untuk meningkatkan keaktifan peserta didik dalam proses pembelajaran. Salah satu cara pengaplikasian model pembelajaran ini adalah dengan menerapkan metode collaborative learning, dimana perspektif dari metode ini adalah seseorang dikatakan belajar apabila orang tersebut terlibat aktif dalam proses pembelajaran.Kata kunci: Active Learning, Collaborative Learning  Abstract: Increasing Student Participation Through Collaborative Learning. Changes in time require students to be more active and creative. But, learning method that applied in higher education still use traditional method, which is lecturer has an important role in the learning process. As a result, students only become objects in the learning system that makes them passive. They don’t have initiative to build their own knowledge because of the lack of opportunities that they are involved in or participating in the learning process. Active learning is a learning model that is considered effective to increase the activity of the students in the learning process. One way to apply this learning model is to apply collaborative learning method, where the perspective of this method is that someone is said to learn if the person is actively involved in or participates in the learning process.        Keyword: Active Learning, Collaborative Learning

The Effectiveness of Using the Group Investigation Model in Improving Mathematics Motivation in SMK Dwi Tunggal 1 Tanjung Morawa

2020 ◽  
Vol 3 (01) ◽  
pp. 154-163
Author(s):  
Fadilah ◽  
Halomoan, T.H ◽  
Priyanda, R
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Student Motivation ◽  
Learning Model ◽  
Motivation To Learn ◽  
Learn Mathematic ◽  
Mathematics Motivation ◽  
Process Observation

This research aims to find out whether by applying a group investigation leraning model can increase student’s motivation to learn mathematic grade X in SMK Dwi Tunggal 1 Tanjung Morawa. The research instruments used were observation and questioner. The observations used are statements of the learning process. Observation consists of observation sheets on the effectiveness of student learning, and observation of student learning motivation.The population this study is Students Class off X SMK Dwi Tunggal 1 Tanjung Morawa, while the sample in this study was a class off X-AP SMK Dwi Tunggal 1 Tanjung Morawa. From the results of the study can be seen an in crease student motivation to learn mathimatics by using a learning model of investigation b 75% at the first meeting and is categorized as effective, while at the second meeting it reaches 80% and is categorized as effective. Thereofere the use of the group investigation learning model is effective in creasing the motivation to learn mathematic in students of SMK Dwi Tunggal 1 Tanjung Morawa.  

PENERAPAN MODEL PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR PADA MATERI SEPAK BOLA SISWA KELAS IVB SD NEGERI 013 MEKARSARI

2017 ◽  
Vol 6 (2) ◽  
pp. 472
Author(s):  
Aslinda Aslinda
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Oral Tests ◽  
Class Iv

This study aims to describe learning outcomes through the application of PAKEM learning model. The subjects of the study were the students of grade IVb SD Negeri 013 Mekarsari. Improvement of learning outcomes in terms of four categories, namely the ability to absorb, the effectiveness of learning, mastery of student learning both mastery of individual and classical completeness and mastery of learning outcomes. Instruments used for data collection are oral tests and written tests in the form of LKS conducted after the learning process. The results showed that the percentage of student completeness increased from 19.40% to 55.40% categorized well, the effectiveness of learning is categorized very effective with an average of 88.46%. While the completeness of student learning outcomes expressed. Based on the results of the study, it can be concluded that the application of PAKEM learning model can improve learning outcomes on the material of the students of class IV B grade SD Negeri 013 Mekarsari.

PENERAPAN MODEL NUMBERED HEAD TOGETHER UNTUK MENINGKATKAN HASIL BELAJAR ILMU PENGETAHUAN SOSIAL PADA SISWA SEKOLAH DASAR

2017 ◽  
Vol 1 (2) ◽  
pp. 71-81
Author(s):  
Tustiyana Windiyani
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Cooperative Learning ◽  
Social Science ◽  
Learning Process ◽  
Learning Model ◽  
Fifth Grade ◽  
Average Score ◽  
Fifth Grade Students ◽  
Behavior Observation

ABSTRACTThe research is an action research aiming at improving the learning output of social science using cooperative learning model of Numbered Head Together. The subjects of the research are the fifth grade students of Sekolah Dasar Negeri Batu Kembar in the even semester, the year of 2015/ 2016 with the number of students of 21 consisting of 12 boys and 9 girls. The research used cycling procedure containing four steps of planning, doing, observing, and reflecting. The action research is done in two cycles. Each cycle is conducted in one meeting. After the implementation of Numbered Head Together, the learning output of students social science improves from the first to the second cycle. The result shows that the average score in the first cycle is 65, and the learning completion is 50.00%, while in the second cycle, the average score is 74 and the learning completion is 85.00%. The learning process score in the first cycle is 75.75%, and it improves in the second cycle to be 90.00%. The result of students behavior observation shows improvement of students discipline, cooperation, bravery which in the first cycle is 80.50% and it improves in the second cycle to be 85.50%. Therefore it can be inferred that the implementation of the cooperative learning model of Numbered Head Together is able to improve the learning output of the fifth grade students social science in an elementary school. Keywords: Learning Output, Social Science, Numbered Head Together.ABSTRAKPenelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk meningkatkan hasil belajar mata pelajaran Ilmu Pengetahuan Sosial melalui penerapan model pembelajaran kooperatif Numbered Head Together. Subjek penelitian ini adalah siswa Sekolah Dasar Negeri Batu Kembar kelas V semester genap tahun pelajaran 2015/ 2016 dengan jumlah siswa sebanyak 21 siswa, terdiri dari 12 siswa laki-laki dan 9 siswi perempuan. Prosedur penelitian dilaksanakan bersiklus yang terdiri dari empat tahap, yaitu: perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Pelaksanaan tindakan kelas ini dilakukan dalam dua siklus. Setiap siklus dilaksanakan satu kali pertemuan, setelah diterapkan model pembelajaran Numbered Head Together hasil belajar Ilmu Pengetahuan Sosial siswa meningkat dari siklus pertama ke siklus kedua. Hasil penelitian menunjukkan bahwa nilai rata-rata hasil belajar pada siklus I memperoleh nilai 65, dengan ketuntasan hasil belajar sebesar 50,00%, sedangkan siklus II memperoleh nilai rata-rata 74 dengan ketuntasan belajar 85,00%. Begitu pula dengan penilaian pelaksanaan pembelajaran pada siklus I sebesar 75,75%, meningkat pada siklus II sebesar 90,00%. Sedangkan hasil observasi perilaku siswa menunjukkan adanya peningkatan pada sikap berupa disiplin, kerja sama dan keberanian yang diperoleh pada siklus I dengan persentase sebesar 80,50% dan meningkat pada siklus II sebesar 85,50%. Dari hasil penelitian dapat disimpulkan bahwa Penerapan Model Pembelajaran Kooperatif Numbered Head Together dapat Meningkatkan Hasil Belajar Pada Mata Pelajaran Ilmu Pengetahuan Sosial di kelas V Sekolah Dasar.Kata Kunci: Hasil Belajar, Ilmu Pengetahuan Sosial, Numbered Head Together.

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