scholarly journals Evaluation of Dentistry Students’ Lifelong Learning Tendencies During the COVID-19

2021 ◽  
pp. 17-19
Author(s):  
Duru Aras-Tosun ◽  
Burcu Küçük-Biçer
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Lifelong Learning ◽  
Research Data ◽  
Monthly Income ◽  
Learning Skills ◽  
Assessment Of Learning ◽  
The Mean ◽  
Support Students ◽  
Education Process

Aim: Dentistry education is a life-long, continuous education. The aim of this study was to determine the lifelong learning (LLL) tendencies of the dental faculty students who were receiving distance education during the Covid-19 pandemic. Methods: 258 dentistry students participated the study. Research data was collected by 'Lifelong Learning Disposition Scale' (LDS). In the first part of the questionnaire, students were asked to reply socio-demographic questions and their ability to learn during the distance education process of the COVID-19 pandemic. In the second part, there were questions about LLL. The low score obtained from the scale indicates that the LLL tendency is high. ANOVA and t-test were used for analysis of LDS score, and the Mann Whitney-U and Kruskal Wallis tests were used for sub-dimensions. Results: During the COVID-19 Pandemic, 40.3% of the students stated their status of learning skills as medium, 28.7% as bad and 11.6% as very bad. Students' mean score on the LDS scale was 88.26 ± 9.8. The mean LDS score was statistically significant according to their class, gender and their assessment of learning skills during the COVID-19 pandemic (p <0.05). There was no correlation between the monthly income and academic success levels of the students and their LDS scores (p> 0.05). Conclusion: In this study, it was determined that the students made their own evaluations correctly during the Covid-19 pandemic. LDS scores of the students who stated their learning status as bad were significantly higher by 1,187 times. During the Covid-19 pandemic, it is important to communicate using educational methods that aim to support students' learning skills. Therefore, new interventions should be planned to increase students' LLL tendencies.

scholarly journals TEACHER VIEWS ON THE EFFECTS OF DISTANCE EDUCATION PRACTICED IN THE PANDEMIC PERIOD ON STUDENTS

2021 ◽  
Vol 13 (2) ◽  
pp. 125-146
Author(s):  
Dilan KAYA DURNA ◽  
Meltem AKIN KÖSTERELİOĞLU
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Education Student ◽  
Negative Effects ◽  
Face To Face ◽  
Social And Emotional ◽  
Sudden Transition ◽  
Near Future ◽  
Academic Year ◽  
Education Process

Distance education, which is thought to become more widespread in the near future, has become important with the COVID-19 pandemic. Distance education has been used as an important method for the continuity of education and training in this process where it is not possible to continue face-to-face education. Due to the sudden transition to distance education, it has been a matter of curiosity how this process has been realized and what effects it has had (Karahan at al.,2020, p.1). This study was conducted to determine the effects of the distance education process put into practice during the pandemic process on students based on teachers' opinions. The sample consisted of 70 teachers who were working in different branches and different regions in Turkey in the academic year of 2020-2021. In the study, a questionnaire developed by the researchers was used as a data collection tool. As a result of the research, it was found that distance education had both positive and negative effects on students, students were affected negatively in terms of social and emotional development aspects, and screen addiction problems may be encountered because they cannot socialize. Again, it was concluded that distance education negatively affects disadvantaged students and may reduce their academic success, and parent involvement in the process has both positive and negative effects. Keywords: Pandemic, COVID-19, Distance Education, Student, Teacher

scholarly journals Heutagogy and digital media networks

2019 ◽  
Vol 1 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Lisa Marie Blaschke ◽  
Stewart Hase
Keyword(s):  
Social Media ◽  
Lifelong Learning ◽  
Digital Media ◽  
Technology Use ◽  
Learner Autonomy ◽  
Learning Skills ◽  
Learner Agency ◽  
Support Students ◽  
Learning Ecologies

The combined trends of learner-centred teaching and ubiquitous technology use in the classroom have given instructors a unique opportunity to support students in developing lifelong learning skills. Heutagogy (or self-determined learning) provides a promising framework for capitalizing on these developing trends, drawing on established learner-centred education theories that strongly emphasize learner autonomy. The key principles of heutagogy – learner agency, self-efficacy and capability, reflection and metacognition, and non-linear learning – provide a foundation for designing and developing learning ecologies, the potential of which can be further maximized through the use of digital media. This article describes the theory of heutagogy and the learner-centred pedagogies on which the theory is founded, as well as providing an explanation of the pedagogy-andragogy-heutagogy (PAH) continuum and its use in developing student skills. It also explores the role of social media in supporting the development of those skills.

IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN TEMATIK TERPADU TEMA INDAHNYA NEGERIKU SUB TEMA KEANEKARAGAMAN HEWAN DAN TUMBUHAN KELAS IV SEMESTER 2 SDN TOMPOMULYO 02 KABUPATEN PATI

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Mudzanatun Mudzanatun ◽  
Eka Kurniasih
Keyword(s):  
Fourth Grade ◽  
Research Data ◽  
Research Approach ◽  
Average Percentage ◽  
Is Research ◽  
Assessment Of Learning ◽  
Learning Evaluation ◽  
Fourth Grade Students ◽  
Thematic Learning ◽  
Class Iv

This research is motivated by the lack of knowledge of teachers in the implementation of the curriculum in 2013 on the learning process. Teachers do not understand fully the curriculum in 2013, because of socialization of the service is still lacking.The problem in this study is how the implementation of the curriculum in 2013 of integrated thematic learning on the theme?óÔé¼?ØIndahnya Negeriku?óÔé¼?Ø Sub Theme ?óÔé¼?ôKeanekaragaman Hewan dan Tumbuhan?óÔé¼?Ø class IV in the 2nd half of the fourth grade students of SDN Tompomulyo 02?. The purpose of this study is to investigate the implementation of the curriculum in 2013 on the theme of integrated thematic learning on the theme?óÔé¼?ØIndahnya Negeriku?óÔé¼?Ø Sub Theme ?óÔé¼?ôKeanekaragaman Hewan dan Tumbuhan?óÔé¼?Ø class IV in the 2nd half of the fourth grade students of SDN Tompomulyo 02.This research uses descriptive qualitative research approach that is research data collection in the form of words. Location of the study in 02 Pati SDN Tompomulyo fourth grade 2nd semester.Data sourced words research results. The average percentage of lesson plans prepared by teachers good observer I category with a percentage of 82,21%, a good observer II category with a percentage of 81,77% . The average percentage of the implementation of learning that teachers do a good observer I category with a percentage of 82,19%, a good observer II category with a percentage of 8,.43%. Assessment of learning evaluation conducted after a study showed that six of 21 people there are 10 students or 47,62% to the category of very good, good category there are 5 students with a percentage of 23,80%, good enough category there are 4 students with a percentage of 19,05%, unfavorable category there are 2 students or 9,53%, and there were no students in the category of bad result.Suggestions given to teachers , learners and the school is implementing in order to further develop the learning in the classroom in accordance with the implementation of the curriculum in 2013 .

scholarly journals Studying Level of Awareness of Teachers in Terms of their Lifelong Learning Skills

2014 ◽  
Vol 116 ◽  
pp. 2030-2038 ◽  
Author(s):  
Nurhayat Çelebi ◽  
Hatice Özdemir ◽  
Özge Eliçin
Keyword(s):  
Lifelong Learning ◽  
Learning Skills

scholarly journals Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

2021 ◽  
Author(s):  
Esma Kilinc ◽  
Sumeyra Akkaya ◽  
Metin Kapidere
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Expert Opinions ◽  
Teaching Of Mathematics ◽  
Education Process

This study was conducted to reveal the aspect of distance education studies on teaching of mathematics with the evaluation by class teachers during the Covid-19 Pandemic period. 24 primary school teachers from Onikisubat district of Kahramanmaras province have participated in the research. The semi-structured interview form developed in line with the expert opinions was applied to the primary school teachers separately. This study was required in order to evaluate the events experienced in the distance education process due to the coronavirus pandemic and the effects of the pandemic on the field of education in the direction of the opinions of the class teachers. Qualitative research was carried out to interpret any situation from a different perspective in the study, and a case study has been conducted to reach the depth of the situation. As a data collection tool, a semi-structured interview form was prepared with the approval of expert opinions. After the data were brought together, content analysis was carried out by giving similar descriptions and describing them in a way that the reader could comprehend. The sample of the study consisted of teachers who personally experienced the process in the nearby environment, which consists of easily accessible situation sampling in order to accelerate the study. It is thought that it will be important to work properly execution of the processes that may occur in such times by determining the causes and consequences of the situations experienced in the field of education due to reasons such as the suspension of face-to-face education and the cessation of schools after the pandemic in the world. As a result of the research, suggestions will be made for the studies that can be done about teaching mathematics in distance education.

scholarly journals I WROTE, I WAS EVALUATED, AND I LEARNED AN ALTERNATIVE TEACHING PROCESS IN DISTANCE EDUCATION: WRITING-TO-LEARN

2021 ◽  
Author(s):  
Fatih Kayaalp ◽  
Elif Meral ◽  
Zeynep Başçı Namlı
Keyword(s):  
Distance Education ◽  
Prospective Teachers ◽  
Structured Interview ◽  
Global Scale ◽  
Writing To Learn ◽  
Application Process ◽  
Alternative Teaching ◽  
Quality Learning ◽  
Holistic Rubric ◽  
Education Process

Distance education has become an essential part of life on a global scale during the COVID-19 pandemic. This process has driven all education stakeholders, who focus on providing learning outcomes without any loss, to alternative teaching models. The aim of this study is to examine the extent of the effects of writing-to-learn activities integrated into the distance education process on learning. Conducted as an action research, this study consisted of 42 Year 4 undergraduate prospective teachers studying Social Studies Teaching. A variety of writing-to-learn activities and semi-structured interview forms were used as data collection tools. While writing-to-learn activities were evaluated with holistic rubric, the opinions of prospective teachers were analyzed by content analysis. As a result, it was concluded that writing-to-learn activities included in distance education made significant contributions to the development of students throughout the application process. The activities were found effective on learning since they involved students in the process and facilitated permanent learning. It is understood from the opinions of the prospective teachers that an enjoyable and quality learning can be achieved with such activities included in the study, even from a distance. Based on the results, it can be stated that the writing-to-learn model is an alternative learning approach that can be used in distance education.

scholarly journals A Reformulation of business education curriculum for the development of career opportunities among undergraduates of South Nigerian Universities

2020 ◽  
Vol 10 (1) ◽  
pp. 10-22
Author(s):  
Chika Madu Ile ◽  
James Edomwonyi Edokpolor
Keyword(s):  
Lifelong Learning ◽  
Business Education ◽  
Survey Design ◽  
Education Curriculum ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Lifelong Learners ◽  
Social Burden ◽  
Career Opportunities ◽  
The Mean

Concerning on the rates social burden among the graduates of business education in Nigeria has provided an opportunity for the authors to extant the study to examine the current state of business education curriculum and the reformulation of business education curriculum equips the undergraduates with skills to start a business and engaging towards lifelong learning. A cross-sectional survey design was applied to achieve the objectives of the study. The design of the research is a quantitative method. Structured questionnaires were given to a sample of 289 participants (43 lecturers and 246 students) which were randomly selected across three universities in Nigeria. The data obtained are analyzed by the Statistical Package for Social Sciences (SPSS) version 23.0 and the mean statistic is used to answer the research questions and standard deviations are used to assess the degree to which participants’ scores are clustered around the mean. The results show that the business education curriculum is theoretical in nature, as such does not have the capability of preparing students to become entrepreneurs and lifelong learners. Hence, the data shows that most of the respondents vote for business education curriculum prepares student to work for the entrepreneurs with mean 3.49 for lecturers and 3.67 for students. Moreover, the result shows that a change in business education curriculum could help to equip students with skills to engage in becoming an entrepreneur. Therefore, the managers of business education should endeavor collaborations with major stakeholders to capable of integrating the 21st-century skills and apprenticeship models into the business education curriculum. It will help to equip undergraduates with the skills needed to pursue entrepreneurial and lifelong learning careers upon graduation.

scholarly journals Flipping the “Learning Skills” Course during COVID-19: A Mixed-Modality Study

2021 ◽  
Vol 13 (3) ◽  
pp. 31-41
Author(s):  
Ashfaq Akram ◽  
Kamran Sattar ◽  
Tauseef Ahmad ◽  
Hamza M. Abdulghani ◽  
Jennesse John ◽  
...  
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Female Students ◽  
Learning Material ◽  
Learning Skills ◽  
Male And Female ◽  
Class Time ◽  
Significant Difference ◽  
The Mean

The purpose of this study was to compare the male and female medical students’ perceptions of the flipped classroom (FC) using the Zoom online platform during the COVID-19 pandemic. A mixedmodality study proceeded for first-year undergraduate medical students (n = 149). Three topics (learning how to learn, stress management and doctor-patient communication) were flipped using the Zoom platform. Following the flipping, relevant videos and PowerPoint slides were sent to the students. Home assignments were done through the online classroom. The students were then made to answer a questionnaire on their perceptions of FC consisting of 5-point Likert items. In addition, a focus group discussion (FGD) was carried out with voluntary participation (n = 13) for an in-depth discussion of flipped teaching. The quantitative data were analysed using the independent t-test, and Atlas.ti was used to analyse the qualitative data. For most of the Likert statements, there was no significant difference (p > 0.05) between the mean results obtained by the male and female students. For example, for the item “The learning material was available before class time”, both the male (mean [SD] = 1.857 [0.443]) and female (mean [SD] = 1.966 [0.365]) respondents confirmed the learning material’s availability before class time (p = 0.121). However, the mean result obtained by the male respondents for the variable “I understood the topics in lesser time compared to the traditional lecture method” was higher than the mean result obtained by the female participants by 0.236, which was statistically significant (95% CI [0.373, –0.100], p = 0.001). Modified FC teaching for the “learning skills” course is thus an effective teaching method. The male students took significantly lesser time understanding the three included topics compared to the female students.

Sign in / Sign up

Export Citation Format

Share Document