Integrated Learning Activities Based on Digital Library and Internet Technologies in Relation to their Usability and Satisfaction

2012 ◽  
Author(s):  
NakhatNasreen ◽  
Gamal Ahmed Ahmed Abdullah Alawi
Keyword(s):  
Digital Library ◽  
Learning Activities ◽  
Integrated Learning ◽  
Internet Technologies

scholarly journals Student musicians’ experiences of reflexivity during internships: Personal narratives and complex modalities

2017 ◽  
Vol 35 (3) ◽  
pp. 460-475 ◽  
Author(s):  
Dawn Bennett ◽  
Anna Reid ◽  
Jennifer Rowley
Keyword(s):  
Personal Narratives ◽  
Student Thinking ◽  
Learning Activities ◽  
Integrated Learning ◽  
Complex Relation ◽  
Internship Experience ◽  
Positive Sense ◽  
Industry Practice ◽  
Work Integrated Learning ◽  
Student Reflections

A presumption behind work-integrated learning activities such as internship programmes is that student thinking will shift as a result of exposure to industry practice. We wondered if all students experience this change in the positive sense that teachers expect. To examine this presumption we asked to what extent and in what ways students reorient their thinking about self and identity as a result of an internship experience. Analysis of student reflections following a structured internship programme leads us to believe that not all students experience a shift in thinking, and that their personal narratives speak instead to a complex relation of modalities.

scholarly journals Content and Language Integrated Learning Methodology in Optional Humanities Courses for First-Year University Students: A Case Study

2020 ◽  
Vol 89 ◽  
pp. 51-62
Author(s):  
Oleg Tarnopolsky ◽  
Marina Kabanova
Keyword(s):  
University Students ◽  
Information Search ◽  
Learning Activities ◽  
Target Language ◽  
Cooperative Interaction ◽  
First Year ◽  
Online Information ◽  
Integrated Learning ◽  
First Year Students ◽  
Clear Cut

The article analyzes using Content and Language Integrated Learning (CLIL) for teaching one of the optional humanities disciplines to Ukrainian university students of different majors. The discipline discussed in the article as an example of using CLIL methodology is “The Fundamentals of Psychology and Pedagogy” and it is in the list of optional humanities subjects for the first-year students of Alfred Nobel University in Dnipro, Ukraine. However, unlike the other optional humanities disciplines, the methodology underlying this course is based on teaching the subject in English, instead of Ukrainian, following the CLIL approach widely used in the European education but still little known in Ukraine. The purpose of the paper is to expose and analyze the original methodology developed that conditioned the specific structure of the relevant course, and the specific learning activities used in it. The essence of the developed CLIL theory-based methodology and its practical application are manifested through learning activities that include students’ mini-lectures/workshop-type presentations, brainstorming, case-studies, discussions, and a learning project with its results summarized in students’ essays, abstracts, and summaries written in English. The students collect the information required for completing their tasks not only from the teacher’s lectures and the recommended literature but also (and mostly) by way of doing extensive Internet-search on psychological and pedagogical sites in English. All this makes CLIL in the case under discussion experiential-interactive (through personal experience in extra-linguistic subject-related activities gained in interaction with other students), blended (with the organic combination of traditional in-class learning and out-of-class online information search), autonomous (students’ autonomous learning activities-centered), and cooperative (with those activities being done in students’ cooperative interaction). As the result, students mostly self-construct their knowledge of the discipline by way of using the target language as the tool for such self-construction. This makes the elaborated course a clear-cut case of constructivism in CLIL pedagogy. Subject Classification Numbers: PACS 01.40.-d (Education)

scholarly journals What Challenges and Benefits Can Non-Formal Law and Language Integrated Learning Bring to University Students?

2016 ◽  
Vol 9 (6) ◽  
pp. 62
Author(s):  
Anastasia Atabekova ◽  
Rimma Gorbatenko ◽  
Aleksandr Belousov ◽  
Ruslan Grebnev ◽  
Olga Sheremetieva
Keyword(s):  
University Students ◽  
Language Learning ◽  
Empirical Studies ◽  
Academic Progress ◽  
Learning Activities ◽  
Formal Learning ◽  
Integrated Learning ◽  
Professional Activities ◽  
Research Findings ◽  
The University

<p class="apa">The paper explores the ways in which non-formal content and language integrated learning within university studies can affect students’ academic progress. The research has included theoretical and empirical studies. The article focuses on the observation of students’ learning process, draws attention to challenges and benefits students experienced through non-formal Law and Language integrated learning. Emphasis is laid on those non-formal learning activities that may be viewed as part of the university students’ training for their future professional activities. The paper provides the results of students’ interviews and questionnaires revealing the issues that students consider important regarding non-formal content and language learning. The research findings aim to contribute to a better understanding of the overall interdependence of formal and non-formal learning within the university academic environment.</p>

scholarly journals PENGGUNAAN METODE ILEARNING UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN DI PERGURUAN TINGGI

CCIT Journal ◽  
2013 ◽  
Vol 6 (3) ◽  
pp. 332-348 ◽  
Author(s):  
Henderi Henderi ◽  
Muhamad Yusup ◽  
Yulika Ayu Rantama
Keyword(s):  
Human Resources ◽  
Teaching And Learning ◽  
Learning System ◽  
Quality Education ◽  
Learning Activities ◽  
Integrated Learning ◽  
Good Teaching ◽  
Integrated Learning System ◽  
Teaching And Learning Quality

One of the problems faced by universities noday is still a lack of learning systems that can support good teaching and learning quality and efficient. Currently, there are still learning methods which are conventional in which learning is still running in one direction, where the student fixated on material submitted by the lecturer in front and make the student tend to feel tired and passive. As an alternative to solving the problem is to provide the latest teaching innovations iLearning System (Integrated Learning), or in Indonesian called integrated learning system that is applied is one form to improve the quality to a modern and quality education. The reason the application of this method of learning iLearning we hope to provide a learning system that is more active and has a strong reciprocity between faculty and students, because the learning process of innovative and efficient will certainly add to the fun and spirit of the student so that the student was will not feel bored and passive. Using iLearning student can learn more optimally, they can see and read materials provided by lecturers in their respective iPad. Not only that students can easily do exercises / quiz, browsing, sending tasks, discussed and recorded with iPad without having to spend a stationery. Given these practical learning may help in improving the quality of learning activities based iLearning on Higher Education, and eventually gained a graduate or Human Resources (HR) that are reliable and able to compete in an era of globalization characterized by high competition.

scholarly journals MEMBANGUN NILAI POSITIF PADA ANAK DINI MELALUI KEGIATAN FUNCOOKING DI TK DHARMA KARTINI 2 CIMAHI

2019 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Bhineka Hia ◽  
Nora Sarumpaet ◽  
Rohmalina Rohmalina
Keyword(s):  
Early Childhood ◽  
Growth And Development ◽  
Positive Attitude ◽  
Learning Activities ◽  
Integrated Learning ◽  
Human Beings ◽  
Creative Learning ◽  
Value Learning

Building positive values in children early on is a process of giving guidance to learners to become human beings who have a good personality physically and spiritually. Planting the value of the character is very important applied early, through the process of integrated learning activities that will make early childhood trained to become a person who has a positive value. Learning activities provided through diverse and creative learning activities will encourage children to learn happily, and foster positive attitude values. Activities to introduce children to real activities will foster attitudes and skills in accordance with their growth and development. One of them is through simple cooking activities that are fun for the child (fun cooking).

scholarly journals PEGEMBANGAN PERANGKAT PEMBELAJARAN TERPADU TIPE NETWORKED DENGAN SCIENCES, TECHNOLOGY AND SOCIETY APPROACH UNTUK MENINGKATKAN HASIL BELAJAR SISWA DI SEKOLAH DASAR

2018 ◽  
Vol 4 (1) ◽  
pp. 571
Author(s):  
Evita Gustarina
Keyword(s):  
Student Assessment ◽  
Student Response ◽  
Learning Activities ◽  
Integrated Learning ◽  
Technology And Society ◽  
Student Activity ◽  
Class A ◽  
Science Technology ◽  
Class B ◽  
Class C

ABSTRACTThis research aims to produce a decent learning instrument used for integrated learning with science, technology and society approach. Eligibility can be seen from the definition, planning, validity, practicality, effectiveness, learning outcomes of the learning that has been developed. This type of research is research development. Learning instrument are developed namely RPP, LKS, BAS, ang EHB. Learning instrument using one group pretest posttest design experimental in the five grade SD IT Generasi Rabbani and SD IT Al Aufa. Methods of data collection include validity, observation and tests. Data analysis using the percentage and the analysis of N-Gain and the analysis of anova. The results showed that 1) Validity instrument developed the content validity as seen from the study implementation plan, is student activity sheets, student's Textbook and student assessment each have average 3.54; 3.21; 3.27 and 3.15 category either, as well as the readability of the student's Textbook  and is Student Activity Sheets as developed can be categorized either. 2) The practicability of learning seen from instrument to be completed 100% done with the results assessment of to be completed class A at 3.71; class B 3.76; class C 3.71 excellent category. 3) Effectiveness in terms of student response devices shows the percentage of response very well to learning activities, students in grade class A 86,85%, class B 85.68%  and class C 88.08% of the activity that the activity shows the percentage of rated very good in learning, and analysis the magnitude of the increase in the results of a study using N-Gain shows the Gain of the average high on all three categories class as well as an analysis with anova test showed no There is a difference of the average results of student learning in the classroom while pretest or posttest. Based on these results it can be concluded that the resulting instrument is eligible to apply to learning because it has met the three criteria, namely validity, practicality, effectiveness, results and learning activities are increasing. Keywords: Development, integrated learning type of Networked, Sciences, Technology and Society Approach, learning activities, the results of the study. ABSTRAK                                                                                          Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran terpadu tipe networked dengan science, technology and society approach di kelas V Sekolah Dasar yang memenuhi syarat kevalidan, kepraktisan dan keefektifan sehingga dapat meningkatkan hasil belajar siswa. Jenis penelitian adalah penelitian pengembangan. Pengembangan perangkat pembelajaran terdiri atas RPP, LKS, BAS dan EHB. Perangkat pembelajaran menggunakan desain eksperimen one group pretest posttest design. Pada siswa kelas V di SD IT Generasi Rabbani dan SD IT Al Aufa. Metode Pengumpulan data meliputi validitas, observasi dan tes. Analisis data menggunakan persentase, analisis N-Gain dan analisis uji anova.  Hasil penelitian menunjukkan bahwa 1) Kevalidan perangkat yang dikembangkan dilihat dari validitas isi RPP, LKS, BAS, dan EHB masing-masing memiliki rata-rata 3,54; 3,21; 3,27 dan 3,15 berkategori baik, serta Keterbacaan BAS dan LKS yang dikembangkan dapat dikategorikan baik. 2) Kepraktisan perangkat pembelajaran dilihat dari keterlaksanaan 100% terlaksana dengan hasil penilaian keterlaksanaan RPP di kelas A 3,71;  Kelas B 3,76;  Kelas C 3,71 berkategori sangat baik  3) Keefektifan perangkat ditinjau dari respon siswa menunjukkan persentase respon sangat baik terhadap pembelajaran,  aktivitas siswa di kelas A 86,85%, kelas B 85,68% dan kelas C 88,08% dari aktivitas yang dinilai menunjukkan persentase aktivitas sangat baik dalam pembelajaran, dan Analisis besarnya peningkatan hasil belajar dengan menggunakan  N-Gain menunjukkan peningkatan rata-rata berkategori tinggi pada ketiga kelas implementasi serta Analisis dengan uji anova menunjukkan tidak terdapat perbedaan rata-rata hasil belajar siswa di kelas implementasi baik saat pretest maupun posttest. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa perangkat yang dihasilkan layak untuk diterapkan pada pembelajaran karena telah memenuhi tiga kriteria yaitu kevalidan, kepraktisan, keefektifan sehingga dapat meningkatkan hasil belajar siswa.           Kata Kunci:  Pengembangan Perangkat, Pembelajaran terpadu tipe Networked, Sciences, Technology and  Society Approach, Hasil Belajar.

Benefits of Movement-Integrated Learning Activities in Statistics and Research Methods Courses

2020 ◽  
pp. 009862832097726
Author(s):  
Michael C. Rhoads ◽  
Rena A. Kirkland ◽  
Crystal A. Baker ◽  
Jeremy T. Yeats ◽  
Nels Grevstad
Keyword(s):  
College Students ◽  
Research Methods ◽  
Linear Models ◽  
Learning Activities ◽  
Traditional Learning ◽  
College Level ◽  
Integrated Learning ◽  
Methods Courses ◽  
Activity Increase ◽  
Quasi Experimental

Background: College students majoring in psychology often report low interest and engagement in statistics and research methods courses. Objective: The purpose of the current study was to examine potential benefits of integrating movement with learning activities in Introduction to Statistics and Research Methods courses at the college level. Method: A quasi-experimental design examined movement-based learning activities compared to traditional learning activities during class periods. Students’ perceptions of the activities were assessed using an experience sampling method. Result: Hierarchical linear models revealed that students rated the movement-integrated activities higher compared to control activities for the following subscales: physical, affect, enjoyment, concentration, and social states. Conclusion: College students may benefit from integration of the movement learning activities into statistics and research methods classes. Teaching Implications: Movement-integrated learning activities offer the potential to increase physical activity, increase positive affect, enhance concentration, and provide opportunities to socialize with classmates. We offer specific techniques for incorporating movement into the college classroom.

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