scholarly journals Facilitated Telementoring for K-12 Students and Teachers

2010 ◽  
pp. 1-11 ◽  
Author(s):  
Lisa Harris
Keyword(s):  
Subject Matter ◽  
Electronic Mail ◽  
Web Based ◽  
Face To Face ◽  
Resource Center ◽  
Volunteer Subject ◽  
Teachers And Students ◽  
Web Forum ◽  
K 12 ◽  
Academic Year

The Electronic Emissary is a Web-based service and resource center that helps teachers and students with Internet access locate mentors who are experts in various disciplines, then plan and engage in curriculum-based learning. In this way, the interaction that occurs among teachers and students face-to-face in the classroom is supplemented and extended by electronic mail, Web forum, chat, and audio/videoconferencing exchanges that occur among participating teachers, students, and volunteer mentors. These project-based online conversations typically range in length from six weeks to a full academic year, as students’ needs and interests dictate. The Electronic Emissary has been online since February 1993 and on the World Wide Web since December 1995. It serves students and teachers globally, but the majority of its participants to date have been in North America. Emissary-related research has focused upon the nature of telementoring interactions in which K-12 students are active inquirers, the motivations and perceptions of their volunteer subject matter mentors, why some teachers choose to persist in integrating telementoring into curricula despite considerable hindrances, effective telementoring facilitation techniques, and what teachers learn as they help their students to participate in curriculum-oriented telementoring projects. Students exploring complex curriculum-based topics need to actively build deep and sophisticated understanding. One of the most effective ways to do this is by engaging in ongoing dialogue with knowledgeable others, as the students form, refine, and expand their knowledge. Classroom teachers typically serve as the subject matter experts with whom students interact in curriculum-based areas of inquiry. Yet when the issues being explored are multi-disciplinary, technically and conceptually sophisticated, or dependent upon current and highly specialized research and theory, additional expertise must be made directly available to students and teachers longitudinally, and on an as-needed basis. This is what telementoring offers to learners and educators today, and what the Electronic Emissary brings to students and teachers worldwide.

scholarly journals Improving Students’ vocabulary Mastery By Using Blended Learning Model in State Polytechnic Padang

2017 ◽  
Vol 2 (1) ◽  
pp. 101
Author(s):  
Muthia Damaiyanti ◽  
Indah Sari
Keyword(s):  
Blended Learning ◽  
Qualitative Data ◽  
Learning Model ◽  
Web Based ◽  
Factors Affecting ◽  
Face To Face ◽  
Web Based Learning ◽  
Field Note ◽  
Academic Year ◽  
Test Result

<p class="IJSSEAAbtract">The research aims at improving the vocabulary mastery of students at Padang’s State Polytechnics for the 2015/2016 academic year by applying a blended learning model. Blended learning is an interactive learning model which combines face-to-face  with web-based learning. Vocabulary is a vital sub-skill in mastering a language and thus a suitable topic for a classroom action research (CAR). . The CAR theory applied is by Kemmis, <span style="text-decoration: line-through;">S</span> and McTaggart (2005) and the Blended Learning theory used is by Bersin (2004). The instruments are test, observation, field note and interview. Quantitative data are collected by a test result in which it is used to see how the student’s vocabulary mastery progresses after applying the blended learning model. Qualitative data gathered included observation, field note and interview analyzed descriptively in order to find out the factors affecting student’s vocabulary mastery by implementing blended</p><p> </p><p class="IJSSEAAbtract"> </p>

Web-Based Technologies, Technology Literacy, and Learning

2011 ◽  
pp. 94-117 ◽  
Author(s):  
Wan Ng
Keyword(s):  
World Wide ◽  
Technology Literacy ◽  
Current Status ◽  
Global Level ◽  
Pedagogical Tools ◽  
Web Based ◽  
Teachers And Students ◽  
K 12 ◽  
Source Of Information

This chapter consolidates information regarding the role of technology in K-12 education, including policies related to it at a global level, the current status of its use in the classroom, and its impact on student learning. Its main focus is on the World Wide Web where its rich source of information and educational tools remains largely untapped in many K-12 classrooms. The chapter provides an illustration of how some Web-based technologies can be used to promote constructivist learning and foster the development of technology literacy in K-12 students. It also informs researchers and educators of issues and challenges faced by teachers and students in the classrooms in using these Web-based technologies and resources as pedagogical tools for concept development and promoting technology literacy.

scholarly journals COVID-19 Outbreak: Insights about Teaching Tasks in a Chemical Engineering Laboratory

2020 ◽  
Vol 10 (9) ◽  
pp. 226 ◽  
Author(s):  
Sergio Nogales-Delgado ◽  
Silvia Román Suero ◽  
José María Encinar Martín
Keyword(s):  
Chemical Engineering ◽  
University Teaching ◽  
Face To Face ◽  
Virtual Tools ◽  
Teachers And Students ◽  
E Learning ◽  
The Government ◽  
Online Library ◽  
The University ◽  
Academic Year

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from mid-March to June has affected traditional face-to-face sessions at universities, as they were forbidden and replaced by online lessons. The aim of this work was to explain our own experience during the COVID-19 outbreak in a chemical engineering laboratory at the University of Extremadura, concerning the university teaching and the final degree project follow-up, whose method of teaching was active and participatory, based on constructivism and focused on the student as the center of the learning process. Thus, the confinement affected both the teachers and students differently, depending on the degree of completion of their main tasks and their previous skills with computing and virtual tools, among other factors. The existence of an operating virtual campus and an online library has made the transition to total e-learning and telework easier for teachers and students.

scholarly journals Penguatan Pembelajaran Sistem Daring

EL-Ghiroh ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 195-207
Author(s):  
Ahmad Taufik ◽  
Fitriyani Fitriyani
Keyword(s):  
Learning Process ◽  
Subject Matter ◽  
Main Condition ◽  
Reciprocal Relationships ◽  
Face To Face ◽  
Effective Learning ◽  
Learning Conditions ◽  
Teachers And Students ◽  
The Subject ◽  
The Many

The learning process is a process control that contains a series of teacher and student implementations on the basis of reciprocal relationships that take place in educational situations to achieve certain goals. This reciprocal interaction between teachers and students is the main condition for the learning process to take place. In reality we see in schools, teachers are often too active in the learning process, while students are made passive, so that the interaction between teachers and students in the learning process is ineffective. If the learning process is dominated by teachers, the effectiveness of learning will not be achieved. To create effective learning conditions, teachers are required to be able to manage the learning process that provides stimulation to students so that they are willing and able to learn.However, learning online is not as easy as we imagine. Many students and teachers encounter obstacles due to stuttering with this online learning. Teachers who could not teach directly encountered obstacles even though the activities were carried out by means of video calls. Many school materials given to students are difficult to understand because of the many distractions when carrying out activities. The problem is generally because the subject matter is the lesson that must be exemplified face-to-face, if this is constrained because it is not direct, it is like a child is wrong and is disturbed by signals, the material also cannot be conveyed properly.

scholarly journals Assessment of a Socio-constructivist Model for Teacher Training

2002 ◽  
Vol 10 ◽  
pp. 44 ◽  
Author(s):  
Luiz Antonio Joia
Keyword(s):  
Single Case ◽  
Case Study Research ◽  
Training Model ◽  
Internet Technology ◽  
Web Based ◽  
Face To Face ◽  
Constructivist Model ◽  
K 12 ◽  
Distance Approach

This article assesses a socio-constructivist model for training K-12 teachers in Brazil, in the use of Informatics in education. The method applied combines both face-to-face exchanges and a WEB-based distance approach made possible by Internet technology. The characteristics of such training and its main objectives are analyzed according to the collected data presented. A descriptive single case study research methodology is applied. The main conclusions reached by this researchbased on the use of a systemic frameworkare presented, mainly those addressing the importance of care and coherence for knowledge creation in a socio-constructivist training model developed with the help of the Internet. Comparisons between this model and the traditional one are also presented.

scholarly journals Investigation of science teachers’ views towards online education

2021 ◽  
Vol 8 (2) ◽  
pp. 01-10
Author(s):  
Emre Yildiz
Keyword(s):  
Online Education ◽  
Science Teachers ◽  
Rural Areas ◽  
Analysis Method ◽  
Data Collection Tool ◽  
Face To Face ◽  
Content Analysis Method ◽  
Research Designs ◽  
Teachers And Students ◽  
Academic Year

This study aimed to examine science teachers’ opinions about online education during the pandemic period. In the research, phenomenological research, one of the qualitative research designs, was adopted. In the 2020–2021 academic year, 33 science teachers working in central and rural areas of Erzurum were studied. An online interview form was used as a data collection tool. The content analysis method was used in the analysis of the data. As a result, it can be said that, in addition to the disadvantages of online education, it provides convenience to teachers and students in various fields and has an advantage compared to face-to-face education. To facilitate the adaptation of teachers and students to online education, informative training can be provided, parents can be informed about the process and students can be supported in solving their problems.     Keywords: Views, online education, teacher, pandemic, science teachers.

Opportunities and Challenges of E-Learning in Spanish Institutions of Higher Education

2021 ◽  
pp. 112-127
Author(s):  
Vanessa Izquierdo-Álvarez ◽  
Ana María Pinto-Llorente
Keyword(s):  
Training Programme ◽  
Educational Activity ◽  
Health Crisis ◽  
Face To Face ◽  
Learning Framework ◽  
Teachers And Students ◽  
E Learning ◽  
Teaching Learning ◽  
The University ◽  
Academic Year

The global health crisis caused by COVID-19 led to the confinement of millions of people all over the world and generated an unprecedented global alarm. A consequence of the confinement was the suspension of face-to-face educational activity in all centres and levels of education, and the adoption of online modality. The aim of the chapter is to facilitate the understanding of the learning framework in online contexts and to explains some of the e-learning practices carried out by the University of Salamanca along the 2019-2020 academic year. It also offers a compilation of the strategies and lines of actions adopted by the university for the next academic year to guarantee the quality of the teaching learning process, to reinforce the technological equipment and telematic networks, to carry out a strong digital transformation of the institution, to bridge the digital divide, and to implement a training programme for teachers and students.

scholarly journals An Inquiry into Saudi EFL Teachers and Students’ Perceptions of EFL Virtual Classes and Its Relation to Learner Autonomy

2020 ◽  
Vol 8 (2) ◽  
pp. 57
Author(s):  
Abrar Khalawi ◽  
Maha Halabi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Face To Face ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Virtual Classes ◽  
King Abdulaziz University ◽  
English Language Institute ◽  
Academic Year

The purpose of this research paper is to explore Saudi foundation-year teachers and students’ perceptions of the use of virtual classes for teaching or learning English as a Foreign Language (EFL) at the English Language Institute (ELI) in King Abdulaziz University (KAU). The data for this study was collected through questionnaires from a total of 20 teachers and 22 students. The survey was conducted during the second semester of the academic year 2019-2020, and the data was analyzed quantitatively. The overall results of the questionnaires demonstrate that the majority of teachers and students held positive attitudes towards EFL virtual classes, however, they prefer face-to-face classrooms. Additionally, some participants admitted the huge role virtual classes play in improving learners’ autonomy.

The Virtual Scientist: connecting university scientists to the K–12 classroom through videoconferencing

2007 ◽  
Vol 31 (1) ◽  
pp. 62-66 ◽  
Author(s):  
Glenn B. McCombs ◽  
Jennifer A. Ufnar ◽  
Virginia L. Shepherd
Keyword(s):  
Professional Staff ◽  
Application Process ◽  
Science Outreach ◽  
University Center ◽  
Teachers And Students ◽  
On Line ◽  
K 12 ◽  
University Scientists ◽  
Academic Year ◽  
Vanderbilt University

The Vanderbilt University Center for Science Outreach (CSO) connects university scientists to the K–12 community to enhance and improve science education. The Virtual Scientist program utilizes interactive videoconference (IVC) to facilitate this connection, providing 40–50 sessions per academic year to a national audience. Scientists, defined as research faculty members, clinicians, postdoctoral fellows, graduate and medical students, and professional staff, participate through conventional volunteer recruitment and program announcements as well as outreach partnership efforts with other Vanderbilt centers. These experts present 30- to 45-min long, grade-appropriate content sessions from the CSO IVC studio or their own laboratory. Teachers register for sessions via an on-line application process. After the session, teachers, students, and experts are requested to complete an anonymous on-line evaluation that addresses both technical- and content-associated issues. Results from 2003 to the present indicated a favorable assessment for a promising program. Results showed that 69% of students ( n = 335) and 88% of teachers ( n = 111) felt that IVC improved access to scientists, whereas 97% of students ( n = 382) and teachers ( n = 126) and 100% of scientists ( n = 23) indicated that they would participate in future videoconferences. Students and teachers considered that the Virtual Scientist program was effective [76% ( n = 381) and 89% ( n = 127), respectively]. In addition, experts supported IVC as effective in teaching [87% ( n = 23)]. Because of the favorable responses from experts, teachers, and students, the CSO will continue to implement IVC as a tool to foster interactions of scientists with K–12 classrooms.

scholarly journals BELAJAR REKORDER DENGAN BANTUAN APLIKASI WHATSAPPPADA PEMBELAJARAN SENI MUSIK DI SMP NEGERI 14 SOLOK SELATAN PADA MASA PANDEMI COVID-19

2020 ◽  
Vol 9 (4) ◽  
pp. 99
Author(s):  
Farhan Shah Idrus ◽  
Yos Sudarman
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Subject Matter ◽  
Descriptive Analysis ◽  
Face To Face ◽  
Internet Connection ◽  
Teachers And Students ◽  
The Subject ◽  
Face To Face Learning ◽  
Study Application

The problem of this research rises from the Culture and Arts instruction of music at SMP 14 South Solok which is carried out during a Covid-19 pandemic situation, so there is no face-to-face learning except for the implementation of online learning which is indirectly conducted by teachers and students. This research aims to explain the implementation of recording learning with the help of WhatsApp application in learning music at SMP Negeri 14 South Solok during the Covid-19 pandemic.This is a qualitative research using descriptive analysis approach. The research’s object was the teacher and 24 students of class VII-3 who conducted recording learning using the WA application. The learning was guided by the teacher from the school for students studying at home. The research instruments were observation, interview, and documentation study.The results of the study explain that the use of WA application for recording learning in class VII-3 students at SMP Negeri 14 South Solok has advantage and weaknesses. The advantage is the ease of using the applications in learning.  This is due to the fact that it can easily send and receive chats, photos, audio, and videos related to the subject matter. However, the weaknesses exist in the unavailability of cellphone devices, unstable internet connection, and expensive internet loads to facilitate WA usage for learning.Keyword : Study, Application, Learning, Music Art, Pandemic, Covid-19

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