Assessment for an Unprecedented Education

2022 ◽  
pp. 121-139
Author(s):  
Trif Victorița
Keyword(s):  
Online Learning ◽  
Content Analysis ◽  
Best Practices ◽  
Qualitative Analysis ◽  
Learning Outcomes ◽  
Psychological Counseling ◽  
Current Crisis ◽  
E Learning ◽  
Global And Local ◽  
Local Perspectives

This chapter analyzes the assessment literature related to the current crisis and compares the differences according to global and local perspectives. The qualitative analysis aims to examine the significant effects of unexpected COVID-19 challenge (restrictions, online learning, remote learning) on learning outcomes (how to redefine assessment in the pandemic) and to identify the best experiences collected (the key modifications assumed in assessment). The data collected from studies published between March 2020 and March 2021 were investigated using coding techniques and thematic analyses. The results of the content analysis demonstrate that in e-learning there are new types of feedback in e-classes, multi-person meetings, remote working, adaptive tools of assessment, and modified strategies. Anxiety, stress, and depression involve taking on new trends: new best practices, new forms of psychological counseling, new attitudes towards assessment and the reexamination of paradigms, theories, and models of representation knowledge.

scholarly journals PENDEKATAN FACILITATED E-LEARNING DENGAN METODE 5E TERHADAP KEAKTIFAN SISWA DALAM PEMBELAJARAN DARING [USING A FACILITATED E-LEARNING APPROACH AND THE 5E METHOD TO INCREASE STUDENT ACTIVENESS DURING ONLINE LEARNING]

2021 ◽  
Vol 5 (2) ◽  
pp. 241
Author(s):  
Julius Eldorado Antupenka Sulis Omega Putra ◽  
Tanti Listiani
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Approach ◽  
Teacher Needs ◽  
E Learning ◽  
The Right ◽  
Bahasa Indonesia

<p>During the Covid-19 pandemic, learning was carried out online. It takes student activeness with the right approach and method to provide maximal learning experiences and learning outcomes. The purpose of this paper is to describe the application of the facilitated e-learning approach combined with the 5E method on student activeness in learning. This paper used the descriptive qualitative research method. Students are imagebearers of God so a teacher should view students as special and valuable. Students have reason and ability so it can be said that they are active individuals. Therefore, a teacher should always encourage their activiteness during the learning process. Implementing the facilitated e-learning approach with the 5E method is the right solution because the students carry out learning activities independently with the teacher in the role of facilitator.  This has the potential to encourage student activeness in online learning so that students can get the maximum learning experience and learning outcomes and teachers can provide God-centered learning. In applying these approaches and methods, a teacher needs careful and measured preparation in order to provide the maximum learning experience even though it is carried out online.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Selama pandemi covid-19, pembelajaran dilaksanakan secara daring. Dibutuhkan keaktifan siswa dengan pendekatan dan metode yang tepat untuk tetap memberikan pengalaman belajar dan hasil belajar yang maksimal. Tujuan penulisan dari penelitian ini untuk memaparkan penerapan pendekatan <em>facilitated e-learning</em> dikolaborasikan dengan metode 5E terhadap keaktifan siswa dalam pembelajaran. Penelitian ini disusun dengan metode penelitian kualitatif deskriptif. Hasil pembahasan dari penelitian, siswa merupakan gambar dan rupa Allah sehingga seorang guru hendaknya memandang siswa istimewa dan berharga. Siswa memiliki akal dan kemampuan sehingga siswa dapat dikatakan sebagai pribadi yang aktif. Maka dari itu, seorang guru hendaknya dapat selalu mendorong keaktifan siswa dalam proses pembelajaran. Kesimpulannya, menerapkan pendekatan <em>facilitated e-learning </em>dengan metode 5E merupakan solusi yang tepat karena siswa melakukan aktivitas pembelajaran secara mandiri dengan guru memiliki peran sebagai fasilitator yang berpotensi mendorong keaktifan siswa dalam pembelajaran daring sehingga siswa dapat mendapatkan pengalaman belajar dan hasil belajar yang maksimal serta guru dapat memberikan pembelajaran yang berpusat pada Allah. Disarankan seorang guru dalam menerapkan pendekatan dan metode tersebut perlu memberikan persiapan yang matang dan terukur agar dapat memberikan pengalaman belajar yang maksimal meskipun dilaksanakan secara daring.</p>

PECULIARITIES OF TEACHER- STUDENT INTERACTION IN E-LEARNING ENVIRONMENT

2018 ◽  
Vol 2 (7) ◽  
pp. 144
Author(s):  
Mārtiņš Spridzāns
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Interaction ◽  
Traditional Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Teachers And Students ◽  
E Learning ◽  
The Republic

While implementing e-learning courses at the State Border Guard College of the Republic of Latvia, the author of this article has discovered several differences in communication between students compared to traditional learning. Since the e-learning is going to expand in the future it is essential to explore theoretical and practical concepts on teacher student interaction peculiarities in e-environment. The author has gathered suggestions and proposals on best practices of teacher student interaction in order to improve e-learning outcomes. The goal of the article is to explore the peculiarities of the interaction between teachers and students in e-learning environment and provide suggestions on improving the efficiency of teacher-student interaction in e-learning.

scholarly journals Persepsi mahasiswa terhadap pembelajaran daring pada masa pandemi Covid-19

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Dian Cahyawati ◽  
Muji Gunarto
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Learning Effectiveness ◽  
Learning Tools ◽  
First Year Students ◽  
Mental Preparation ◽  
Self Regulated Learning ◽  
E Learning ◽  
To Receive

Artikel ini menguraikan hasil penelitian tentang persepsi mahasiswa terhadap pembelajaran daring pada awal masa pandemi Covid-19.  Metode yang digunakan adalah survey dengan angket yang dibagikan secara online kepada mahasiswa aktif semseter genap 2019/2020. Diperoleh responden sebanyak 91 orang. Responden mahasiswa laki-laki ada 38% dan perempuan sebanyak 62%. Sebanyak 46% adalah mahasiswa tingkat pertama dan sisanya ada 54% adalah mahasiswa tingkat kedua dan ketiga. Hampir 90% responden mengikuti lebih dari lima mata kuliah pembelajaran daring melalui aplikasi Google Classroom, Google Meet, Zoom, Edmodo, e-learning kampus, atau Whatsapp Group. Persepsi mahasiswa terhadap pembelajarn daring menunjukkan bahwa mahasiswa masih merasa terhambat dalam mengikuti pembelajaran daring, hanya 15% responden yang menyatakan kesetujuannya terhadap pembelajaran daring, berpendapat bahwa beban tugas lebih banyak, masih kesulitan menerima materi, masih sangat berkepentingan untuk bertemu dan mendapatkan penjelasan dari dosen. Upaya perbaikan efektivitas pembelajaran daring perlu dilakukan dan dipersiapkan oleh dosen dan mahasiswa. Khusus untuk mahasiswa, persiapan perangkat dan aplikasi pembelajaran daring, dan meningkatkan persiapan mental yaitu beradaptasi, mandiri, tangguh, dan bertanggung jawab adalah upaya untuk mencapai hasil pembelajaran yang maksimal.AbstractThis article outlines the results of research on students' perceptions of online learning at the beginning of the Covid-19 pandemic. The method used was a survey with a questionnaire distributed online to active students of even semester 2019/2020. Obtained respondents as many as 91 people. 38% of males and 62% female. About 46% were first-year students and the remaining 54% were second and third-year students. Nearly 90% of respondents attended more than five online learning courses through the Google Classroom application, Google Meet, Zoom, Edmodo, campus e-learning, or Whatsapp Group. The exploration of perception results showed that students still find some obstacles in participating in online learning, argue that the student's assignment was more, they were difficult to receive about the material, still very important to meet and get an explanation from the lecturer. Improving online learning effectiveness could be done and prepared by lecturers and students. Specifically for students, preparing the online learning tools and applications, and improving mental preparation namely adaptable, self-regulated learning, tough, and responsible are the efforts to achieve maximum learning outcomes.

scholarly journals Relationship between learning outcomes and online accesses

2004 ◽  
Vol 20 (3) ◽  
Author(s):  
Pannee Suanpang ◽  
Peter Petocz ◽  
Anna Reid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning System ◽  
Clear Relationship ◽  
Online Learning Environment ◽  
Online Study ◽  
Business Statistics ◽  
E Learning ◽  
The Relationship

<span>This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by final results. While the results do not establish a direct casual connection, they indicate that under appropriate conditions a component of online study provides significant benefits to learning. In this, it contrasts with the results of recent studies that find no relationship between access and results. Quotes taken from interviews with some of the students illuminate the relationship between the online learning environment and their own learning.</span>

scholarly journals Primary school pre-service teachers' competence level of computational concepts in programming using Dr. Scratch

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Theresia Yunia Setyawan
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Learning Tools ◽  
First Year Students ◽  
Mental Preparation ◽  
Self Regulated Learning ◽  
Competence Level ◽  
E Learning ◽  
To Receive

This article outlines the results of research on students' perceptions of online learning at the beginning of the Covid-19 pandemic. The method used was a survey with a questionnaire distributed online to active students of even semester 2019/2020. Obtained respondents as many as 91 people. 38% of males and 62% female. About 46% were first-year students and the remaining 54% were second and third-year students. Nearly 90% of respondents attended more than five online learning courses through the Google Classroom application, Google Meet, Zoom, Edmodo, campus e-learning, or Whatsapp Group. The exploration of perception results showed that students still find some obstacles in participating in online learning, argue that the students' assignment was more, they were difficult to receive about the material, still very important to meet and get an explanation from the lecturer. Improving online learning effectiveness could be done and prepared by lecturers and students. Specifically for students, preparing the online learning tools and applications, and improving mental preparation namely adaptable, self-regulated learning, tough, and responsible are the efforts to achieve maximum learning outcomes.

scholarly journals Peningkatan Minat Belajar Siswa Melalui Pembelajaran E-Learning Via Whatsapp Di Kelas X MIPA Madrasah Aliyah Hasanah Pekanbaru

2021 ◽  
Vol 3 (2) ◽  
pp. 196-207
Author(s):  
Dicky Ryan ◽  
Zulfah Zulfah
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Student Interest ◽  
Collection Method ◽  
E Learning ◽  
The Subject

This research is based on the low interest in student learning towards teaching and learning activities through online. Because there is a limited knowledge of students who are not sensitive to technology and information, some students complain because of the difficulty in accessing this online learning. Even so, there are several learning applications that are free, but because of the low interest in students learning about learning applications and because of a lack of understanding of how to use them, here the researchers conducted student observations of online learning via WhatsApp. The purpose of this study was to determine how much influence the increase in online learning via WhatsApp on student interest in learning. This research is a collaborative classroom action research between the researcher, the teacher as the subject giving action and the students as the recipient of the action. This research was conducted at MA Hasannah in class X MIPA, with 13 students. The data collection method used by researchers is in the form of filling out a questionnaire using google form, while the research instrument is the questions that are presented on the questionnaire filling sheet on the google form. In this study it can be concluded that there is low student interest in online learning so that it affects student learning outcomes, so the solution is to use the WhatsApp application in online learning.

Higher Education and Web 2.0

2019 ◽  
pp. 103-127
Author(s):  
Pedro Isaias ◽  
Paula Miranda ◽  
Sara Pífano
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Best Practices ◽  
Web 2.0 ◽  
Learning Environments ◽  
Learning Experience ◽  
Education Sector ◽  
Online Questionnaire ◽  
Online Learning Environments ◽  
E Learning

The abundance of evidence of Web 2.0's value in educational settings has provided both educators and researchers with prized information about the application of a panoply of technologies. The experience that this evidence portrays can be used to meaningfully direct teachers in their own ventures of Web 2.0 implementation. In online learning environments, any collaboration between the students must occur with the support of technology, so it is fundamental that technology functions as an enabler, maximizing the opportunities that online settings offer, and that students can tap into those technologies to enhance their learning experience. This chapter focuses on the implementation of Web 2.0 within higher education from the viewpoint of e-learning experts. It reports on the findings of on online questionnaire that examined both the barriers and the best practices of implementation and that was applied internationally among researchers and teachers in the higher education sector.

scholarly journals THE USE OF ONLINE VIDEO SIMULATION ON STUDENT’S COMPETENCE, MOTIVATION AND ANXIETY LEVEL

2021 ◽  
Vol 10 (1) ◽  
pp. 36
Author(s):  
Erna Rochmawati ◽  
Fahni Haris ◽  
Resti Yulianti Sutrisno ◽  
Wulan Noviani
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Nursing Student ◽  
Anxiety Level ◽  
Learning System ◽  
P Value ◽  
Nursing Skills ◽  
Before And After ◽  
Post Test ◽  
E Learning

Background: Nursing student often experience anxiety and lack of motivation during their training program particularly during examination, and this may affect the achievement of learning outcomes. Teaching methods that might increase motivation and potentially increase learning outcomes have been developed, including video simulation and online learning. The purpose of the study was to investigate the effects of integrating video simulation into online learning on students’ motivation, anxiety level and competence. Methods: A pre-test/post-test one group design was utilized. Two video simulations containing nursing skills were integrated into the e-learning system which can be accessed for three weeks by 76 respondents who took Basic Nursing course. The level of motivation and anxiety were measured before and after the intervention, while the competence was measured after the intervention. Results: The majority of students passed the skills examination. This study indicates a significant increase of students’ motivation after the intervention (p value < 0.001), but the level of anxiety among respondents increased. Conclusion: The integration of video simulation into e-learning system can enhance student’s skills performance and motivation. Although there is also an increase in anxiety, findings of the study can be applied to other subjects and nursing skills with attention to aspects that cause student anxiety.

scholarly journals TRANSFORMASI PEMBELAJARAN BERBASIS PROYEK SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS DI MASA PANDEMI COVID-19

BIOLOVA ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Beny Saputra ◽  
Agus Sujarwanta
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Ease Of Use ◽  
Face To Face ◽  
Science Technology ◽  
E Learning ◽  
And Mathematics

This research focuses on the transformation of project-based learning (PjBL) Science, Technology, Engineering, and Mathematics (STEM) during the Covid-19 pandemic, where learning in schools experienced a significant change from conventional learning (face-to-face) to online learning, follow the health protocol physical distancing recommended by the current government. STEM-PjBL online learning through platform was e-learning effectively carried out during the Covid-19 pandemic by providing projects to students involving science, technology, engineering and mathematics. STEM-PJBL learning enhances learning outcomes, learners' competencies and learning motivations, creates more meaningful learning, helps students solve problems, and supports future careers. The use of online applications for learning in the form of google classroom and social media becomes the main choice based on the level of ease of use. STEM-PJBL. This STEM-PjBL learning also demonstrates students' scientific abilities including reading, observing, and solving problems in daily life. The improvement of life skills includes personal, social, academic and vocational skills. This integration is more effective than conventional learning in improving learning outcomes in the form of creative thinking skills and science process skills. The constraints of online learning include limited internet services, as well as user infrastructure and infrastructure, some of which have not yet been fulfilled, for example smartphones and laptops, so that further and maximum efforts are needed from all parties.

scholarly journals Online lectures: An implementation of full e-learning action research

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Roby Zulkarnain Noer ◽  
Sucahyo Mas’an Al Wahid ◽  
Rani Febriyanti
Keyword(s):  
Online Learning ◽  
Action Research ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Ease Of Use ◽  
Online Lectures ◽  
Before And After ◽  
E Learning ◽  
Classroom Action Research ◽  
Academic Year

This study aimed to determine whether there is an increase in student learning outcomes after the implementation of online learning using the WhatsApp platform in the Children with Special Needs (CSN) course. This research method was a classroom action research conducted online using the WhatsApp platform. The classroom action research was carried out in 2 cycles with the stages including planning, implementing, observing, and reflecting. The subjects of this study were 21 PGSD UBT students in semester 6 of the 2019/2020 academic year. The data collection techniques used were observation, interviews, questionnaires, and test questions. While the research instruments used were observation sheets, interview sheets, online learning implementation questionnaires, and test questions. The data obtained were analyzed using qualitative and quantitative. The results of the study showed that the percentage of learning outcomes before and after being given learning treatment using the WhatsApp platform experienced a significant increase and had reached 85% completeness criteria. The online learning through the WhatsApp platform has some advantages, such as ease of use and development of courage in the discussion process. While the weakness is related to the unstable network and the lack of direct experience obtained through observations related to CSN material that requires direct practice in the field. This study was conducted as a contribution to the selection of learning media in a situation of Covid-19 pandemic, which requires learning to be conducted online or remotely.

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