scholarly journals Wikis as a Tool for Co-constructed Learning in Higher Education – An Exploratory Study in an Albanian Higher Education

2021 ◽  
Vol 16 (24) ◽  
pp. 191-204
Author(s):  
Gerda Sula ◽  
Shqipe Haxhihyseni ◽  
Kozeta Noti
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Continuous Process ◽  
Communist Country ◽  
Exit Exams ◽  
Middle Income ◽  
Teacher Formation ◽  
Group Members ◽  
Student Reflections ◽  
Academic Year

This study explores the effectiveness of wikis in a teaching course in teacher formation and its pedagogical implications with the aim of determining whether wikis will influence the learning experiences and the learning out-comes of the students in a middle-income, post-communist country as Albania. For this, we implemented student-generated wikis into a master’s course on teaching and examined student reflections on their learning outcomes and other pedagogical effects. A mixed method methodology was employed. The findings of the study were informed by triangulating data from the analysis of the student-generated wikis, students’ reflections on the experience, as well as a comparison of the learning outcomes based on the exit exams of this group of students and the group of the prior academic year. Our data suggest that wikis help support collaborative learning, but at the same time they also encourage independent thinking. Teachers’ authority is minimized, empowering students’ ownership and authorship, leading to a continuous process of modification and improvement through interactions among group members via wikis. The data present compelling evidence in favor of wikis, as an organic tool to facilitate co-constructed learning which students seem to enjoy.

scholarly journals Evaluating Age-Friendly Intergenerational Classrooms: Insights From Instructors and Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 543-543
Author(s):  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Interest Group ◽  
Teaching And Learning ◽  
Intergenerational Learning ◽  
Older Learners ◽  
Diverse Classrooms ◽  
Intergenerational Exchange ◽  
Learning Research ◽  
Student Reflections

Abstract Age-friendly University (AFU) campuses are reshaping how we think about teaching and learning in higher education. In particular, intergenerational classrooms are on the rise as shifting age demographics call for institutions to create new opportunities for older learners and encourage intergenerational exchange. Age diverse classrooms have distinctive needs and dynamics that instructors, and students, will need to learn how to navigate. This presentation will describe outcomes of one AFU institution’s attempt to identify the challenges and triumphs of intergenerational classrooms through facilitated instructor and student reflections in different classrooms over the course of several semesters. Recommendations will be offered for enhancing intergenerational exchange in classrooms across disciplines, as well as evaluating attitudes, logistics, and learning outcomes. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

scholarly journals APPLICATION OF SNOWBALL THROWING MODEL TO IMPROVE SOCIAL SCIENCE LEARNING OUTCOMES TO THE THEME OF HEAT AND ITS DISPLACEMENT ABOUT HUMAN INTERACTION WITH ENVIRONMENT IN FIFTH GRADE OF SD NEGERI 1 TAMBAKAGUNG IN THE ACADEMIC YEAR OF 2019/2020

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Zulhija Yanto ◽  
Ngatman Ngatman ◽  
Joharman Joharman
Keyword(s):  
Data Collection ◽  
Social Science ◽  
Learning Outcomes ◽  
Science Learning ◽  
Qualitative Data ◽  
Group Leader ◽  
Human Interaction ◽  
Fifth Grade ◽  
Group Members ◽  
Academic Year

<p><em>The objectives of the study were: (1) to describe the steps in application of snowball throwing model, (2) to improve social science learning outcomes about human interaction with the environment, and (3) to describe obstacles and solutions in the application of snowball throwing model.</em><em> It was Collaborative Classroom Action Research (CAR). The data was in the form of quantitative and qualitative data. Data collection techniques used observation, interviews and tests. The results of this study were: </em><em>1) the steps in application of snowball throwing model were: (a) teacher conveyed material, (b) teacher divided students into groups and conveyed material, (c) group leader conveyed material to group members, (d) teacher asked the students to write questions in worksheets, (e) the students made a ball from paper containing questions and threw it to another group, (f) student received the ball and answered the questions alternately, and (g) teacher evaluated and made closing; 2) the application of snowball throwing model improved social science learning outcomes about human interaction with environment; (3) the obstacle was that the </em><em> students were passive in giving response to the result of discussion and the solution was giving rewards to the students who gave response so that they were more motivated.</em></p>

scholarly journals Student Workload and Degree Profiles: the experience of CLAR credit in Latin America

2014 ◽  
Vol 1 (1) ◽  
pp. 165 ◽  
Author(s):  
Francisco Alarcón ◽  
Pablo Beneitone ◽  
Roberto de Armas ◽  
Sérgio Kieling Franco ◽  
Letícia Suñé ◽  
...  
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Learning Outcomes ◽  
Latin American ◽  
Full Time ◽  
Credit System ◽  
Academic Credit ◽  
Student Workload ◽  
Academic Credits ◽  
Academic Year

There is growing consensus in Latin America on the necessity to reorganize the degree profiles in a competence-based and student-centred system, with identified learning outcomes, innovative learning and teaching strategies, and new methodologies for assessing competences which could be useful for students. There is also agreement on the need to build up a solid Latin America Higher Education Area —based on common benchmarks—among which a shared regional academic credit system is highly relevant. Not all Latin American higher education institutions are familiar with an academic credit system. In the countries where academic credits do exist they are generally based on traditional views which focus on teaching and transmission, rest on different concepts and definitions and consider diverse scopes for their application. With few exceptions, these countries do not use a credit system as a unit of measure of student workload to achieve learning outcomes and competences. This paper sheds light on a proposal for a common academic credit system for Latin America (CLAR) which comes out of one of the many nuances of Tuning discussion and is referred to the expected outcome 6: “Political-and educational orientations for the establishment of a system of academic credits for Latin America” (Proyecto Alfa Tuning América Latina: Innovación Educativa y Social, 2011-2013). The new credit system that this paper advocates for Latin America is based on the principle that 60 credits measure the workload of a full-time student during one academic year. As such, a CLAR credit is conceived as a unit of value that estimates the student workload, measured in hours, which he/she typically requires to achieve learning outcomes and pass a course or a semester. In order to calculate the value of CLAR credit two elements are considered: the duration of the academic year and the annual student workload. To estimate the annual student workload, a specific survey was applied in 18 countries, 189 universities and 15 subject areas. This paper shows the major results that were brought out by 10,086 questionnaires, which were responded to by students and university professors. As a result of this survey, the student workload of a full-time study programme in Latin America amounts to around 1,440 to 1,980 hours per year and in those cases one credit stands for around 24 to 33 working hours.

Assessing the Awareness of Risk Concepts by New Engineering Students

2007 ◽  
Vol 35 (3) ◽  
pp. 184-197 ◽  
Author(s):  
Graham Schleyer ◽  
Rui Fang Duan ◽  
Julian Williamson ◽  
Nicola Stacey
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Professional Lives ◽  
Undergraduate Engineering ◽  
Key Stakeholders ◽  
Risk Education ◽  
Set Up ◽  
The Uk ◽  
Academic Year

There is an indication that across higher-education engineering courses in the UK, the extent and content of risk education varies, and is not always commensurate with the level of risk that undergraduates could be responsible for in their subsequent professional lives. Consequently, a project was set up to incorporate risk education into the curriculum of an undergraduate engineering course in a UK university for the 2005/06 academic year. A set of learning outcomes was developed from a template of topic areas in consultation with key stakeholders. These learning outcomes formed the basis of a questionnaire that was designed to assess students' awareness of risk issues. This paper describes the development of the questionnaire, the interpretation of the results, and how the questionnaire will be used to help achieve the desired learning outcomes.

scholarly journals THE INFLUENCE OF SELF-ASSESSMENT ACTIVITIES ON STUDENT LEARNING OUTCOMES

2018 ◽  
Vol 1 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Gregorio Sánchez-Marín ◽  
María Encarnación Lucas-Pérez ◽  
Antonio José Carrasco-Hernández ◽  
Gabriel Lozano-Reina ◽  
Catalina Nicolás-Martínez
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Student Learning Outcomes ◽  
Self Assessment ◽  
Academic Factors ◽  
The Subject ◽  
European Higher Education ◽  
Academic Year ◽  
Assessment Activities

In the European Higher Education Area, students assume responsibility for their own learning. Using self-assessment activities (carried out on virtual platforms), students increase their autonomy, responsibility, communication and flexibility in their learning process. This study uses a sample of 356 students during the academic year 2016/2017. The results show a positive impact between student participation in self-assessment activities and their learning outcomes. Individual and academic factors as well as attitude towards the subject influence students’ participation in self-assessment activities.

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

Upaya meningkatkan hasil belajar IPA pada materi struktur dan fungsi jaringan tumbuhan melalui penerapan model pembelajaran mind mapping Siswa kelas VIII MTsN 2 Aceh Besar

2020 ◽  
Vol 1 (3) ◽  
pp. 299-306
Author(s):  
Nurdahri Nurdahri
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Male Students ◽  
Observation Data ◽  
Mind Mapping ◽  
Planning Cycle ◽  
Class Viii ◽  
And Function ◽  
The Mind ◽  
Academic Year

he purpose of this study was to improve science learning outcomes on the structure and function of plant networks in class VIII students of MTsN 2 Aceh Besar in the 2017/2018 academic year. The learning model used in this study is the Mind Mapping Learning Model. The subjects of this study were students of class VIII MTsN 2 Aceh Besar with a total of 33 students consisting of 13 male students and 20 fe-male students. This research was conducted in the 2017/2018 Academic Year within a period of 3 months, namely from August 2017 to October 2017 in Odd Semester. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two meetings. Each cycle consists of planning, implementing, observing and reflecting. The research procedure con-sisted of pre-research, planning cycle one, implementing action cycle one, observing cycle one, reflect-ing cycle one, planning cycle two, implementing action cycle two, observing cycle two and reflecting cycle two. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question instrument (written test). Observation data was carried out by look-ing at the activeness of teachers and students during the learning process. The learning outcome data were analyzed by means of percentage statistics, while the observation data were analyzed by means of a Likert scale. The results showed that there was an increase in the completeness of student learning outcomes from 39.39% in the pre-cycle increased to 60.60% in Cycle I and increased to 87.87% in Cy-cle II. Observation of teacher activity during PBM has increased from a total score of 88 good categories in Cycle I, increasing to a total score of 93 good categories in Cycle II. The application of the Mind Mapping learning model can improve science learning outcomes on the structure and function of plant tissue for class VIII students of MTsN 2 Aceh Besar for the 2017/2018 academic year.

MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VC SD NEGERI 164 PEKANBARU DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF NUMBERED HEADS TOGETHER (NHT)

2019 ◽  
Vol 3 (1) ◽  
pp. 197
Author(s):  
Rosita L. Tobing
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Outcomes ◽  
Class Actions ◽  
Heterogeneous Groups ◽  
The Social ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Academic Year

The problem of classroom action research is the low learning outcomes of VC grade 164 students in Pekanbaru. This study aims to improve social studies learning outcomes of VC grade 164 students in Pekanbaru by applying the cooperative method of numbered heads together (NHT). The results of the research and class actions of the Social Studies Course conducted at the VC class SDN 164 Pekanbaru students concluded; Learning outcomes in the first cycle have increased compared to conventional learning. Pre-cycle learning outcomes are an average of 50.25 or sufficient categories; in cycle I, learning outcomes reached an average of 71.75 or in the Good category; in cycle II it increased again by 80.25 or in the Good category; Prasiklus classical completeness is 10 students (25.00%.); the first cycle is 27 students (67.50%); and in the second cycle were 38 students (95.00%). Students who have not been completed are remedial. Observers observed that VC grade 164 students at Pekanbaru Pekanbaru seemed to understand the Numbered Heads Together (NHT) Cooperative Method. They learn and understand shared material in heterogeneous groups of 4-5 students. Based on the results of improved learning studies, the application of the cooperative method of numbered heads together (NHT) succeeded in correcting the problem of the low social studies learning outcomes in VC Class SDN 164 Pekanbaru 2017/2018 Academic Year.

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