Use of Virtual Classroom: Summarized Opinion of the Stakeholders in the Learning-Teaching Process

ABSTRACT The objective of this research is to give understanding and clear explanation about teaching students’ listening skill by English video. Commonly, teaching listening through tape recorder, but in this research teacher shows different way, video is collaboration between pictures and sound components, and it contains a recording of a movie or television program. Students can be able to know the activity or a topic being discussion through visual aid and knowing the pictures expression clearly, this way can help students to get clear information both pronunciations and expression. Grade VIII of SMPN 15 Tangerang with total number is 20 students and 10 English teachersas the subject of the research. Qualitative descriptive method is applied in this research to explain teaching process through video clearly, however, literature and questionnaere with close answer form is given to get the data. The result of this research are: firstly, teaching listening skill through video can be used by the teacher to make a listening class is more enjoyable and understandable, because audio visual aid can cover students various learning style, finally at the end of teaching and listening process the objectives of study can be gained. Secondly; teaching listening through video is very useful way to encourage and foster students’ listening skill and their interest. Keywords: Using Video, Listening skill, teaching listening

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Virtual classroom project

10.31224/osf.io/u4em9 ◽

2017 ◽

Author(s):

Nicholas Gmeiner

Keyword(s):

Virtual Reality ◽

Students With Disabilities ◽

Learning Experience ◽

Virtual Classroom ◽

Traditional Classroom ◽

Video Capture ◽

Interactive Learning Environment ◽

Virtual Reality Technology ◽

Virtual Classrooms ◽

Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

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The Teaching Process of Gukhak(國學) and the Government Official Appointment System in Silla

The History Education Review ◽

10.31968/hae.2018.05.26.083 ◽

2018 ◽

Vol 26 ◽

pp. 83-118

Author(s):

Soo-Jeong Park ◽

Keyword(s):

Government Official ◽

Teaching Process ◽

Appointment System ◽

The Government

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

Edupedia ◽

10.35316/edupedia.v5i1.880 ◽

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.

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The Logical and Compositional Organization of the Lecture (Based on a Lecture from M. Mamardashvili’s Course “Lectures on Proust”)

Vestnik of Northern (Arctic) Federal University. Series Humanitarian and Social Sciences ◽

10.37482/2687-1505-v065 ◽

2020 ◽

pp. 72-81

Author(s):

Aleksandra A. Talanina ◽

Keyword(s):

Academic Discourse ◽

Basic Function ◽

Literary Language ◽

Linguistic Features ◽

Specific Nature ◽

Teaching Process ◽

Discourse Studies ◽

Multi Level ◽

Spatiotemporal Coordination ◽

Different Levels

Functional and stylistic studies give us an idea of linguistic features of speech products, thus enabling style identification. These specific features become most recognizable when comparing styles. Discourse studies, on the contrary, are mainly focused on understanding and describing basic factors of creating a form of a literary language (style) and factors that determine the characteristics of speech products in individual situations within a socially significant sphere. This article presents an analysis of the logical and compositional organization of the lecture as a genre of academic discourse, taking a university lecture from M. Mamardashvili’s course on M. Proust as an example. The specific nature of the lecture genre in academic discourse is determined by its basic function in the teaching process implemented in direct dialogue with the audience. The research is based on the thesis that a lecture is an event that can be analysed using the concept of chronotope. The use of this concept beyond the analysis of fiction is relevant since spatiotemporal coordination is mandatory for any speech product, regardless of the sphere it is created in or the functions it performs. The main feature of the lecture chronotope is multi-level organization, since a lecture has its own internal spatiotemporal coordinates. The lecture chronotope is explicated at different levels of the text (compositional, lexical and grammatical), which are interconnected. Considering this, two interconnected frameworks of the lecture – structural and semantic – are singled out; they provide the logical and compositional organization of the material, which is important to ensure students’ understanding.

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