How Reflective Practice Informs Blended and Online Language Instruction

2022 ◽  
pp. 41-65
Author(s):  
Lauren Rosen ◽  
Shelley Hay ◽  
Magara Maeda ◽  
Sandrine Pell ◽  
Natalia Roberts
Keyword(s):  
Instructional Practices ◽  
Learning Environments ◽  
Communication Skills ◽  
Community Building ◽  
Language Instruction ◽  
Learning Models ◽  
Student Reflection ◽  
Maximum Benefit ◽  
Open Relationship ◽  
Student Instructor

This chapter discusses how reflection is essential to informing instruction. The authors reflect on the community-building strategies implemented through an onboarding process prior to the start of the semester that ensures connection and engagement among students who are physically separated. This process opens a line of communication between students and instructors providing essential feedback to identify and address needs as well as build a trusting and open relationship for student-instructor engagement. The authors discuss how throughout the course, student reflection on their learning enabled them to recognize achievements, identify issues, and shape instructional practices. These reflections are an integral part of the interweaving of asynchronous and synchronous sessions based on four different learning models. All learning models included clear scaffolding for maximum benefit regardless of learning environments. The ongoing adjustments based on reflection proved worthy as student communication skills remained equal to those of pre-pandemic learning.

scholarly journals PENERAPAN MODEL PEMBELAJARAN THINK TALK WRITE (TTW) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA

2019 ◽  
Vol 4 (2) ◽  
pp. 190-195
Author(s):  
Fitri Ramadhani ◽  
Delima Septiani
Keyword(s):  
Middle School ◽  
Communication Skills ◽  
Hypothesis Test ◽  
Control Group ◽  
Learning Models ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Group Design ◽  
Analysis Technique ◽  
Better Than

Abstract. The purpose of this study was to determine the mathematical communication skills of class VII students at Muhammadiyah Middle School in Pasir Penyu. This type of research is a Quasi Experiment with the design of Randomized Subject Posttest-Only Control Group Design. The data analysis technique in this test uses the t-test. Based on the calculation of the hypothesis test shows the significant value of the sample class is 0.003 <0.05. Based on these results, H0 is rejected and Ha is accepted. So it can be concluded that the mathematical communication skills of students using the think talk write learning model is better than the mathematical communication skills of students using conventional learning models in class VII in the middle school Muhammadiyah Pasir Penyu.Keywords: Mathematical Communication, Think Talk Write

scholarly journals Development of Learning Tools by Application of Problem Based Learning Models to Improve Mathematical Communication Capabilities of Sequence and Series Materials

2020 ◽  
Vol 4 (1) ◽  
pp. 62
Author(s):  
Nur Atika ◽  
Yenita Roza ◽  
Atma Murni
Keyword(s):  
Communication Skills ◽  
Problem Based Learning ◽  
Development Research ◽  
Learning Tools ◽  
Test Results ◽  
Design Development ◽  
Learning Models ◽  
Mathematical Communication ◽  
Analysis Design ◽  
Better Than

This research was motivated by the lack of learning tools that can improve students' Mathematical Communication Skills (KKM). Activities that can encourage students to improve KKM have not been designed by the teacher in the learning device properly. This study aims to produce learning tools by applying Problem Based Learning models to improve KKM. This development research used the ADDIE development model with the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of Syllabus, RPP, LKPD and KKM validation results showed highly valid criteria with percentages of 91.67%, 91.30%, 89.09%, and 87.15%, respectively. Practicality results indicate a very practical criterion with the percentage of small group trials at 95.57%, large group trials at 96.07%, and teacher responses at 96.25%. The effectiveness test results state that KKM of students who use learning tools with PBL models is better than KKM of students who use conventional learning.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GALLERY WALK TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP NEGERI 8 PADANGSIDIMPUAN

2021 ◽  
Vol 4 (3) ◽  
pp. 1-5
Author(s):  
Adek Nilasari Harahap
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Average Score ◽  
Learning Models ◽  
Mathematical Communication ◽  
Ability Test ◽  
Student Responses ◽  
Communication Ability

This study aims to determine (1) the mathematical communication ability of students taught by the gallery walk type cooperative learning model is higher than the mathematical communication skills of students taught by conventional learning models (2) student responses through the application of the gallery walk type cooperative learning model to communication skills. mathematics students of SMP Negeri 8 Padangsidimpuan. The research method used is quasi-experimental. The population of this study were all seventh grade students of SMP Negeri 8 Padangsidimpuan. Sampling using simple random sampling. The sample is class VII-2 as the experimental class and class VII-1 as the control class. Data collection using a mathematical communication ability test sheet.The results showed (1) t_(count )= 3.56 and t_(table )= 1.67 or) t_(count ) > t_(table ) so that it can be concluded that students' mathematical communication skills are taught by cooperative learning model type gallery walk is higher than the mathematical communication ability of students who are taught by conventional learning models. (2) Based on the results of student responses, an average score of 3.55 was obtained so that it can be concluded that student responses through the application of the gallery walk type cooperative learning model to the mathematical communication skills of SMP Negeri 8 Padangsidimpuan students were very positive.

Learner Acceptance of Using Virtual Patient Encounters to Train Foreign Healthcare Professionals in Swedish

2017 ◽  
pp. 379-393
Author(s):  
Uno G. H. Fors ◽  
Olivier Courteille
Keyword(s):  
Learning Environments ◽  
Communication Skills ◽  
Healthcare Professionals ◽  
Virtual Patient ◽  
Patient Communication ◽  
Virtual Patients ◽  
Educational Value ◽  
Good Communication ◽  
Professional Needs ◽  
Almost All

Healthcare professionals need good communication skills to be able to communicate with patients. In such provider-patient communication, the professional needs to be well understood by the patient, but also be able to understand subtle parts of a medical history taking dialogue with worried, sick or mentally affected patients. Virtual Patients (VPs) – learning environments that simulate encounters between a patient and a physician – were used to prepare 26 immigrating professionals in Swedish for healthcare practitioners. The professionals were speaking nine different foreign languages and used two different VP systems to train patient communication. Almost all participants welcomed the use of VPs for training communication in healthcare Swedish and 19 of the 26 users indicated that they considered that VPs should be mandatory to use in future courses. Targeted individual training in provider-patient communication with Virtual Patients seems to be of great educational value and well accepted by immigrating healthcare professionals.

Applying Constructivism to Online Learning

2009 ◽  
pp. 58-73 ◽  
Author(s):  
Jennifer Lee ◽  
Lin Lin
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Models ◽  
Online Learning Environments ◽  
Design Models ◽  
The Past ◽  
Environment Assessment ◽  
Five Elements

Based on constructivist principles, this chapter provides a new instructional design map for online learning environments. This instructional design map includes considerations of five elements, namely, learner, knowledge, learning environment, assessment, and technology. Considerations of these elements are based on analyses of the past and existing instructional design models, online learning models, and constructive principles. Applications of the instructional design map are also discussed in the chapter.

WIRE

2010 ◽  
pp. 149-159 ◽  
Author(s):  
Yih-Ruey Juang
Keyword(s):  
Data Structure ◽  
Blended Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Learning Achievement ◽  
Web Based ◽  
Warm Up ◽  
Face To Face ◽  
Face To Face Learning ◽  
Structure Class

Much research has shown that the blended learning can effectively enhance the motivation, communication skills, and learning achievement compared with teaching in a single form. However, a crucial issue in blended learning is how to integrate each blended format, media and experience into a coherent learning model, and then to keep interaction between teacher and students either in or outside the classroom. This study introduces a highly interactive strategy for blended learning that incorporates web-based and face-to-face learning environments into a semester course through answering the warm-up questions before class, interactive teaching in class, and review and exercise after class. By the empirical study in a ‘Data Structure’ class, most students made progress in learning achievement and gain more motivation and interaction within the class.

Active Learning, Mentoring, and Mobile Technology

2015 ◽  
pp. 760-778
Author(s):  
Dianna L. Newman ◽  
Jessica M. Lamendola ◽  
Meghan Morris Deyoe ◽  
Kenneth A. Connor
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Mobile Technology ◽  
Interactive Effect ◽  
Stem Careers ◽  
Transfer Of Skills ◽  
Authentic Environment ◽  
Students Success

Educators are creating authentic settings that utilize active learning, mobile technology, and mentoring in efforts to promote students' success in developing 21st Century skills, motivation, and interest in STEM domains and STEM careers. Each of these approaches has been found to promote and transfer knowledge, as well as to develop problem-solving and communication skills in STEM. Little information, however, is available about the interactive effect of mobile technology and active learning in promoting learning in settings that use a hierarchical model of mentoring to promote the transfer of skills and knowledge. This chapter presents findings of a program that used mobile technology in active learning environments for five interrelated levels of an active, authentic environment, facilitated by mobile technology and hierarchical mentoring. Positive outcomes were documented at each level of participation; use of the mobile technology integrated within active learning settings supported by hierarchical mentoring increased learning in STEM content, skills, and affect.

Instructional practices in reformed undergraduate STEM learning environments: a study of instructor and student behaviors in biology courses

2019 ◽  
Vol 41 (14) ◽  
pp. 1944-1961 ◽  
Author(s):  
Petra Kranzfelder ◽  
Alexander T. Lo ◽  
Marin P. Melloy ◽  
Lindsey E. Walker ◽  
Abdi-Rizak M. Warfa
Keyword(s):  
Instructional Practices ◽  
Learning Environments ◽  
Student Behaviors ◽  
Stem Learning ◽  
Biology Courses

Educational Technology Standards

2011 ◽  
pp. 413-425
Author(s):  
Michael O’Dea
Keyword(s):  
Learning Environments ◽  
Adaptive Learning ◽  
Educational Program ◽  
Approaches To Learning ◽  
Technology Standards ◽  
Learning Models ◽  
Student Records ◽  
Teaching Institution ◽  
E Learning ◽  
Pedagogical Approaches

The “holy grail” of e-learning is to enable individualized, flexible, adaptive learning environments that support different learning models or pedagogical approaches to learning to allow any Internet-connected user to undertake an educational program. It is also very highly desirable, from a more practical viewpoint, if this environment can also integrate into the wider MIS/student records system of the teaching institution.

Effective Online Learning - Both a Utilization of Technology and Methods

2003 ◽  
pp. 179-194 ◽  
Author(s):  
Jan Frick ◽  
Michael Sautter ◽  
Svend Ovrebekk
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Models ◽  
Research Project ◽  
Online Learning Environments ◽  
Utilization Of Technology ◽  
Modeling Techniques ◽  
Learning Research ◽  
Good Learning

The authors have used modeling techniques to gain understanding of causes and relationships in online learning environments. The cases that the modeling relates to have their origin in the large Norwegian research project NettLæR, which runs online courses on various topics and levels. The modeling work seems to indicate that good learning models from earlier learning research may still be of relevance, but the conditions to make them work, and the context they operate in, are more limited and more critical than before.

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