scholarly journals Improved Student Learning Of Microprocessor Systems Through Hands On And Online Experience:

2020 ◽  
Author(s):  
Brock LaMeres ◽  
Carolyn Plumb ◽  
Fred Cady
Keyword(s):  
Student Learning ◽  
Hands On ◽  
Online Experience ◽  
Improved Student Learning

Comparing Student Learning in Mechanics Using Simulations and Hands-on Activities

2010 ◽  
Author(s):  
Adrian Carmichael ◽  
Jacquelyn J. Chini ◽  
N. Sanjay Rebello ◽  
Sadhana Puntambekar ◽  
Chandralekha Singh ◽  
...  
Keyword(s):  
Student Learning ◽  
Hands On

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

Adult Learners Learning Online

2010 ◽  
pp. 947-961
Author(s):  
Danilo M. Baylen
Keyword(s):  
Instructional Technology ◽  
Adult Learners ◽  
Adult Learning ◽  
Student Learning ◽  
Effective Practice ◽  
Online Experience ◽  
The Creation ◽  
K 12 ◽  
Specific Technology

This chapter presents a case study in which an onlineexperience for adult learners facilitated improved understanding of blogs and its applications to K-12 classrooms. Data were primarily derived from archived documentation provided by students as components of several completed course assignments. The case studyillustrates and examines how the online experience, specifically the creation and maintenance of a blog, supported student learning about use and application of a specific technology. The chapter discusses processes and results given the contexts of adult learning and instructional technology as well as suggests directions for effective practice.

scholarly journals Improved student learning during ambulatory pediatric clinical clerkship

1975 ◽  
Vol 50 (4) ◽  
pp. 398-400
Author(s):  
A Fosson ◽  
D Fischer ◽  
L Patterson
Keyword(s):  
Student Learning ◽  
Clinical Clerkship ◽  
Improved Student Learning

scholarly journals Improved Student Learning and Community Health

2000 ◽  
Vol 75 (5) ◽  
pp. 533-534 ◽  
Author(s):  
SARENA D. SEIFER ◽  
KARA CONNORS
Keyword(s):  
Community Health ◽  
Student Learning ◽  
Improved Student Learning

scholarly journals Student Impression Management in the Classroom

2018 ◽  
Vol 1 (1) ◽  
pp. 69 ◽  
Author(s):  
Julita Haber ◽  
Robert Tesoriero
Keyword(s):  
Student Learning ◽  
Impression Management ◽  
Teaching Methods ◽  
Effort Level ◽  
Concise Review ◽  
Management Literature ◽  
Support Students ◽  
Cybernetic Theory ◽  
Improved Student Learning

<p><em>With the</em><em> </em><em>growing shift from lecture-style teaching methods to interactive and experiential group exercises, instructors need to know more about their students, such as</em><em> </em><em>their desired impressions, to adequately engage and support students’ social</em><em> </em><em>interactions. This study addresses this need by</em><em> </em><em>providing an overall understanding of the types of images that are important for students to project when interacting with others in a classroom. After a concise review of impression management literature and grounding our reasoning in cybernetic theory </em><em>(Bozeman &amp; Kacmar, 1997) </em><em>this study offers an insight of the positive impressions students desire to project in front of their peers and professors and the negative impressions students aim to avoid. With</em><em> </em><em>a two-part</em><em> </em><em>survey based on 269 responses, we measured students’ ranking of specific images</em><em> </em><em>and the effort level they exerted towards achieving or avoiding them. We offer suggestions of how these findings can be integrated into teaching for improved student learning and experiences. </em><em></em></p>

scholarly journals Penerapan Model Pembelajaran Kooperatif Berbasis Hands on Activity untuk Meningkatkan Keterampilan Proses Sains

2019 ◽  
Vol 3 (3) ◽  
pp. 94
Author(s):  
Nanda Avisya ◽  
Sarah Miriam ◽  
Suyidno Suyidno
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Process Skills ◽  
Science Process Skills ◽  
Hands On ◽  
Complete Category ◽  
Class Viii

Keterampilan proses sains peserta didik khususnya dalam hal memprediksi, menyimpulkan dan mengomunikasikan data hasil percobaan masih rendah. Oleh karena itu, diterapkan model pembelajaran kooperatif berbasis hands on activity untuk meningkatkan keterampilan proses sains peserta didik. Tujuan penelitian ini adalah untuk mendeskripsikan peningkatan keterampilan proses sains peserta didik setelah diterapkan model pembelajaran kooperatif berbasis hands on activity. Adapun tujuan secara khusus, yaitu untuk mendeskripsikan: 1) keterlaksanaan rencana pelaksanaan pembelajaran, 2) keterampilan proses sains dan, 3) hasil belajar siswa. Jenis penelitian ini adalah penelitian tindakan kelas model Hopkins yang terdiri atas 3 siklus. Teknik pengumpulan data diperoleh melalui observasi dan tes. Hasil penelitian menunjukkan: 1) keterlaksanaan RPP pada siklus I, II, dan III terlaksana dengan baik, 2) keterampilan proses sains pada siklus I dengan kriteria baik (mengobservasi), kriteria cukup (menyimpulkan dan mengomunikasikan) dan kriteria kurang baik (memprediksi) mengalami peningkatan pada siklus II dan III menjadi kriteria baik dan sangat baik, 3) hasil belajar siswa meningkat dari siklus I (18,75%) dan siklus II (56,25%) dengan kategori tidak tuntas menjadi (87,50%) dengan kategori tuntas pada siklus III. Diperoleh simpulan bahwa keterampilan proses sains siswa di kelas VIII-E SMPN 25 Banjarmasin meningkat setelah penerapan model pembelajaran kooperatif berbasis hands on activity Science process skills of students, especially in terms of predicting, concluding and communicating experimental results data is still low. Therefore, a hands-on-based cooperative learning model is applied to improve students' science process skills. The purpose of this study is to describe the improvement of science process skills of students after applying a cooperative learning model based on hands on activity. The specific objectives, namely to describe: 1) the implementation of the learning implementation plan, 2) science process skills and, 3) student learning outcomes. This type of research is a Hopkins model action research consisting of 3 cycles. Data collection techniques obtained through observation and tests. The results showed: 1) the implementation of lesson plans in cycles I, II, and III were carried out well, 2) science process skills in cycle I with good criteria (observing), sufficient criteria (inferring and communicating) and unfavorable criteria (predicting ) experienced an increase in the second and third cycles into good and very good criteria, 3) student learning outcomes improved from cycle I (18.75%) and cycle II (56.25%) with the incomplete category being (87.50%) with complete category in cycle III. It was concluded that the science process skills of students in class VIII-E SMPN 25 Banjarmasin increased after the application of hands-on-based cooperative learning models.

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