scholarly journals Need Analysis in the Development of English for Specific Purposes Learning in Students of STIA Prima Bone Administration Study Program

2020 ◽  
Vol 10 (4) ◽  
pp. 76
Author(s):  
Abdul Rahman
Keyword(s):  
Public Administration ◽  
Sampling Technique ◽  
Educational Process ◽  
Learning Needs ◽  
Study Program ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Public ◽  
Study Results ◽  
Learning English

This study aims to analyze students' needs in learning English and determine the learning methods used in learning English at STIA Prima Bone. This study uses a descriptive method with a qualitative approach. The subjects in this study were 60 students of the Public Administration Study program. They took courses in the second semester of the 2019/2020 academic year and one of the lecture language courses. The s lecturer sampling technique uses purposive random sampling. The instruments in this study were questionnaires and interviews. Based on the study results, the students' need for learning English in the Public Administration study program different or varied, so it can be concluded that they need English not only for current learning needs or Now Oriented but also for work needs (Future-Oriented). Therefore, learning English in the Public Administration Study Program must prioritize the target needs. So that, the fulfillment of wants can achieve and reduce the shortcomings or weaknesses of students in learning English. The teaching or learning method is an essential component in the educational process because the teaching process's success depends on the method used by the lecturer. The technique used in learning English courses in the public administration study program is to combine Student-Centered Learning, Teacher-Centered Learning, and Collaborative Learning.

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

Use of Video to Enhance Education

2015 ◽  
pp. 189-201
Author(s):  
Brent A. Anders
Keyword(s):  
Effective Means ◽  
Educational Process ◽  
Instructional Video ◽  
Learning Resources ◽  
Student Centered ◽  
Student Centered Learning ◽  
Face To Face ◽  
Learning Centered ◽  
Online Learning Resources ◽  
Instructional Experience

Even with so many different educational tools and evolutions in techniques of instruction (both pedagogical and andrological approaches), the use of video is one of the most effective means of instructing students. This chapter presents multiple evidence detailing why video can greatly enhance instruction in a multiple of ways to include its use in motivation, explanation (via multi-modalities), and feedback. This chapter will also demonstrate the benefits of using a student-centered/learning-centered instructional video capturing system within the classroom to improve learning for both face-to-face and online learning. Resources and specific examples are provided to demonstrate that video is a fundamental tool that should be used to enhance both the educational process and instructional experience. New uses and video technologies are also addressed for future investigation and incorporation.

Innovations in Mobile Photography for Digital-Age Teachers and Learners

2018 ◽  
pp. 90-105
Author(s):  
Theresa A. Redmond ◽  
John Henson
Keyword(s):  
Teacher Educators ◽  
Learning Experience ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Millennial Students ◽  
Social Constructivist Learning ◽  
Pre Service Teacher

This chapter shares research that examined how perspectives about mobile technology integration were cultivated in a required pre-service teacher (PST) education course. Specifically, the camera feature of mobile smartphones was used to design a social-constructivist learning experience. Pre-service teachers were invited to shift from media consumers to technology producers, participating in innovative, student-centered learning. PSTs were positioned to use their prior-knowledge to engage in meaningful learning using their mobile phones in a way that modeled strategies they could use in their future classrooms to meet the learning needs of millennial students. Literature reveals that mobile tools are often used in limiting ways, such as accessing and consuming industry-produced media content. However, they have the potential to be used for active, social-constructivist learning. This chapter has implications for teacher educators and administrators in higher education who are seeking emerging practices for how to prepare PSTs to learn how to innovate using technology by designing learning experiences that focus on students as media makers.

scholarly journals Teacher Attitudes and Collaboration towards the Concept of Student-Centered Lesson

2021 ◽  
Author(s):  
Natela Baghatrishvili ◽  
Nino Modebadze
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Educational Process ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers Attitudes ◽  
Academic Year ◽  
Quantitative And Qualitative Methods ◽  
Positive Effect

The article is based on a needs assessment carried out at Telavi Public School N7 to understand teachers' attitudes towards student-centered learning strategies. In particular, it examines how intensively and effectively student-centered approaches are integrated into the teaching process and how teachers interact with each other in student-centered learning. The study was carried out in the 2018-2019 academic year, but the inspiration for the study was the Directorate's informal participation in the educational process during the 2017-2018 academic year. A mixed type of study with quantitative and qualitative methods was used to test the hypotheses. To further investigate the problem and identify a common need, teachers from Telavi State School No. 7, as well as elementary and secondary school students, participated in the study. The interventions were carried out after the completion of the first phase of the study. Observing and analyzing teacher activities helped us assess the effectiveness of our problem-solving and needs-based interventions. The study highlights the fact that creating a collaborative atmosphere between teachers has a positive effect on the learning process. The study found the importance of fostering a culture of collaboration among teachers through the use of diverse resources, activities and challenging classroom assignments. Students' views, opinions and feelings about such lessons were also determined. As a result of the analysis, conclusions were drawn that allow recommendations to be made for identifying and solving similar problems and needs.

scholarly journals Contemporary Teaching-Learning Practices: Implementation and Challenges of Student-Centered Learning Approach in Higher Education of Ethiopia

2019 ◽  
pp. 1-16
Author(s):  
Birhanu Moges
Keyword(s):  
Classroom Environment ◽  
Sampling Technique ◽  
Well Being ◽  
Best Interests ◽  
Learning Approach ◽  
Structured Interviews ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Learning ◽  
Teacher Centered

Student-centered learning approach is a key factor which focuses on students’ learning experiences and development, well-being and retention so that higher educational learning is delivered in ways that are demonstrably in the students’ best interests. In the teacher-centered approach to teaching, most of the class time is spent with the teacher lecturing and the student watching, listening and taking notes. The present study aimed to explore students’ and instructors’ perception, practices and challenges in implementing SCL. The study employed descriptive survey design by combining quantitative and qualitative approach to collect, process, analyzes and presents the data. A total of 12 instructors and 66 students of the second and third year psychology students have participated in the study through availability and purposive sampling technique. The instruments were questionnaire, classroom observation and un-structured interviews were conducted. Accordingly, the findings indicated that the teaching practices in implementing student-centered learning approach were not as expected. The result also showed that instructors had positive attitude toward the SCL, regarding several aspects such as providing the benefits to both students and instructors, being effective for teaching, creating close relationship and establishing active classroom environment. In the end, instructors also agreed that student-centered instruction will improve the ability of the students to learn the courses. Due to different challenges, most of the students were less interested to learn by SCL, such as sense of fear, lack of interest and confidence. The study further found that the lack of classroom facilities and conditions, large class size, inadequate teachers training, tendency of focusing on teacher-centered approach and limited ability to implement were the challenges of implementing. Finally, it is recommended that responsible bodies rearrange the facilities and conditions necessary inputs for the effective implantation of SCL. To minimize the challenges, instructors should create different techniques to make students participants in teaching-learning process.

scholarly journals The Practices and Obstacles of English Language Teaching in Intellectual Disability Classroom: A Case Study at Special School (SLB) in Palembang

2021 ◽  
Vol 3 (1) ◽  
pp. 1-18
Author(s):  
Dalilan ◽  
Eka Sartika ◽  
Deyana Indah Lestari
Keyword(s):  
Intellectual Disability ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
Sampling Technique ◽  
English Language Teaching ◽  
Mental Condition ◽  
Study Results ◽  
Learning English

Individuals with disabilities learn with difficulties such as physical, emotional, mental, and social deficiencies. In a limited physical and mental condition, they are faced with problems in learning, particularly in learning English. This study aims at revealing practices and obstacles in learning English in an intellectual disability classroom that affected the teaching practices. A case study method was used in this study. This study's participants were two teachers at SLB-C Tuna Grahita Palembang selected by a typical sampling technique. The observation and interview were used to collect data regarding realized practices and obstacles in teaching English to students with intellectual disabilities. Data were analyzed using thematic analysis. The study results indicated that English language teaching practices in intellectual disability classrooms were similar to the regular ones but more oriented to students' needs. The obstacles of English language teaching were affected by intellectual disability students' limitations in writing, reading, speaking, listening skills, and heterogeneous ability.

scholarly journals The Learner-Centered Syllabus: From Theory to Practice in Allied Health Education

2005 ◽  
Author(s):  
Kimberly Peer ◽  
Malissa Martin
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Educational Process ◽  
Successful Implementation ◽  
Learning Paradigm ◽  
Allied Health Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered

The national focus in higher education in shifting from the instructional to the learning paradigm where the emphasis on student-centered learning is of paramount importance. Instructional paradigms focus on “providing instruction” with distinct emphasis on the role of the teacher. Under this structure, students are typically passive listeners and the instructor is the center of teaching and instruction. The learning paradigm, on the other hand, focuses on the outcomes of the educational process thereby “facilitating learning”. The role of the student is one of an active participant who is encouraged to become engaged in the learning process through various interactive activities facilitated by the instructor. The learning paradigm strives to produce an empowered, informed, and responsible student by putting the student at the center of the classroom. This learner-centered process theoretically embraces continued improvement in the quality of learning. The learner-centered syllabus is a productive tool that can facilitate this transformation from teaching to learner-centered classrooms. The purpose of this manuscript is to integrate theory into practice as faculty shift towards more learner-centered practices. Deeply rooted in the literature, this manuscript provides suggestions for the implementation of a learner-centered syllabus from a specialized allied health care perspective – athletic training. A brief overview of student-centered learning theory coupled with a framework for constructing a syllabus that fosters an environment which focuses on learning is presented. Particular emphasis is placed upon successful implementation and integration of the syllabus throughout the entire semester to promote student success.

scholarly journals Survey Study of ESP Learning Needs at the Islamic Religious Education Study Program of Tarbiyah Faculty of IAIN Bengkulu

Ta dib ◽  
2020 ◽  
Vol 25 (2) ◽  
pp. 107-118
Author(s):  
Syamsul Rizal ◽  
Maryam Maryam
Keyword(s):  
Religious Education ◽  
Profile Analysis ◽  
Survey Methods ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Study ◽  
Situation Analysis ◽  
Study Program ◽  
Education Study ◽  
Learning English

This study aimed to determine the needs of non-English Study Program students. Quantitative and survey methods were applied in this study. A questionnaire through the Graves model analysis consisting of student profile analysis, Target Situation Analysis (TSA), Current Situation Analysis (CSA), and Learning Situation Analysis (LSA) were the instruments used in collecting the data. Participants were the third-semester students of the Islamic Religious Education Study Program at Tarbiyah and Tadris Faculty of IAIN Bengkulu in 2018 to 2019 academic year. In determining the participants, the writers applied a simple random sampling technique. There were 37 students from a total population of 150 students. The data were analyzed using descriptive statistical analysis, namely by calculating percentage (%) and classified data so that the needs of students in learning English could be identified. The findings were (1) the ESP approach was the right approach to be applied in learning English at IAIN Bengkulu based on the students’ age and experience in learning English,  (2) the gap between the targeted needs by the campus and the students’ English skills was less, (3) the gap between what students needs and the material in the ESP English textbook was in category desire, and (4) the topic of reading comprehension text was directly related to the study of Islamic Religious Education as a student’s area of ​​expertise.  

scholarly journals Enhancing Maritime Term-Based Communication Through Communicative Activities Amongs Students In Yogyakarta Maritime Academy

2018 ◽  
Vol 16 (2) ◽  
pp. 119-125
Author(s):  
Sri Sartini
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Communication Skill ◽  
Science Study ◽  
Study Program ◽  
Student Centered ◽  
Student Centered Learning ◽  
Maritime English ◽  
Speak Up ◽  
Academic Year

This research is aimed at getting to know the problem of cadets in Nautical Science Study Program academic year 2016/2017 in their second semester grade upon their way to master communication skill especially in the practice of using Maritime term-based communication. Knowing the problem, researcher scaffold the cadets as many as 30 cadets with the typically teaching and learning process which is much concerned to the learners. This research was conducted in an action research where it included some cycles that is teaching and learning cycles, diagnostic cycle, treatment or scaffolding and taking a conclusion. The result of the study shows that communicative approach taught by Maritime English lecturer which emphasizes cadets to speak is not that simple to be practically given to them. It is due to the different native speaking country or cultural background that does not customize them to speak up. Scaffolding them by implementing the use of Standard Marine Communication Phrases in class combined with the type of teaching approach which higlight to student-centered learning is proven giving better achievement of teaching and learning process.Thirteen out of the twenty three cadets or it is more than a half percentage of the class achieved better skill in communication in English especially in maritime context by the use of Standard Marine Communication Phrases.

scholarly journals Implementasi Model Discovery Learning dalam Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti di SMAN 1 Bulukumba

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Andi Muhammad Asbar
Keyword(s):  
Learning Model ◽  
Discovery Learning ◽  
Islamic Education ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Patterns ◽  
Thinking Ability ◽  
Development Of Attitudes ◽  
Quality Learning

The results of research on the implementation of discovery learning model on the subjects of Islamic Education and Character in SMAN 1 Bulukumba, is a model of discovery learning has been applied by Islamic Education Teachers and Character in SMAN 1 Bulukumba in terms of input, process and output components. In the learning needs to be evaluated, especially on aspects of process components and output components on aspects of student skills. Educators are required to maximize in applying the learning model in order to obtain a quality learning situation, active and develop the attitude and knowledge of students. The application of the discovery learning model is not an easy task, by which the teacher takes a lot of time and not all students are able to make the discovery, this model does not apply to all topics. Related to the time and strategy of discovery learning requires a longer duration, due to the rational thinking ability of students is still limited and cultural factors or habits that still use the old learning patterns. The implication of this research, it is expected that the teacher of Islamic Education and Character can implement the scientific approach of discovery learning model in the learning process in class well, evaluate, repair and development both in terms of planning, implementation and assessment in using discovery learning model to run effective and systematic. And the creation of student-centered learning oriented development of attitudes, knowledge and skills of students.

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