A Case Study on Improving Learner Engagement by Incorporating ICT Tool Usage and Active Learning Strategies in Engineering Courses

2020 ◽  
pp. 224-246
Author(s):  
S. Julius Fusic ◽  
Anandh N. ◽  
M. Thangavel
Keyword(s):  
Online Education ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Virtual Classroom ◽  
Learner Engagement ◽  
Slow Learners ◽  
Classroom Techniques ◽  
Conventional Teaching

In the present scenario, the innovation in teaching is necessary to engage the students for the course of 36 to 40 hours. At the end of the course, the average student's strength will excel in performance and attains the course outcome with in-depth knowledge. To overcome the difficulties of slow and inactive learners for attaining the course outcome, it is necessary to renovate the teaching methodology. A few innovative learning methods like think pair share (TPS) activity, flipped classroom, online education, virtual classroom techniques, project-based learning, activity-based learning provoke the inactive or slow learners to be more active in learning the course. From studies, the current generation students are smart, and they feel conventional teaching methods like blackboard and PowerPoint presentations are monotonous. Here, the significance and impact of using ICT tools over conventional teaching methods is discussed on the fluid power automation course as a case study.

scholarly journals Flipping the Undergraduate Classroom: A Case Study

2019 ◽  
pp. 134-138
Keyword(s):  
Self Efficacy ◽  
Flipped Classroom ◽  
Rapid Development ◽  
Intervention Group ◽  
Control Group ◽  
Conventional Teaching ◽  
Information And Communication ◽  
Convenience Sampling ◽  
Group 2

Rapid development in information and communication technology (ICT) is changing the instructional strategies in Higher Education. This study aimed to identify the level of self-efficacy of B.Ed. (IT) undergraduates of a local University in a flipped classroom. Further it also investigated gender difference among the undergraduates self-efficacy in the classroom. A group of 35 student selected using convenience sampling method. This group divided into Group 1 as control group and Group 2 as intervention. Group one consists of 17 students and two consist of 18 students. Initially the two classes answered pre-survey questionnaire of self-efficacy. Then control group was exposed to conventional teaching whereas intervention group intervened with Padlet. Data were analyzed with SPSS and revealed the intervention group has high Cohen effect (d) = .53, which is considered moderate size compared Cohen effect (d) = .17, considered small. This study clearly exhibits intervention group has better self-efficacy than control group. Further, the effect size of control group revealed decline in self-efficacy. In study exhibits there is no difference by gender in terms of self-efficacy. It is expected further study should be conducted by taking in to account sample size, duration of intervention, and method.

The Promise of Protocols in the Virtual Classroom

2021 ◽  
pp. 812-836
Author(s):  
Harriette Thurber Rasmussen ◽  
Amy Baeder ◽  
Margaret A. Hunter ◽  
Jane Chadsey
Keyword(s):  
Learning Environments ◽  
Professional Learning ◽  
Virtual Classroom ◽  
Learner Engagement ◽  
Face To Face ◽  
Engagement Strategies ◽  
Learner Centered ◽  
And Performance ◽  
Professional Learning Network

Learner engagement in online learning environments tends to be erratic and dependent upon the learners themselves, not necessarily fostered by the macrostructures that house the virtual classroom. Protocols—which the authors term microstructures—can bring engagement strategies traditionally seen in face-to-face classrooms to the virtual world of online adult learning. This chapter explores how the use of microstructures supports learner-centered engagement, illustrated through a case study of a successful virtual professional learning network. This chapter also introduces the concept of accountability for participation, its role in creating engaged learners, and how microstructures can foster the psychological safety required for high levels of engagement and performance in the virtual classroom.

The Promise of Protocols in the Virtual Classroom

2018 ◽  
pp. 241-263
Author(s):  
Harriette Thurber Rasmussen ◽  
Amy Baeder ◽  
Margaret A. Hunter ◽  
Jane Chadsey
Keyword(s):  
Learning Environments ◽  
Professional Learning ◽  
Virtual Classroom ◽  
Learner Engagement ◽  
Face To Face ◽  
Engagement Strategies ◽  
Learner Centered ◽  
And Performance ◽  
Professional Learning Network

Learner engagement in online learning environments tends to be erratic and dependent upon the learners themselves, not necessarily fostered by the macrostructures that house the virtual classroom. Protocols—which the authors term microstructures—can bring engagement strategies traditionally seen in face-to-face classrooms to the virtual world of online adult learning. This chapter explores how the use of microstructures supports learner-centered engagement, illustrated through a case study of a successful virtual professional learning network. This chapter also introduces the concept of accountability for participation, its role in creating engaged learners, and how microstructures can foster the psychological safety required for high levels of engagement and performance in the virtual classroom.

scholarly journals Implementation of Flipped Classroom to Improve the Student’s Learning Result in Senior High School Education, A case study: Senior High School 1 SETU BEKASI, INDONESIA

2018 ◽  
Vol 7 (3.36) ◽  
pp. 147
Author(s):  
Halimatus Syakdiyah ◽  
Basuki Wibawa
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Senior High School ◽  
School Students ◽  
Chemistry Learning ◽  
The Difference

Chemistry lesson is one of the lessons considered difficult, especially in middle school students in Indonesia. This also happens in high schools in Bekasi. This study aims at improving the specific learning outcomes on chemistry subject by applying flipped classroom. The increased learning outcome is measured by comparing learning outcomes using an expository method on the same level. The selection of classes applying the flipped classroom and classes using the expository method is done randomly. From the result of the study, the difference in chemistry learning outcomes between students studied using Flipped Classroom and expository learning strategies. Based on the result of calculation is obtained difference in student learning outcomes between students who learn using the Flipped Classroom strategy and students who learn using the expository strategy.  

scholarly journals A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media

2019 ◽  
Vol 9 (4) ◽  
pp. 273 ◽  
Author(s):  
Elnaz Safapour ◽  
Sharareh Kermanshachi ◽  
Piyush Taneja
Keyword(s):  
Social Media ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Teaching Effectiveness ◽  
Personal Attitude ◽  
Course Objectives ◽  
Personal Skills ◽  
Nontraditional Teaching ◽  
Self Learning

Traditional teaching methods rely solely on the use of textbooks, but teaching effectiveness assessment methods have demonstrated that most students taught by this method do not absorb the course content up to the expected level. Multiple researchers have introduced nontraditional teaching methods, but there is no scientific consensus on the best nontraditional teaching methods that are tailored to learners’ abilities while most effectively addressing the course objectives. Therefore, the goal of this review was to address the following questions across all engineering disciplines, based on learners’ abilities and the course objectives: (a) What are the benefits of nontraditional teaching methods? and (b) How would you categorize the benefits of nontraditional teaching methods? A qualitative review was conducted to achieve these goals, and the initial search for papers, using relevant keywords, resulted in more than 2000 peer-reviewed articles that were published between 2000 and 2017. A total of 125 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including a list of the benefits of the five studied nontraditional teaching methods (flipped classroom, gamification, case study, self-learning, and social media) belonging to four categories: technical/professional, personal skills/ability, personal attitude, and time and space. Based on the results, the authors established significant guidelines for instructors who aim to optimize learners’ achievements by adopting the most effective teaching styles, based on their course objectives and the learners’ abilities.

STUDI ANALISIS DAMPAK PADEMI COVID-19 TERHADAP EKSISTENSI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI INDONESIA

Edupedia ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 45-53
Author(s):  
Ilzam Dhaifi
Keyword(s):  
Online Education ◽  
Religious Education ◽  
Virtual Classroom ◽  
Education Services ◽  
Religious Consciousness ◽  
The Core ◽  
Equal Education ◽  
The World ◽  
The Government

The world has been surprised by the emergence of a COVID 19 pandemic, was born in China, and widespread to various countries in the world. In Indonesia, the government issued several policies to break the COVID 19 pandemic chain, which also triggered some pro-cons in the midst of society. One of the policies government takes is the closure of learning access directly at school and moving the learning process from physical class to a virtual classroom or known as online learning. In the economic sector also affects the parents’ financial ability to provide sufficient funds to support the implementation of distance learning applied by the government. The implications of the distance education policy are of course the quality of learning, including the subjects of Islamic religious education, which is essentially aimed at planting knowledge, skills, and religious consciousness to form the character of the students. Online education must certainly be precise, in order to provide equal education services to all students, prepare teachers to master the technology, and seek the core learning of Islamic religious education can still be done well.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals A comparison of three interactive examination designs in active learning classrooms for nursing students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Ahlstrom ◽  
Christopher Holmberg
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Active Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Free Text ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Chi Squared

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

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