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2021 ◽  
Vol 4 (2) ◽  
pp. 48
Enrico Faiz Fernanda ◽  
Shafira Aulia Nisa ◽  
Richard Kevin Santoso ◽  
Gilang Rasuna Sabdho Wening ◽  
R. Darmawan Setijanto ◽  

Background: The Covid-19 pandemic has changed all activities into nearly completed by online action. in online teaching and learning activities, students interact a little and less socializing with peers who are feared to affect the level of students’ confidence and ability to socialize during teaching and learning activities in class re-opening. Purpose: To prepare mental and psychological conditions of students in offline teaching and learning activities, also pays attention to measure the readiness of teachers in school re-opening attempt. Methods: Prepare mental condition and psychic students in offline teaching and learning activities, by increasing the readiness of teachers in the implementation of offline teaching and learning activities, as well as assessing the effectiveness of students’ psychological and mental character development activities in facing offline teaching and learning activities. Results: The results of the pre-test about the readiness to release the child during the teaching and learning process carried out offline in the midst of the Covid-19 Pandemic dominated by the answer “Very” not ready” with a percentage of 43.80%; “ready” answers as many as 30.43%. In addition, respondents the percentage of those who choose the “Ready” option in the post-test is higher, namely 26.09% compared to the pre-test which was only 7.44%. Conclusion: Efforts are applied to prepare students’ physical and psychological conditions in offline teaching and learning activities in anticipation of the impact of post-based education digital service carried out by the community service team are successfully triggered the readiness of teachers and facilities at the school is considered to be ready, based on after consideration carry out three work programs that are reviewed from very good facilities adequate, strictly enforced health protocols, as well as teaching staff who are able to carry out health promotion campaigns withfluent.

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Chinaza Solomon Ironsi

PurposeThis study intends to examine these misconceptions in a bid to reaching a valid conclusion. More importantly, this study intends to elicit information from instructors and preservice teachers on their experiences, successes and challenges on the sudden switch from flipped classroom to emergency remote online teaching.Design/methodology/approachThe study adopted a qualitative research design and the main focus of this research design which was is a form of exploratory research design was to understand the reasons opinions and viewpoints of a particular group of people concerning a situation. This paper deems this research design fit for eliciting relevant information from instructors and preservice teachers on their opinions and perceptions on the sudden shift from flipped classrooms to emergency remote online teaching during the previous semester. Data collection for this study was carried out through the use of focus group discussions where participants were asked questions based on the objective of the study.FindingsThe present findings confirm that the mode of instruction delivery was not online teaching rather emergency remote online teaching. Another conclusion that was drawn was with regards to training, use of resources and issues of measurement and evaluation. The study summarized that there was little or no training for the teaching staff before the switch to EROT as instructors were only given guidelines on what to do to implement their lesson plans.Originality/valueEmergency remote online teaching is a newly emerging approach to lesson delivery, especially in an emergency situation. This study elaborates more on this new dimension of teaching and future prospects as well.

Isabel María Gómez-Trigueros ◽  
Santiago Ponsoda López de Atalaya ◽  
Rocío Díez Ros

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results show a positive perception of the students about their digital teaching competence with contrasts with a deficient evaluation in relation to the digital teaching training of their teaching staff. Based on these results, the need to apply an improvement in the manipulative and didactic technological training of university teachers is corroborated as well as an adaptation of the teaching skills to the needs of the ICS in order to be able to carry out the correct preparation of the teaching staff in training.

2021 ◽  
Vol 2 (3) ◽  
pp. 32-35
Zhian Ren ◽  
Lingling Shen ◽  
Zejiong Zhou

 Innovative talent training mode is a key problem to be solved in the talent training of digital economy specialty in Colleges and universities. From the new teaching mode of "Internet plus curriculum thinking politics", the training mode of digital economy professionals needs to be improved. Therefore, based on the analysis of the role of "Internet plus curriculum thinking" in the training of digital economy professionals, this paper fully combines the problems and deficiencies of the current digital economy professional training, and proposes that from the top level design to the teaching staff, then to the improvement of the evaluation system and other measures to achieve the goal of cultivating comprehensive digital economy talents with both professional knowledge and ideological and moral quality.

O. Kyi

The motto of modern youth sounds very encouraging: “It's fashionable to be healthy!”. It is very important to develop these tendencies, and to consolidate the attitude towards them as to natural needs. Modern medicine (of diseases and sickness!) heals diseases, but does not form a mood in people for a healthy lifestyle. A doctor from "Doctor Aibolit" should become a "health architect", and "medicine of diseases" should become "health medicine". Therefore, the WHO proclaimed the direction according to which in the 21st century medicine should move from “defensive and defensive” to “socially constructive” positions associated with the creation of health itself and active quality longevity. The article sounded the most probable causes affecting the unhealthiness of students, defined the medical-pedagogical and social orientation of the problem. The principles of its resolution are proposed and substantiated by the efforts of the interested student body and methodological recommendations of the teaching staff. The experience of introducing health-saving technologies by the Department of Physical Therapy, Occupational Therapy, Physical Culture and Sports of the «Khortytsia National Academy» is described.

2021 ◽  
Vol 4 (1) ◽  
pp. 130
Emil Adly ◽  
Anita Rahmawati ◽  
Wahyu Widodo ◽  
Yoga Aprianto H ◽  
Laras Astuti

The main factor for the success of the implementation of education in schools is the infrastructure in the form of completeness of facilities that become the benchmark in all learning activities. To produce students who have comprehensive knowledge must be supported by facilities and skilled teaching staff.   Muhammadiyah Elementary School of Mrisi still needs attention in terms of educational infrastructure facilities that are still lacking with a relatively small number of students. The purpose of this community service is to redesign the buildings, rooms, and the design of school facilities. The initial method used is a survey by measuring and calculating the area of buildings, columns, beams and assessing the existing physical condition and then developing it according to the available land, then it will be simulated using SAP 2000 software, 3D drawings using SketchUp, and calculating the budget plan. The result of the design is a two-level school building with larger beam and column sizes as well as a sturdy and earthquake-resistant structure. Furthermore, several redesigns of facilities such as warehouses, prayer rooms, and first-level classrooms, toilets, canteens, became cleaner and more attractive. The second level is designed for additional classrooms, halls, laboratories, libraries. Other supporting facilities in the form of guard posts, gates, parking lots become more attractive. With a planned budget of Rp 6,226,839,700. -, the school can raise funds to develop school facilities in accordance with the designs that have been made and mutually agreed upon.

2021 ◽  
Vol 6 (2) ◽  
pp. 208-220
Lyudmila A. Bushueva ◽  

The article examines the process of the Tatar language teaching formation in Kazan institutes of higher education in the 1920s on the example of institutes in the Humanities sphere: the North-Eastern Archaeological and Ethnographic Institute, the Eastern Academy and the Tatar National Branch of the Eastern Pedagogical Institute. The research is based on a wide range of unpublished sources from the funds of the State Archive of the Republic of Tatarstan. The study examines the curriculum of the disciplines within which the Tatar language was studied, the teaching forms and methods, as well as the formation of a team of specialists who taught the language during that period. Special attention is given to the study of the socio-political conditions in which the Tatar language instruction developed. It has been established that in the first years of the Soviet regime, the Tatar language was taught in Kazan institutes mainly by orientalists. Therefore, teaching this subject was closely related to oriental studies and source studies disciplines. Students mastered not only the spoken Tatar language, but also learned to work with Old Turkic writing manuscripts. Teaching the Tatar language in the second half of the 1920s was aimed primarily at training teachers of the native language. That period was distinguished by the instability of curricula, the introduction of new teaching methods, including the Dalton plan, and also changes in teaching staff.

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Mohammadreza Akbari ◽  
Hung Manh Nguyen ◽  
Robert McClelland ◽  
Kristof Van Houdt

PurposeThe purpose of authentic assessment can enrich students with a set of skills that can have a significant impact on their employability. The key aim of these actions is to equip students with the practical skills to be work ready. The focus here is to demonstrate effects on student satisfaction and observations from teaching staff accrued over several semesters in an educational institution after introducing authentic assessments.Design/methodology/approachThis paper used a set of scaffolded authentic assessments for students in logistics and supply chain management (LSCM). A combination of literature and expert input was used to design and implement the authentic assessment. A multi-phase systematic approach using cyclical model steps articulated the course learning outcomes (CLOs).FindingsReinforced evidence that authentic assessments create options for divergent learners and provide opportunities for applying practical and higher-order cognitive skills in tertiary education system of an emerging economy. With the focus on student ability in doing things, students with diversified backgrounds and abilities in Asia can be encouraged to take an active role in their own learning. The formats of the newly redesigned assessments allow multidimensional cognitive capabilities such as art development (posters and video tasks) and reflective exercises. Importantly, formative types of authentic assessments help to decrease the level of anxiety by emphasising the aspect of doing and lead to better student satisfaction with the courses. All of these effects are shown to be repeatable in an Asian economy.Practical implicationsAuthentic assessments prepare students for the new world of work through a more focused scaffolding of their learning.Originality/valueStimulation of deeper learning in tertiary education students is relevant for a top performing Asian economy.

Dr. Yahya Mizher Al Zahrani

The study aimed to identify the effectiveness of the Blackboard elements during Coronavirus pandemic in light of the quality assurance and accreditation standards from the viewpoint of faculty members at the Mathematics Department, Umm Al-Qura University. To achieve the objectives of the study, the descriptive analytical method was used. The study sample consisted of (45) members of the teaching staff in the mathematics departments of Umm Al-Qura University, who taught mathematics courses during Coronavirus pandemic.  The questionnaire, which consisted of (33) items, was used to collect relevant data. The results of the study indicated that the effectiveness of the four components of the Blackboard that were studied during the Corona pandemic in light of the standards of quality assurance and accreditation was at a medium degree of (3.32), while the effectiveness component of cloud storage on the Blackboard got the highest score (3.68). The effectiveness component of the digital library on the Blackboard got the lowest score among the four elements (3.11). These results suggested the need to increase attention to the requirements of achieving quality assurance and work to raise them in higher education institutions for interactive mathematics courses, as the lack of interest in them may have affected the results and outcomes of mathematics students. The study concluded with a number of recommendations, including supporting the elements of the Blackboard and using them in the educational process, developing and evaluating them in the light of quality standards; conducting further studies on the use of the Blackboard; providing all facilities for the success of the educational process; and seeking to achieve quality and accreditation requirements whenever possible.

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