Supporting student learning community in rural area through ICT

2011 ◽  
Author(s):  
Y. Bandung ◽  
Dwi Ramadhianto ◽  
Bryan Yonathan ◽  
Kusprasapta Mutijarsa ◽  
Armein Z.R. Langi
Keyword(s):  
Student Learning ◽  
Learning Community ◽  
Rural Area

Social Presence in Online Learning

2021 ◽  
pp. 1580-1601
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

scholarly journals An Automatic Classification and Clustering Algorithm for Online Learning Goals Based on Cognitive Thinking

2018 ◽  
Vol 13 (11) ◽  
pp. 54 ◽  
Author(s):  
Ying Wang ◽  
Weifeng Jiang
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Community ◽  
Clustering Algorithm ◽  
Automatic Classification ◽  
Learning Goals ◽  
Diagnostic Model ◽  
Process Data ◽  
Community Concept ◽  
Classification And Clustering

To improve the learning effect of online learning, an online learning target automatic classification and clustering analysis algorithm based on cognitive thinking was proposed. It was applied to a multi-dimensional learning community. A new form of virtual learning community concept was proposed. The design ideas of its multi-dimensional learning environment were elaborated. Ontology technology was used to collect student learning process data. A cognitive diagnostic model for assessing student learning status was generated. Finally, through the cluster analysis technology, the registered students in the curriculum center were automatically divided into different levels of community groups. The results showed that the proposed algorithm for automatic classification and clustering of online learning targets had a good application effect in the learning community. Therefore, this method has practical application value.

scholarly journals Enacting a new curriculum models-based framework supported by digital technology within a learning community

2020 ◽  
pp. 1356336X2096212
Author(s):  
Antonio Calderón ◽  
Deborah Tannehill
Keyword(s):  
Student Learning ◽  
Learning Community ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Research Literature ◽  
Pedagogical Practices ◽  
Successful Implementation ◽  
Curriculum Models ◽  
New Curriculum ◽  
Empowering Teachers

Current cutting-edge research conveys that pedagogical change using models-based practice and integration of digital technology (DT) to enable teaching and learning is most successful when supported by a learning community. Overall, the research literature acknowledges that empowering teachers to believe in themselves and their ability to tackle these new curricular and pedagogical practices is key for successful implementation. Nevertheless, enactment of a new curriculum models (CMs)-based framework, supported by DT, has not yet been researched. Six physical education teachers with different teaching backgrounds and experience using DT for teaching and learning agreed to participate. Four phases were designed to develop teachers’ CMs pedagogical knowledge and technological pedagogical content knowledge as part of a collaborative, inquiry-oriented learning community. Individual and focus group interviews, and weekly critical friend discussions were used to gather teachers’ and students’ perceptions of their experience. Four themes reflecting phases one and two of the data appeared and evolved 18 months later and included planning, community, student learning, and the Phyz (app). The key take home message from this research highlights the power of a well-planned and structured inquiry-oriented learning community, its impact on empowering teachers to enact a new CMs-based framework, and the student learning that emerged.

scholarly journals Elementary Schools Working as Professional Learning Communities: Effects on Student Learning

2020 ◽  
Vol 13 (6) ◽  
pp. 1
Author(s):  
André Moulakdi ◽  
Yamina Bouchamma
Keyword(s):  
Elementary Schools ◽  
School Improvement ◽  
Student Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Control Group ◽  
Improvement Strategy ◽  
Stage Of Development ◽  
Quasi Experimental ◽  
And Mathematics

The professional learning community (PLC) is considered to be an effective school improvement strategy centered on student achievement. The goal of this study was to introduce the PLC approach in a few public elementary schools in Cameroon to evaluate the causal impact of this organizational model on student learning. A quasi-experimental approach was used involving an experimental group and a control group. Student pre- and post-tests were administered in two core subjects (French and mathematics) at both the beginning and the end of the first year of operation as a PLC. Our findings show a significant improvement in the students’ results between the pre- and post-test. The PLC was qualified as being in its initiation stage of development, when members focus on their students’ outcomes and collectively engage in solving the latter’s learning-related difficulties.

scholarly journals Strategi Menciptakan Iklim Kondusif di SD/MI (Sebuah Kajian Pedagogis Dan Psikologis)

MADRASAH ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 13
Author(s):  
Fita Mustafida
Keyword(s):  
Student Learning ◽  
Learning Community ◽  
Interpersonal Relationships ◽  
Classroom Climate ◽  
Student Interest ◽  
Mutual Respect ◽  
Classroom Learning ◽  
Effective Learning ◽  
Learning Management ◽  
Conditions Of Learning

<p><em>Student learning is closely related to the environment or atmosphere in which the process was ongoing. The joyful atmosphere brings excitement in learning. In contrast, tense, drab and less attractive atmosphere influences the student interest and enthusiasm. Teachers as the most responsible one for the classroom learning management are obliged to create a learning atmosphere that is convenient and fun for the children because the comfortable and enjoyable (conducive) classroom climate can enable them to transform interpersonal relationships so as to become a learning community that is productive and mutual respect, so enabling an effective learning interaction in nurturing the development of children or learners. Starting from this, the better classroom climate that is built, the better conditions of learning because only the conducive learning classroom atmosphere that is quiet, comfortable, fun, and full of significance can be realized.</em></p>

Chemistry as if students matter: From student to student’s learning outcomes

2021 ◽  
Author(s):  
Leah Martin-Visscher ◽  
Kristopher Ooms ◽  
Peter Mahaffy
Keyword(s):  
Student Learning ◽  
Learning Community ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Chemistry Education ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Assessment Of Student Learning ◽  
Senior Students

As a tribute to the legacy of Dr. Margaret-Ann Armour, we report on an initiative that involves university undergraduate students directly and meaningfully in the articulation and implementation of student learning outcomes for their chemistry programs. Student learning outcomes describe what a student should know, do and value at the end of a learning experience. The initiative was carried out over several years at the King’s University in Edmonton, a small undergraduate liberal arts and science institution with a Chemical Institute of Canada accredited B.Sc. chemistry program. Senior students were involved in articulating their own learning outcomes for their chemistry program and mapping them onto the courses in the program. The resultant heat map provided an interesting visual tool to help the learning community assess strengths and gaps in coverage, as perceived by students. The authors then led a workshop at the Chemistry Education program of a Canadian Society for Chemistry national chemistry meeting to share experiences among Canadian chemistry programs on the diverse ways faculty and programs articulation, implementation, and assessment of student learning outcomes. We conclude with suggestions for steps that departments and programs can take to meaningfully implement student learning outcomes in the design, review, and modification of chemistry programs, including benchmarking those learning outcomes with international outcomes published as a result of an IUPAC project.

Moving Beyond a Focus on Delivery Modes to Teaching Pedagogy

2015 ◽  
pp. 758-773
Author(s):  
Judi Simmons Estes
Keyword(s):  
Student Learning ◽  
Learning Community ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Pedagogical Practices ◽  
Delivery Mode ◽  
Face To Face ◽  
Teaching Pedagogy ◽  
Delivery Modes ◽  
Effective Development

The use of online methodologies to deliver coursework has become institutionalized in higher education. There is an urgent need to move beyond the question of which delivery model is most effective: face-to-face, fully online, or blended, and switch the focus to teaching pedagogy and strategies that effectively engage students in the learning process. This chapter posits that student-learning outcomes are less dependent on delivery mode and instead dependent on a teacher's pedagogical practices; it is the skill of the teacher as facilitator that drives the effective development of the learning community and influences student-learning outcomes. Further, it is suggested that constructivism, as a pedagogy of teaching, be considered, regardless of delivery mode; students construct their own knowledge as the teacher facilitates the process through providing opportunities for active engagement and critical inquiry within a community of learners. Teaching opportunities are adapted in response to the needs of students with technology as a tool to deliver learning outcomes.

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