scholarly journals WIP. Building a Learning Continuum: Forging Connections Across a Bioengineering Curriculum for Improved Student Learning

2020 ◽  
Author(s):  
Sabrina Jedlicka ◽  
Eugene Pashuck ◽  
Susan Perry
Keyword(s):  
Student Learning ◽  
Improved Student Learning

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 Improved student learning in ophthalmology with computer-aided instruction

Eye ◽  
2001 ◽  
Vol 15 (5) ◽  
pp. 635-639 ◽  
Author(s):  
Peter Devitt ◽  
Justine R Smith ◽  
Edward Palmer
Keyword(s):  
Student Learning ◽  
Computer Aided Instruction ◽  
Computer Aided ◽  
Improved Student Learning

UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK DENGAN MENERAPKAN MODEL PEMBELAJARAN CYCLE LEARNING 5E

2021 ◽  
Vol 8 (3) ◽  
pp. 28-37
Author(s):  
Linda Epriyana
Keyword(s):  
High School ◽  
Student Learning ◽  
Junior High School ◽  
Junior High ◽  
Learning Outcome ◽  
Student Response ◽  
Learning Activity ◽  
Response Sheet ◽  
Student Learning Outcome ◽  
Improved Student Learning

AbstrakTujuan penelitian ini adalah untuk mengetahui cara menerapkan model pembelajaran cycle learning 5E dalam meningkatkan aktivitas belajar, hasil belajar matematika serta mengukur respons peserta didik kelas VIII SMP Negeri 02 Kota Bengkulu. Jenis penelitian adalah Penelitian Tindakan Kelas (PTK). Penelitian ini dilakukan 3 siklus dengan alur perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah peserta didik Kelas VIII C SMP Negeri 02 Kota Bengkulu tahun ajaran 2018/2019 sebanyak 34 orang. Pengumpulan data diambil berdasarkan lembar observasi aktivitas, lembar tes hasil belajar, lembar respons peserta didik. Berdasarkan hasil penelitian, disimpulkan aktivitas belajar, hasil belajar, dan respons peserta didik meningkat. Ini terlihat dari aktivitas peserta didik siklus I sampai siklus II dengan skor: 28,37; 36,62.  Hasil belajar peserta didik ditingkatkan dengan cara: (1) tahap engagement, mengingat materi yang berhubungan dengan materi yang akan dipelajari; (2) tahap exploration,  mengonstruksikan konsep; (3) tahap explanation, aktif dalam menyampaikan pendapat dan bertanya pada sesi diskusi; (4) tahap elaboration menerapkan konsep bersama kelompok; (5) tahap evaluation mengerjakan soal secara individu. Ini terlihat dari hasil belajar peserta didik dari siklus I sampai siklus II meningkat dengan skor: 60,69; 73,49; 82,07 dengan ketuntasan klasikal: 30,29; 30,50. Respons peserta didik dari siklus I sampai siklus II meningkat dengan skor: 30,29; 30,5.Kata Kunci: Cycle Learning 5E, Aktivitas Belajar , Hasil Belajar, Respon Peserta Didik AbstractThe aim of this research was to know how to apply cycle learning 5E model to improve mathematics learning activity and outcome and also measuring response from student Grade VIII State of Junior High School Number 02 Bengkulu City. The design of this research was classroom action research (CAR). This research did in 3 cycles with the steps were planning, acting, observing and reflecting. Subject of this research was student grade VIII C State of Junior High School Number 02 Bengkulu City. Data collection was done by student activity observation sheet, test sheet and response sheet. Based on this research cycle learning 5E model could improved student learning activity, outcome and response. Student learning activity improved from 1st cycle to 2nd cycle: 28,37; 36,62. Improved student learning outcome with: (1) Engagement step, remembering concept and combining with new concept; (2) Exploration step, constructing concept, doing experiment and group discussing; (3) Explanation step, student active talking the opinion and asking in discussion; (4) Elaboration step, applying concept with group; (5) Evaluation step, doing individually exercise. Student learning outcome improve from 1st cycle to 2nd cycle: 73,49; 82,07 with classical pass: 30,29; 30,50. Student Response improved from 1st cycle to 2nd cycle: 30,29; 30,5.Keywords: Cycle Learning 5E,  Students Activities, Learning Outcome, Student Response.

K-20 Education and Globalization

2013 ◽  
pp. 795-810
Author(s):  
John K. Hope
Keyword(s):  
Student Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
The Future ◽  
Information And Communication ◽  
Improved Student Learning

The stance taken in this chapter is that globalization has become pervasive in every country, and K-20 education can no longer be separated from its influence. The challenge for all educators is to acknowledge both positive and negative influences of globalization on K-20 education, attempt to neutralise the negative influences and optimise any of the benefits of globalization for improved student learning. Looking to the future, globally inspired developments in information and communication technology will increase the likelihood of the influence of globalization on K-20 education becoming even more profound.

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