Development of Learning Modules for Process Plant Operation

The use of modules in learning aims so that students can learn independently without or with the guidance of the lecturer. There is no teaching material as a learning guide that meets the needs of students in IT-based mathematics learning courses in the form of LKM, Modules or textbooks.This study aims at finding and examining further the response of students to ICT-based mathematics learning modules. The form of this research is descriptive research. The research subjects of the even semester students are 2018/2019 in ICT-based mathematics learning courses. The instrument used was a student response questionnaire. Data collection techniques using a Likert scale through Google Form. The data was processed using Microsoft Excel 2010. The results showed that student’s responses to the ICT-based mathematics learning module as a whole were positive with an average on the material Aspects, the Interest Aspects of the module and the Module Aspects respectively of 92, 42%, 87 % and 93, 16%.. Thus it can be concluded that ICT-based mathematics learning using modules can be applied.

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Abstract of "ECOLOGICAL BENEFITS OF A GEOTHERMAL HEAT PLANT OPERATION"

Proceedings of the International Thermal Science Seminar Bled. Volume 2 ◽

10.1615/ichmt.2000.thersieprocvol2.800 ◽

2000 ◽

Author(s):

Wladyslaw Nowak ◽

Aleksander A. Stachel

Keyword(s):

Geothermal Heat ◽

Ecological Benefits ◽

Plant Operation

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Promoting Hybrid Learning through an Open Source EBook Approach

Online Learning ◽

10.24059/olj.v14i3.139 ◽

2010 ◽

Vol 14 (3) ◽

Author(s):

Xin Bai ◽

Michael B. Smith

Keyword(s):

Open Source ◽

Building Blocks ◽

Educational Technologies ◽

Just In Time ◽

Learning Modules ◽

Learning Content ◽

Long Run ◽

E Learning ◽

Teaching Efficiency ◽

Content Design

Educational technology is developing rapidly, making education more accessible, affordable, adaptable, and equitable. Students now have the option to choose a campus that can provide excellent blended learning curriculum with minimal geographical restraints. We proactively explore ways to maximize the power of educational technologies to increase enrollment, reduce failure rates, improve teaching efficiency, and cut costs without sacrificing high quality or placing extra burden on faculty. This mission is accomplished through open source learning content design and development. We developed scalable, shareable, and sustainable e-learning modules as book chapters that can be distributed through both computers and mobile devices. The resulting e-learning building blocks can automate the assessment processes, provide just-in-time feedback, and adjust the teaching material dynamically based upon each student’s strengths and weaknesses. Once built, these self-contained learning modules can be easily maintained, shared, and re-purposed, thus cutting costs in the long run. This will encourage faculty from different disciplines to share their best teaching practices online. The end result of the project is a sustainable knowledge base that can grow over time, benefit all the discipline, and promote learning.

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DESIGNING INTERACTIVE DIGITAL LEARNING MODULE IN BIOLOGY

TABULARASA ◽

10.24114/jt.v12i2.3249 ◽

2015 ◽

Vol 12 (2) ◽

Author(s):

Wenny Pintalitna ◽

Herbet Sipahutar ◽

Fauziyah Harahap

Keyword(s):

Small Group ◽

Group Testing ◽

Quality Data ◽

Digital Learning ◽

Text Learning ◽

Interactive Learning Environment ◽

Learning Modules ◽

Large Group ◽

Learning Module ◽

Medium Group

Interactive learning environment can substantially improve student learning and retention of key biology concepts. In this case report, we describe our approach for the design of interactive digital learning module to teach digestive system concepts in Grade 11 learners at SMAN 2 Balige with 180 subjects are selected according to total sampling method. The research method is the development with Dick and Carey model. Subject of learning module assessment consists of two Biology matter experts, two learning module experts, one electronic media expert, three students for individual trials, ten students and teachers as small group testing, thirty students of SMAN 1 Berastagi for medium group testing, and 60 students of SMAN 2 Balige as large group testing. Quality data of product developed were collected using questionnaires. The results of developmental research showed that: (1) Module assessment by matter, learning modules and media experts were very decent criteria (88.30%, 93.98%, 88.25%); 2) Large group testing of interactive, electronic and text learning modules, respectively were 92.53%, 86.064%, 81.355% belong to very decent criteria; (3) Medium group testing respectively were 84.59%, 80.18%, 76.56% belong to decent criteria; (6) Small group testing respectively were 75.71%, 73.20%, 71.19% belong to decent criteria.

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