Virtual Spaces for Teaching and Learning

2009 ◽  
pp. 52-67 ◽  
Author(s):  
Peter R. Albion
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Virtual Spaces ◽  
Online Spaces ◽  
Low Threshold ◽  
Supporting Teachers

Interaction is fundamental to the learning process and game-like 3D online spaces present opportunities for enhancing learning through supporting a richer variety of interaction between learners and content, instructor and peers. Provision of a “low threshold application” for development of learning experiences in such spaces will extend the opportunities for more teachers to arrange learning experiences in virtual spaces. A heuristic that maps the possible variety of learning experiences in virtual spaces is one option for supporting teachers in the design of such experiences.

scholarly journals Online Learning: Challenges and Solutions for Learners and Teachers

2022 ◽  
pp. 0258042X2110695
Author(s):  
Utpala Das
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Online Teaching And Learning ◽  
Learning Challenges ◽  
Augmented Learning ◽  
Jel Code ◽  
Enhanced Learning

The COVID-19 pandemic led to an expansion and increase in the demand for online teaching and learning across the globe. Online teaching and learning is attracting a large number of students for enhanced learning experiences. However, there are many challenges and hindrances that pose a problem in the smooth learning. The impediments in the learning process are suppressing the advantages that may aid the learners with augmented learning sessions. The article presents some challenges faced by teachers and learners, supplemented with the recommendations to remove them. JEL Code: A20

scholarly journals PENGGUNAAN MULTIMEDIA INTERAKTIF GUNA MENCIPTAKAN PEMBELAJARAN YANG INOVATIF DI SEKOLAH

PERSPEKTIF ◽  
2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Atmawarni UMA
Keyword(s):  
Information Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Learning Experiences ◽  
Learning Objectives ◽  
Learning Materials ◽  
Definition Of ◽  
The Right ◽  
Interactive Activity

Teaching and learning interaction ins chools is an interactive activity and the various components to realize the achievement of learning objectives have been established in the learning planning, to get there, first it need to be understood about the meaning of the term learning, teaching and interaction. These three terms will lead to the definition of teaching and learning interaction. The utilization of information technology in the making and using of interactive multimedia in learning in school be judged very effective in supporting the learning materials delivery. The use of interactive multimedia in the learning in school is one of solution to relieve stiffness, saturation, and the vacuum of students in learning so many kinds of subject in school. By steps and the process of the use of the right interactive multimedia, using interactive multimedia as the messaging media will stimulate thought, feelings, concerns and wishes of student so as to encourage the learning process more interactive and communicative and can enhance students learning experiences become more concrete.

Problem-Based Learning

2018 ◽  
pp. 280-293
Author(s):  
Ernest Ampadu ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strategic Approach ◽  
Supporting Teachers

Students learning and understanding is enhanced if the teaching and learning process is authentic. Authentic learning process leads to understanding and meaningful application of concepts learned. One way by which teachers can to provide authentic learning environment is through Problem-Based Learning (PBL). PBL offers opportunity for students to learn about something that is real and beneficial. Teacher education programs, pre-service or in-service, should help teachers to understand how to use PBL to provide students with authentic learning environments. The chapter aims at supporting teachers' understanding and application of PBL so that they can provide students with meaningful learning experiences. Specifically, this chapter is intended to assist teachers have a better understanding of PBL as a strategic approach to meaningful teaching and learning as well as identify effective ways to incorporate this approach into their pedagogical practices.

scholarly journals adm kurikulum

2019 ◽  
Author(s):  
yola pramika
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Teaching Profession ◽  
Educational Goals ◽  
Learning Materials ◽  
Implementation Guidelines ◽  
Student Learning Experiences

The curriculum is a very important and decisive component in the delivery of education. the curriculum functions as a tool for the achievement of educational goals, if educational goals change then automatically the curriculum must also be changed. In Law Number 20 of 2003 it is stated that the curriculum is a set of plans and regulations regarding the content and learning materials as well as the methods used as guidelines in implementation of the teaching and learning process. For children the curriculum is useful as a tool to develop all the potential they have towards a better direction under the guidance of teachers at school. For teachers, the curriculum functions as a guide and reference in organizing learning in schools. In curriculum administration, according to Prof. Soetjipto and Drs. Raflis Kosasi, MSc in his book entitled Teaching Profession (1999: 148) that the curriculum is a set of student learning experiences with all the implementation guidelines systematically arranged and guided by schools in the activities of educating their students ".

scholarly journals administrasi kurikulum pendidikan

2019 ◽  
Author(s):  
Nabila sarah hafni
Keyword(s):  
Learning Process ◽  
Educational Level ◽  
Teaching And Learning ◽  
School Principals ◽  
Learning Experiences ◽  
Teaching Program ◽  
Forming Quality

The curriculum can be interpreted narrowly and broadly. The curriculum is narrowly interpreted as a number of subjects that must be followed or taken by students to be able to complete their education, at a particular institution, whereas broadly the curriculum is interpreted with all the learning experiences that schools provide to students while attending education at a certain educational level. Efforts to provide learning experiences to students can take place both inside and outside the classroom, whether written or not, as long as they are aimed at forming quality graduates. mplementation of the curriculum Activities undertaken by teachers in implementing curriculum in schools include:1) Preparation of Semester / Quarterly Teaching ProgramThe purpose of preparing this semester or quarterly teaching program is to:1) Describe the lesson material that will be presented by the teacher in the teaching and learning process.2) Directing the tasks that must be taken by the teacher so that teaching canbe done gradually and appropriately.2) The functions of this semester or quarterly teaching program are: Guidelines for teachers in organizing learning for one semester and quarterly. Materials by school principals and supervisors to provide guidance to teachers.3) The steps taken in preparing the semester / quarterly teaching program, namely: Learn GBPP subjects that are fostered.

scholarly journals O CIBERESPAÇO NO CONTEXTO ESCOLAR: análise do processo de ensino e aprendizagem em uma escola pública do Ensino Médio de Altamira/PA

2019 ◽  
Vol 5 (18) ◽  
pp. 15835
Author(s):  
Taiane de Cássia Costa ◽  
Leonardo Zenha Cordeiro
Keyword(s):  
High School ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
School Context ◽  
Virtual Space ◽  
Semistructured Interview ◽  
Virtual Spaces ◽  
The Third ◽  
Information And Communication

CYBERSPACE IN THE SCHOOL CONTEXT: teaching and learning process in a public high school of Altamira/PAEL CIBERESPACIO EN EL CONTEXTO ESCOLAR: proceso de enseñanza y aprendizaje en una escuela pública de Altamira/PARESUMOEste artigo trata do processo de ensino e aprendizagem no ciberespaço a partir dos avanços das tecnologias da informação e comunicação (TICs), que vem alterando as formas de aprendizagem dos jovens estudantes. Trata principalmente dos novos espaços virtuais de comunicação em rede, do espaço virtual paralelo ao espaço real. A pesquisa teve por objetivo conhecer através dos alunos o processo de relação cotidiana dos jovens estudantes com os espaços virtuais de comunicação da internet no ambiente escolar. Os dados foram coletados com 15 alunos do 3º ano do Ensino Médio, no município de Altamira, Pará. Como método, utilizou-se da abordagem multirreferencial. A primeira análise de coleta dos dados foi através de entrevista semiestruturada com os alunos. O segundo momento da pesquisa aconteceu por meio da aplicação dos questionários. O terceiro momento da pesquisa aconteceu por meio da rede social whatsapp, no qual formou-se um grupo com dez alunos do 3º ano com objetivo de perceber como eles usam e compartilham mídias relacionadas ao contexto escolar. Concluiu-se que a aprendizagem relacionada ao ciberespaço e que o acesso a ela deu-se mais por condições particulares e interesse próprio dos alunos em inserirem-se nesse universo do que a própria escola. Torna-se necessário que se avance no uso didático-pedagógico dos recursos tecnológicos no processo de ensino-aprendizagem, uma vez que faz parte do cotidiano dos jovens alunos do Ensino Médio.Palavras-chave: Ciberespaço; Ensino Médio; Tecnologias da Informação e Comunicação.ABSTRACTThis article deals with the process of teaching and learning in cyberspace based on advances in information and communication technologies (ICTs) that have been changing the way students learn. It deals mainly with the new virtual spaces of network communication, from virtual space parallel to real space. The research aimed to learn through the students how it has been constituting the relationship of young students with the virtual spaces of internet communication in the school environment. Data were collected with 15 students of the 3rd year of high school in the city of Altamira, PA. As a method, the multireferential approach was used. The first analysis of data collection was through a semistructured interview with 10 students. The second moment of the research happened through the application of the questionnaires with fifteen students of the third year. The third moment of the research happened through whatsapp social network, formed by ten students. It is concluded that learning related to cyberspace and that access to it was more due to particular conditions and self-interest of students in inserting themselves in this universe than the school itself. It is necessary to advance in the didactic-pedagogical use of technological resources in the teaching-learning process since it is part of the daily life of young high school students.Keywords: Cyberspace; High School; Technologies Information and Communication..RESUMENEste artículo aborda el proceso de enseñanza y aprendizaje en el ciberespacio basado en los avances de las tecnologías de la información y la comunicación (TIC) que han estado cambiando las formas de aprendizaje de los jóvenes estudiantes. Se trata principalmente de los nuevos espacios virtuales de comunicación de red, el espacio virtual paralelo al espacio real. La investigación tuvo como objetivo conocer a través de los estudiantes el proceso de construcción diaria de jóvenes estudiantes con los espacios virtuales de comunicación por internet en el entorno escolar. Los datos fueron recolectados de 15 estudiantes del tercer año de secundaria en la ciudad de Altamira, PA. Como método, se utilizó el multirreferencial. El primer análisis de recopilación de datos fue a través de entrevistas semiestructuradas con estudiantes. El segundo momento de la investigación ocurrió a través de la aplicación de los cuestionarios. El tercer momento de la investigación tuvo lugar a través de la red social de WhatsApp, un grupo de 10 estudiantes de 3er grado para comprender cómo usan y comparten los medios relacionados con el contexto escolar. Se concluyó que el aprendizaje se relacionó con el ciberespacio y que el acceso al mismo se debió más a condiciones particulares y al propio interés de los estudiantes en insertarse en este universo que en la escuela misma. Es necesario avanzar en el uso didáctico-pedagógico de los recursos tecnológicos en el proceso de enseñanza-aprendizaje, ya que es parte de la vida cotidiana de los jóvenes estudiantes de secundaria.Palabras clave: Ciberespacio; Escuela Secundaria; Tecnologías de la Información y la Comunicación.

scholarly journals Teachers’ Reflection: Does The Instructional Technology Implementation Transform Learning?

2019 ◽  
Vol 6 (1) ◽  
pp. 1-11
Author(s):  
Tri Mulyati
Keyword(s):  
Learning Process ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Computer Software ◽  
English Class ◽  
Digital Era ◽  
Use Of Technology ◽  
Four Levels ◽  
English Instruction

The development of the digital era requires teachers to insert technology into English instruction. Teachers must be able not only to use the internet and computer software but also to implement technology appropriately in the teaching and learning process in order to help students achieve learning objectives. Many teachers have done inserting technology into English instruction. In addition, research on technology integration in English class has been mushrooming since years ago. However, the evaluation dealing with the implementation of technology in English instruction is limited. This research aims at evaluating how teachers use technology in the teaching and learning process. The evaluation focuses on whether the use of technology has enhanced students’ learning experiences or transformed students’ learning experiences. Four levels of the SAMR model (Substitution, Augmentation, Modification, and Redefinition) are used to assess the implementation. Here, the researchers gauged information from six English teachers of the senior high school in Banyuwangi regency concerning how they use technology in the teaching and learning process.

Perumusan Kebijakan Kurikulum

2019 ◽  
Vol 2 ◽  
Author(s):  
Nurhidaya Mukhtar ◽  
Mawardi Pewangi
Keyword(s):  
Literature Review ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Policy Formulation ◽  
Educational Goals ◽  
Curriculum Policy ◽  
Level Of Education ◽  
Curriculum Policies

The purpose of this article is to look at Curriculum Policy Formulation to find out curriculum policies at the level of education units because in the curriculum not only goals must be achieved so as to clarify directions, but also provide an understanding of the learning experiences that each student must have. Curriculum and education are two things that are closely and interrelated, inseparable from each other, because in education, of course, the teaching and learning process (teaching) requires the outlines of educational directions that lead to the achievement of educational goals, as well as the content that must be learned. The article was written with literature review with the result that the curriculum and the teacher must establish a system of assessment that can reveal the learners as a whole, both at the cognitive, affective, and psycomotor levels.

GAYA BICARA PADA STAF PENGAJAR JURUSAN AKUNTANSI POLITEKNIK NEGERI SEMARANG DI DALAM KEGIATAN PROSES BELAJAR MENGAJAR

2019 ◽  
Vol 2 (2) ◽  
pp. 165
Author(s):  
Pandiya Pandiya Pandiya ◽  
Nurul Hamida Hamida
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Body Language ◽  
Teaching Staff ◽  
Applied Method ◽  
Presentation Method ◽  
Study Support ◽  
Speaking Style

This study aims to determine the extent to which the teaching staff in the Semarang State Polytechnic Accounting Department applies a style of speech; i.e. either oratory, deliberative, consultative, relaxed, or intimate. The data collection is done by questionnaire and class observation. The population of this study consists of teaching staff at the Semarang State Polytechnic Accounting Department. The data is more qualitative, which is more in the form of a description of the characteristics of the respondents and not much related to the numbers. Sampling technique is done by population, namely all teaching staff of Semarang State Polytechnic Accounting Department. Data analysis is carried out by a Likert Scale of 5. The results indicate that Consultative Speech is the style most widely applied by the Teaching Staff of the Semarang State Polytechnic Accounting Department, while the oratoric speaking style is the least practiced style. Extemporan presentation method is the most widely applied method in the activities of the Teaching and Learning Process in the Semarang State Polytechnic Accounting Department, while the impromptu method is the least applied method. The most widely used body language is a smile, while eye flicker is the least applied body language. The distance between the Teaching Staff and Students in the Teaching and Learning Process activities that are most widely applied are groups (125-350 cm), while the least applied distance is intimate (50 cm). The results of this study support the previous research that the use of Body Language greatly affects the success of the Teaching and Learning process.

Perancangan aplikasi multi criteria decision making dalam penerimaan beasiswa kepada dosen studi lanjut STMIK Balikpapan menggunakan metode SAW

2018 ◽  
Vol 1 (1) ◽  
pp. 35-42
Author(s):  
Muslimin B ◽  
Sumardi Sumardi
Keyword(s):  
Decision Making ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Assistants ◽  
Multi Criteria Decision Making ◽  
Scholarship Recipients ◽  
The Matrix ◽  
Application Decision ◽  
High Degree ◽  
New Student

 Interests and number of STMIK Balikpapan new student enrollments are increasing every year. The balance of the ratio of lecturers to students is one of the most important components in improving the quality and teaching and learning process of a university. Avoiding shortages in the number of lecturers can be realized by providing scholarship programs to alumni and teaching assistants. This study aims to build a multi criteria decision making application that can assist the Head of HRD in the process of receiving scholarships to advanced and effective study lecturers. The multi criteria decision making application developed in this study uses the SAW method. The implementation of the SAW method includes the process of evaluating the weighting of criteria, evaluating alternative weights, the matrix process, the results of decision making preferences, resulting in the weighting and ranking of each alternative candidate for the scholarship recipient. The results of the evaluation of multi-criteria application decision making in the study are expected to produce modeling with a high degree of accuracy. The results of the analysis carried out can provide alternative recommendations for prospective scholarship recipients to advanced study lecturers in STMIK Balikpapan.

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