scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals Creative and Innovative Online Teaching Strategies: Facilitation for Active Participation

2019 ◽  
Vol 16 ◽  
Author(s):  
Leighsa Sharoff
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Online Teaching ◽  
Active Participation ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals METODE SCL BERBASIS E-LEARNING DALAM PEMBELAJARAN BAHASA JERMAN SEBAGAI BAHASA ASING (SCL-METHODS BASED ON E-LEARNING IN GERMAN AS A FOREIGN LANGUAGE)

2018 ◽  
Vol 16 (1) ◽  
pp. 17
Author(s):  
Kamelia Gantrisia ◽  
Dian Ekawati ◽  
Genita Cansrina
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Learning Process ◽  
Rapid Development ◽  
Role Play ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Ongoing Research ◽  
E Learning

Abstrak: Dengan pesatnya perkembangan teknologi media di semua bidang termasuk di bidang pendidikan, proses pembelajaran bahasa asing juga telah berubah secara permanen. Penggunaan media digital dalam kegiatan belajar mengajar, baik di dalam maupun di luar kelas menjadi sangat penting untuk dilakukan. Penelitian yang sedang berlangsung ini merupakan penelitian eksploratif dan deskriptif untuk memaksimalkan penggunaan media digital dalam metode pembelajaran yang berpusat pada siswa (Student Centered Learning/SCL). Berbagai materi pembelajaran yang diperoleh melalui media digital diintegrasikan ke dalam metode pembelajaran SCL, dengan studi kasus pada buku teks Netzwerk A1. Berdasarkan teori dari Astleitner (2000), Kron (2003, 2008), Astleitner dan Steinberg (2005), Budka and Mader (2006) dan Hillen dan Landis (2014) penelitian ini mencoba membuat peta metode SCL pembelajaran bahasa Jerman sebagai bahasa asing bagi pemula dengan menggunakan teknik dan bahan e-learning terutama untuk mahasiswa di Universitas Padjadjaran Bandung Indonesia dan untuk menerapkannya dalam proses belajarnya. Hasil pemetaan yang telah dilakukan menunjukkan bahwa data-data yang diperoleh melalui media digital lebih menekankan pada kompetensi berbicara (Sprechen). Metode SCL yang sangat mendukung capaian kompetensi berbicara melalui latihan berbasis e-learning ini adalah Role-Play & Simulation.Kata kunci: e-learning, SCL, bahasa Jerman, bahasa asing  Abstract:  With the rapid development of media technology in all areas including in education, the learning process of foreign language has also changed permanently. Using of digital media in teaching and learning activities, both inside and outside the classroom becomes very important to do. This ongoing research conducted explorative and descriptive studies to maximize the using of digital media in student-centered-learning methods (SCL). Various learning materials obtained through digital media are integrated into the SCL learning methods, with case studies in Netzwerk A1 textbooks. Based on the theories from Astleitner (2000), Kron (2003, 2008), Asleitner and Steinberg (2005), Budka und Mader (2006) and Hillen and Landis (2014) this research tries to make a map of the SCL-methods of learning German as a foreign language by using e-learning techniques and materials especially for the students at the University of Padjadjaran Indonesia and to implement it in its learning process. The results of the mapping that has been done showed that the materials obtained through digital media more emphasis on the speaking competence. SCL method that strongly supports this competence through this e-learning training is Role-Play & Simulation. Keywords: e-learning, SCL, German, foreign language

scholarly journals Gambaran Self Directed Learning Readiness Mahasiswa Program Studi Kedokteran Fakultas Kedokteran Universitas Andalas

2021 ◽  
Vol 1 (3) ◽  
pp. 296-302
Author(s):  
Edwido Leonori Saputra ◽  
Dian Pertiwi ◽  
Yose Ramda Ilhamdi
Keyword(s):  
Random Sampling ◽  
Stratified Random Sampling ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Student Centered ◽  
Student Centered Learning ◽  
Directed Learning

  Latar Belakang : Metode belajar student centered learning telah digunakan dan diaplikasikan oleh Fakultas Kedokteran Universitas Andalas sejak tahun 2004. Untuk mengikuti pembelajaran dengan metode SCL ini mahasiswa perlu memiliki self directed learning readiness. Penelitian ini bertujuan untuk melihat bagaimana self directed learning readiness mahasiswa FK Unand. Metode : Penelitian ini merupakan penelitian deskriptif dengan pendekatan Cross sectional. Sampel penelitian ini adalah mahasiswa program studi kedokteran FK Unand, menggunakan metode stratified random sampling didapatkan sampel tiap angkatan 2016, 2017, 2018, 2019 secara berurutan adalah 72, 75, 80, 74 mahasiswa. Pengambilan data penelitian ini menggunakan kuesioner SDLRS yang diadaptasi oleh Zulharman et al. Data penelitian dianalisa menggunakan analisis univariat. Hasil : Mahasiswa program studi kedokteran FK Unand tergolong memiliki SDLR tinggi karena sebanyak 221 (73,4%) mahasiswa memiliki skor SDLR tinggi dan sebanyak 80 (26,6%) mahasiswa memiliki skor SDLR sedang-rendah. Rata-rata skor SDLR tertinggi dimiliki oleh angkatan 2016 yang motivasi dan kontrol dirinya juga tinggi. rata-rata skor SDLR terendah dimiliki oleh angkatan 2017 yang manajemen diri dan kontrol dirinya juga rendah, sedangkan untuk 2018 memiliki manajemen diri yang baik tetapi rendah dalam motivasi belajar. Kesimpulan : Self directed learning readiness mahasiswa program studi kedokteran Fakultas Kedokteran Universitas Andalas berada dalam kategori baik. Kata kunci : student centered learning, self directed learning readiness, SDLRS

scholarly journals E-Learning for Enhancement of Medical Student Performance at the Objective Structured Clinical Examination (OSCE) in the COVID-19 Era

2020 ◽  
Author(s):  
Kyong-Jee Kim ◽  
Yeon Ji Lee ◽  
Mi Jin Lee ◽  
Young Hyo Kim
Keyword(s):  
Student Perceptions ◽  
Educational Intervention ◽  
Clinical Performance ◽  
National Average ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Clinical Competencies ◽  
E Learning ◽  
Directed Learning ◽  
The Impact

Abstract Background: This study aimed to investigate the impact of student self-directed e-learning on the development of clinical competencies.Methods: The study participants were 3rd year students (n = 43) at a private mid-sized medical school located in a South Korean suburb on a four-year medical program. Educational intervention was implemented to enhance student clinical performance. Students engaged in learning activities that intended to promote their self-directed learning abilities and clinical performances using e-learning resources. Intervention was conducted for the duration of six months during the 3rd year and its effectiveness was investigated by comparing student performances in OSCEs in a pre- and post- comparison format and also by comparing them with national scores. In addition, student perceptions of the impact of e-learning on their OSCE performances were assessed using a questionnaire, which included 36 items that elicited student perceptions of their experiences of e-learning and readiness for e-learning.Results: Student OSCE scores improved significantly after educational intervention in all domains of clinical competencies assessed and for total scores (p < 0.001). Furthermore, students achieved higher OSCE scores than national average scores in the post-test, whereas they had performed lower than national average scores in the pre-test. Students showed neutral or slightly positive responses to the effectiveness of e-learning, and their perceptions of e-learning were not associated with their e-learning readiness scores.Conclusions: The study shows student OSCE performance improved significantly after educational intervention. Our findings indicate the effectiveness of e-learning supporting self-directed learning of clinical performance by medical students. Despite significant improvements in student OSCE scores after e-learning, their perceptions of its effectiveness were neutral. Furthermore, student perceptions of e-learning were not associated with their readiness for e-learning. Suggestions are made to help students use e-learning more effectively to enhance their clinical competencies.

Design of a problem-based undergraduate course in pharmacology: implications for the teaching of physiology.

1991 ◽  
Vol 260 (6) ◽  
pp. S14 ◽  
Author(s):  
P K Rangachari
Keyword(s):  
Small Groups ◽  
Learning Process ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Student Centered ◽  
Directed Learning ◽  
Teacher Centered

University learning can be either teacher centered or student centered. Problem-based self-directed learning in the context of small groups provides students with an opportunity to take greater responsibility for their own learning. In problem-based learning, process and content are inextricably linked, with the three cardinal elements being the students, the tutors, and the problems. The design of such an undergraduate course in pharmacology is described, and the implications for teaching physiology are discussed.

Nursing Students’ and Faculty Members’ Experiences of Comfort during Transition to Context-Based Learning

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Vivian Puplampu
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Faculty Members ◽  
First Century ◽  
Smooth Transition ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Pedagogy ◽  
Directed Learning

AbstractThere is evidence supporting student-centered learning (SCL) as an effective pedagogy to prepare professionals to work in the evolving health care system of the twenty-first century. SCL has many benefits, among them that it helps students to learn to work in teams and develop problem-solving, critical thinking and communication skills. The focus on the student means that the teacher’s power is decreased. This, along with openness of the approach, can make the transition to SCL a challenge. This study used an exploratory descriptive qualitative design to explore how comfortable nursing students and faculty members were in a context-based learning (CBL) program, a version of SCL. Nursing students and faculty discussed common challenges of trusting the CBL process. They also discussed the emphasis on self-directed learning and how it could mean that tutors are not as involved with students. To enhance a smooth transition, recommendations have been made, including clarifying the CBL philosophy at orientation, and mentoring and reassuring students.

scholarly journals Designing of Mikrokontroler E-Learning Course: Using Arduino and TinkerCad

2020 ◽  
Vol 1 (1) ◽  
pp. 8-14
Author(s):  
Direstu Amalia ◽  
IGAAMOka IGAAMOka ◽  
Virma Septiani ◽  
M Rafli Fazal
Keyword(s):  
Project Based Learning ◽  
Online Course ◽  
Asynchronous Learning ◽  
Practical Training ◽  
Online Classes ◽  
Study Program ◽  
Student Centered ◽  
Student Centered Learning ◽  
E Learning ◽  
Training Activities

During the Covid-19 pandemic, education and training activities began to shift to online classes. The problem is, the training carried out is only limited to theory-based training, not practical training. The current situation raises new possibilities in changing the learning method to fully online classes, with the character of vocational education, namely student-centered learning. The expected advantage is that education can be applied anywhere, this article explains how education providers develop research and development with the ADDIE method to analyze curriculum and learning models by promoting project-based learning methods where students are expected to be able to develop actively in learning. The TRBU Study Program designed the Arduino IDE microcontroller online training using free TinkerCad simulation with asynchronous learning materials through the LMS and supported by online classes using the zoom application. The results showed that 42.9% of students have high interest in online workshop and 92.9% agree that this online course needs to be re-implemented.

scholarly journals HUBUNGAN MOTIVASI INTRINSIK TERHADAP PELAKSANAAN PEMBELAJARAN LANGSUNG DI FAKULTAS KEDOKTERAN HALU OLEO UNIVERSITAS KENDARI

2020 ◽  
Vol 2 (2) ◽  
pp. 95-101
Author(s):  
Ashaeryanto Ashaeryanto ◽  
Satrio Wicaksono ◽  
Juminten Saimin ◽  
Rezki Fitrianti
Keyword(s):  
Medical Students ◽  
Intrinsic Motivation ◽  
Quantitative Research ◽  
Self Control ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Monitoring ◽  
Directed Learning

Self-Directed Learning (SDL) is a student-centered learning in which the process and experience of learning are individually regulated and controlled by the student. The implementation of SDL is an interaction of several aspects, including self-motivation, self-control, and self-monitoring skills. Students with strong motivation in the learning process will have more consistency in implementing the SDL. Inner self-motivation will give better impacts than that obtained from the outside. This study aimed to analyze the correlation of intrinsic motivation to SDL implementation in the Faculty of Medicine of Halu Oleo University. The study was quantitative research using a cross-sectional design. Subjects were 91 sophomores of the Faculty of Medicine of Halu Oleo University (UHO). Data were collected using a total sampling method. SDL implementation and intrinsic motivation were measured using Self-Directed Learning Readiness Scale (SDLRS) and Intrinsic Motivation Inventory (IMI) questionnaires, respectively. Data were statistically analyzed using Pearson’s correlation. Second-year of medical students of UHO showed a high intrinsic motivation and SDL implementation. Students with high intrinsic motivation were found to apply high implementation of SDL. Moreover, students with moderate intrinsic motivation also showed high implementation of SDL. There is a significant correlation between intrinsic motivation to SDL implementation among medical students of UHO. Further research is required to investigate other factors that affect the SDL implementation of medical students.

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