Managing Student Life in Residence Halls to Support Student Learning

2015 ◽  
pp. 231-255
Author(s):  
Gregory S. Blimling ◽  
John H. Schuh
Keyword(s):  
Student Learning ◽  
Residence Halls ◽  
Student Life

PENERAPAN STRATEGI PEMBELAJARAN MODELLING THE WAY UNTUK MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM (PAI) SISWA KELAS IV SD NEGERI 010 BANJAR PANJANG KECAMATAN KERUMUTAN

2017 ◽  
Vol 5 (3) ◽  
pp. 618
Author(s):  
Euis Anegawati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Instructional Methods ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Study Data ◽  
Class Action ◽  
Student Life ◽  
The Way

The background of this study is the low learning outcomes PAI grade IV SD Negeri 010Banjar Panjang Kecamatan Kerumutan. Of the 28 students only 12 students who achieve thespecified KKM school that is equal to 65. Redahnya PAI learning outcomes is caused by: (a)instructional methods used by teachers always lectures, discussion and provision of duty; (b)teachers in presenting the material failed to give concrete examples and close to student life;(c) teachers are assigning students working on the problems that exist in textbooks used bystudents; and (d) teachers rarely express purpose of learning and less motivated students.This research is a class action, the study was conducted in two cycles by implementing alearning strategy modeling the way. Based on the results of the study, data showed that thelearning outcomes PAI increased in each cycle. This is evidenced by: (a) activity experiencedteachers peningkata on each cycle, the first cycle of meeting I obtained a score of 3 (60.00%),in the first cycle of meetings II obtained a score of 3 (60.00%), the second cycle of meetings Iobtained a score of 4 (80.00%), and the second cycle II meeting obtained a score of 5(100%); and (b) PAI learning outcomes of students also increased, in the first cycle theaverage student learning outcomes at 71, is increased in the second cycle with an average of77.3. Additionally mastery learning students also increased in the first cycle students whocompleted a total of 20 students (71.00%), in the second cycle by the number of 24 students(85.00%).

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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