scholarly journals Padlet-Based in German Learning as a Trigger for Learning Motivation During a Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 144-152
Author(s):  
Fika Ristanti
Keyword(s):  
Distance Learning ◽  
Best Practice ◽  
Learning Motivation ◽  
Practice Research ◽  
Learning To Learn ◽  
School Year ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Practice Activity

The purpose of writing this best practice is to impelement the use of padlets and find out the results and impact of using padlets on student’s motivation learning in German during the Covid-19 pandemic. The strategy used is using padlets. Padlet is a free online whiteboard app that has many advantages. By using padlets, teachers and students can upload and download various documents in the form of videos, photos, voice recordings, texts or other documents and can be updated at any time. Padlet is an atrractive medium and very easy to use. The method used in this best practice research is qualitative descriptive. Padlet is implemented to deliver “Familie, Wohnung, Essen und Trinken”material for class XI MIPA 1 and “Freizeit, Reisen, Tagesablauf der Lieblingsfiguren” material for class XII IPS 1, XII IPS 2 in the odd semester of the 2020/2021 school year (August-November) at SMAN 2 Wates. The steps in this implementation consist of the preparation, implementation and evaluation. The end of this best practice activity is that author gives a questionnaire to students regarding the evaluation of using padlets, which are then analyzed and used as basis for making conclusions. From the questionnaire, it was found more than 80% of students felt happy and interested in participating in distance learning when using padlet. More than 80% of students do assigments on time and more than 75% students no longer feel reluctant to ask questions or discuss with teachers or other students. The four indicators than used as author to make conclusion that padlet can increase students’ motivation learning to learn German during the Covid-19 pandemic.

The Rubric of Rubik's Communication Cube in Online Graduate Courses

2017 ◽  
pp. 153-178
Author(s):  
JuliAnna Zimmerman ◽  
Dwayne A. Wirfel ◽  
Randy T. Piper
Keyword(s):  
Social Networks ◽  
Goal Setting ◽  
Best Practice ◽  
Communication Satisfaction ◽  
Learning Motivation ◽  
Learning Performance ◽  
Graduate Courses ◽  
Communication Management ◽  
Teachers And Students ◽  
Motivation And Learning

The Rubik's Communication Cube (RCC) is a learning metaphor for improving understanding of the communications narrative. The authors summarize seven theories: (1) economics networks, (2) social networks, (3) innovation, (4) high-trust leadership, (5) negotiation, (6) goal-setting, and (7) motivation. Besides the authors' 20 best practices list, the authors argue that the best practice of developing a communication management measurement system (CMMS) is critically important. The authors propose a testable, parsimonious communication-online performance learning (COPL) model that includes the constructs of goal-setting, negotiation, trust, communication satisfaction, learning motivation, and learning performance. If teachers and students were to negotiate interactively communication plans based on an ethos of trust coupled with goal-setting for each online graduate student (OGS), then this interdependent Rubik's Communication Cube would enhance and advance each OGS's learning motivation and ultimately learning performance.

scholarly journals Understanding the Concept of Intelligent Operations Through ELPSA Learning when Learning From Home

2021 ◽  
Vol 1 (8) ◽  
pp. 744-751
Author(s):  
Ramuni A
Keyword(s):  
Learning Process ◽  
Best Practice ◽  
Test Results ◽  
Thought Processes ◽  
Scientific Review ◽  
Student Activities ◽  
School Year ◽  
Success Criteria ◽  
Post Test ◽  
Practice Activity

This Scientific Review in the form of best practice Learning the ELPSA (Experience, Language, Picture, Symbol, Application) model examines learning as an active process where students construct their own way of understanding things through individual thought processes and social interactions with others in BDR activities. In this BDR activity, LKPD is used. This Scientific Review (Best Practice) activity aims to improve understanding of the concept of integer operations through ELPSA learning for class VIIA students of SMPN 5 Sanggau. This activity is carried out in the 2021/2022 school year, to be precise in July. The success criteria set by the researchers are student activities during the BDR learning process in the good category, at least 80% of the number of students can reach the KKM which is 70. The results of this scientific review show that students' understanding of learning integer operations through ELPSA learning when BDR has been achieved by the success criteria shown in the post test results. In more detail, the percentage of achievement of the success criteria is as follows: 1) student activities during the learning process are in the good category, 2) There is an increase in the percentage of students who have reached the KKM by 31.25% from pre-test 56.25% to 87.5% in post test. From the results of the study, it can be concluded that ELPSA learning is effective in increasing the understanding of the concept of integer operations during BDR.

scholarly journals Implementation of Ako for Improving Learning Quality of the Basic of Creativity for Teachers and Students in SMKN 3 Kasihan Bantul

2019 ◽  
Vol 4 (1) ◽  
pp. 60-67
Author(s):  
Nina Tri Daniati
Keyword(s):  
Teacher Development ◽  
Best Practice ◽  
Development Program ◽  
Creative Industries ◽  
Reciprocal Relationship ◽  
Practice Research ◽  
Business World ◽  
Quality Of Learning ◽  
Teachers And Students

Understanding what creativity is is not enough just to understand it in theory, but rather on how to form a creative mindset. Considering the importance of creativity for students studying at Vocational Schools majoring in Arts and Creative Industries, quality learning is needed about The Basic of Creativity which is more than just a lecture method so that students are able to become creative figures in creating art both in the learning process at school, and in time will be applied in the Business World / Industrial World. Quality teaching is the most important impact that an education system can have on student achievement. On April 29-May 17, 2019, the authors participated in the Professional Teacher Development Program on Vocational Arts & Creative Industries, held in Aucland, New Zealand and the authors gained new knowledge in the pedagogical field, one of which was the Ako Learning Concept. Ako is the Māori language term for teaching and learning, Ako describes a reciprocal relationship in which students learn from the teacher and the teacher also learns from students. This best practice research aims to describe the steps of the implementation of Ako to improve the quality of learning The Basic of Creativity that is sustainable for teachers and students. The expected benefit of preparing this paper is to improve the quality of learning of The Basic of Creativity which is ongoing for teachers and students. After undergoing a series of work steps guided by the teacher, it is hoped that they can instill a mindset of students on how to be creative and innovative, and the teacher gets feedback to plan for better feedforward.

scholarly journals MODEL SELF ORGANIZED LEARNING ENVIRONMENTS (SOLE) DAPAT MENINGKATKAN KREATIVITAS PADA PELAJARAN KIMIA

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Maya Mutiasari
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Best Practice ◽  
Skill Assessment ◽  
Ministry Of Education ◽  
Attitude Assessment ◽  
Self Organized ◽  
Teachers And Students ◽  
Asking Questions ◽  
Three Stages

Learning during the covid-19 pandemic requires adjustments, due to the implementation of the Circular Letter of the Ministry of Education and Culture number 4 of 2020 which makes teachers and students unable to meet directly to carry out the learning process but by conducting distance learning (PJJ). Distance learning (PJJ) can take place well, it requires a learning model that is in accordance with the material to be studied, so that students can learn well and remain creative. The purpose of this study is to determine the success rate of implementing the model Self Organized Learning Environments (SOLE) in distance learning, so that it can make students more creative in the application of Gay Lussac's law in everyday. This study uses method best practice with the steps of the SOLE model activity which has three stages of activity, namely asking questions, investigating and reviewing. Assessment is carried out to assess aspects of knowledge, skills and attitude assessment. From the results of the questionnaire, it was found that the Self Organized Learning Environments (SOLE) model was pleasant for 95% of students, increasing students' understanding of the material, which was 78.62%. Meanwhile, from the skill assessment, most of the students have been able to do the practicum well. From the results of the research that has been done, it can be concluded that there is an increase in the creativity of students in chemistry lessons.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

ANALISIS BIAYA KUALITAS DAN PRODUKTIVITAS PADA MAHASISIWA UNIVERSITAS ISLAM 45

2018 ◽  
Vol 9 (2) ◽  
pp. 234-257
Author(s):  
Anisa Putri
Keyword(s):  
Secondary Data ◽  
Total Quality ◽  
Quality Cost ◽  
Productivity Costs ◽  
School Year ◽  
Quality Costs ◽  
Qualitative Descriptive ◽  
The Cost ◽  
New Student ◽  
Academic Year

The aim to be achieved in this study is to analyze the quality and productivity costs of case studies at the Islamic University of 45 Bekasi. The research method used in this study is a qualitative descriptive method. The location of the study was conducted at the Islamic University of 45 Bekasi. The data used is secondary data from the financial statements of Islamic University of 45 Bekasi in the academic year 2013/2014. Methods of data collection using interviews and observation. The highest quality cost discussion results are prevention costs at the cost of seminars and training for lecturers as much as Rp. 450,561,400, -. The lowest quality cost is the assessment fee at the cost of lecturer accreditation of Rp. 1,925,000, -. The percentage of quality costs is 2.1% smaller than the fairness of the total quality costs of 2.5%. The realization of the output of new student admissions was obtained in the 2013/2014 school year as many as 1,339 people. Total students 6,364 people. The study period is more than 4 years and has not graduated as many as 992 people. Failure costs as much as 16% of total students. Realization of financial output was achieved in the amount of Rp. 39,384,232,556, - ​​Input Rp. 35,606,307,800, - used to obtain output. Company productivity is efficient because output is greater than input. Company productivity is effective because the company achieves financial goals by obtaining a surplus of Rp. 3,777,924,756, - The conclusion that can be drawn is that quality costs are able to obtain output in the form of income exceeding its input value so that productivity is efficient and effective and surplus.

INDIVIDUALISATION IN FLEXIBLE LEARNING, FROM A POST-POST-FOUNDATIONALIST PERSPECTIVE

2015 ◽  
Vol 37 (2) ◽  
pp. 101-114
Author(s):  
J L Van der Walt
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Best Practice ◽  
Flexible Learning ◽  
Per Se

Most practitioners in the field of flexible learning seem to be sufficiently aware of the importance of catering to the needs of their students. However, it appears that many are rather more conscious of the needs of the students as a group than as individuals per se. Others seem to be rather more concerned about the technology involved. After touching on the foundationalist and non-, post- or anti-foundationalist approaches to the problem of individualisation in flexible learning, the article discusses a number of guidelines for individualisation from a post-post-foundationalist perspective. This is followed by a section in which these guidelines are presented in practical terms. This outline of guidelines reveals that attempting to individualise from this perspective is no simple and straightforward matter, but that there might be practitioners in the field of flexible learning (open distance learning and blended learning) who already are following this approach as a best practice. A post-post-foundationalist approach to individualisation in flexible learning offers practitioners in the field a whole new vocabulary.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

scholarly journals OP0211 TIME TO DISCONTINUATION OF TOFACITINIB AND TNF INHIBITORS IN RHEUMATOID ARTHRITIS PATIENTS WITH AND WITHOUT METHOTREXATE: DATA FROM A RHEUMATOID ARTHRITIS COHORT

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 131.2-132
Author(s):  
M. Movahedi ◽  
A. Cesta ◽  
X. LI ◽  
E. Keystone ◽  
C. Bombardier
Keyword(s):  
Rheumatoid Arthritis ◽  
Propensity Score ◽  
Best Practice ◽  
Practice Research ◽  
Research Support ◽  
Real World Data ◽  
Kaplan Meier ◽  
Rheumatoid Arthritis Cohort ◽  
Research Initiative ◽  
Significant Difference

Background:Tofacitinib (TOFA) is an oral, small molecule drug used for rheumatoid arthritis (RA) treatment and is prescribed alone or with methotrexate (MTX). Tofa can be used as an alternative to biologic disease modifying antirheumatic drugs (bDMARDs) including tumor necrosis factor inhibitors (TNFi).Objectives:We aimed to evaluate the discontinuation rate of this drug, with and without concurrent MTX in comparison with TNFi, in patients with RA in the Ontario Best Practices Research Initiative (OBRI).Methods:RA patients enrolled in the OBRI initiating their TOFA or TNFi (adalimumab, certolizumab, etancercept, golimumab, and infliximab) within 30 days prior to or any time after enrolment between 1stJune 2014 (TOFA approval date in Canada) and 31stDec 2018 were included. Time to discontinuation (due to any reason) were assessed using Kaplan-Meier survival (adjusted for propensity score using inverse probability of treatment weight) to compare patients with and without MTX use at initiation of TOFA or TNFi.Results:A total of 565 patients initiated TOFA (n=208) or TNFi (n=357). Of those, 106 (51%) and 222 (62%) were treated with MTX in the TOFA and TNFi group, respectively and mean (SD) disease duration were 13.1 (9.4) and 9.5 (9.4) years. In the TOFA group, 86% were female and mean (SD) age at treatment initation was 60.4 (10.6) years. In the TNFi group 82% were female and mean age (SD) at treatment initation was 57.0 (12.6) years. The TOFA group was more likely to have prior biologic use (61.5%) compared with the TNFi group (31%). At treatment initiation, the mean (SD) clinical disease activcity index was 24.8 (12.1) in the TOFA group and 21.8 (12.0) in the TNFi group.Over a mean of 17.3 month follow-up, discontinuation was reported in 75 (36%) and 103 (29%) of all TOFA and TNFi patients, respectively. After adjusting for propensity score, patients treated with TNFi and MTX remained on treatment longer than those treated without MTX (Logrank p=0.002) while there was no significant difference in TOFA discontinuation in patients with and without MTX (Logrank p=0.31).Conclusion:In this real world data study, we found that TOFA retention is similar in patients with and without MTX, while patients treated with TNFi and MTX remained on treatment longer than those treated without MTX. Merging data with other RA registries in Canada is proposed to increase study power and to provide more robust results.Disclosure of Interests:Mohammad Movahedi Consultant of: Allergan, Angela Cesta: None declared, Xiuying Li: None declared, Edward Keystone Grant/research support from: AbbVie; Amgen; Gilead Sciences, Inc; Lilly Pharmaceuticals; Merck; Pfizer Pharmaceuticals; PuraPharm; Sanofi, Consultant of: AbbVie; Amgen; AstraZeneca Pharma; Bristol-Myers Squibb Company; Celltrion; F. Hoffman-La Roche Ltd.; Genentech, Inc; Gilead Sciences, Inc.; Janssen, Inc; Lilly Pharmaceuticals; Merck; Myriad Autoimmune; Pfizer Pharmaceuticals, Sandoz, Sanofi-Genzyme, Samsung Bioepsis., Speakers bureau: AbbVie; Amgen; Bristol-Myers Squibb; Celltrion; F. Hoffman-La Roche Ltd, Janssen, Inc; Merck; Pfizer Pharmaceuticals; Sanofi-Genzyme; UCB, Claire Bombardier Grant/research support from: Dr Bombardier reports sources of funding for Ontario Best Practice Research Initiative Research grants from Abbvie, Janssen, Amgen, Medexus, Merck, Pfizer, and Novartis outside of the submitted work. Consulting Agreements: Abbvie, Covance, Janssen, Merck, Pfizer, Sanofi and Novartis outside of the submitted work. Advisory Board Membership: Hospira, Sandoz, Merck, Pfizer and Novartis outside of the submitted work.

scholarly journals Drawing dynamic geometry figures online with natural language for junior high school geometry

2012 ◽  
Vol 13 (5) ◽  
pp. 126 ◽  
Author(s):  
Wing-Kwong Wong ◽  
Sheng-Kai Yin ◽  
Chang-Zhe Yang
Keyword(s):  
Distance Learning ◽  
Natural Language ◽  
Knowledge Base ◽  
Junior High School ◽  
Dynamic Geometry ◽  
Preliminary Evaluation ◽  
Web Page ◽  
High School Geometry ◽  
Geometric Figures ◽  
Teachers And Students

<p>This paper presents a tool for drawing dynamic geometric figures by understanding the texts of geometry problems. With the tool, teachers and students can construct dynamic geometric figures on a web page by inputting a geometry problem in natural language. First we need to build the knowledge base for understanding geometry problems. With the help of the knowledge base engine InfoMap, geometric concepts are extracted from an input text. The concepts are then used to output a multistep JavaSketchpad script, which constructs the dynamic geometry figure on a web page. Finally, the system outputs the script as an HTML document that can be visualized and read with an internet browser. Furthermore, a preliminary evaluation of the tool showed that it produced correct dynamic geometric figures for over 90% of problems from textbooks. With such high accuracy, the system produced by this study can support distance learning for geometry students as well as distance learning in producing geometry content for instructors.<br /><br /></p>

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