An Examination of Professor-Student Interactions, Stem Learning Challenges, and Student Adaptation Decisions During Covid-19 Pandemic

The development of information technology has spawned the innovation of learning technology, one of which is the application of E-learning that develops along the paradigm of learning changes. Implementation of E-learning in addition to providing benefits are also still faced with various problems that become challenges in the application of E-learning resulting in a variety of perceptions that develop in society. This article aims to describe the opportunities, challenges, and implementation of E-learning in Indonesia. This paper is a literature review by using relevant sources related to theoretical and empirical reviews of E-learning challenges, opportunities, and implementation. Sources of theoretical reviews use books, other documents on E-learning, while for empirical reviews using research results published in scientific journals.

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Designed Learner Interactions in Blended Course Delivery

Online Learning ◽

10.24059/olj.v15i1.183 ◽

2011 ◽

Vol 15 (1) ◽

Author(s):

Reba-Anna Lee ◽

Brian Dashew

Keyword(s):

Instructional Design ◽

Best Practices ◽

Design Process ◽

Course Delivery ◽

Student Interactions ◽

Face To Face ◽

Instructional Design Process ◽

Hybrid Delivery ◽

Academic Technology ◽

Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

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STUDENT INTERACTIONS WITH PREREQUISITE KNOWLEDGE TOOLS: HOW STUDENTS' DAILY-USAGE PATTERNS CAN INFORM PEDAGOGY IN CALCULUS I

i-manager’s Journal of Educational Technology ◽

10.26634/jet.16.2.15799 ◽

2019 ◽

Vol 16 (2) ◽

pp. 14

Author(s):

FOLKESTAD JAMES ◽

E. PILGRIM MARY ◽

SENCINDIVER BEN ◽

HARINDRANATHAN PRIYA ◽

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...

Keyword(s):

Student Interactions ◽

Calculus I ◽

Usage Patterns ◽

Prerequisite Knowledge

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Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

Dinamika Jurnal Ilmiah Pendidikan Dasar ◽

10.30595/dinamika.v12i2.6397 ◽

2020 ◽

Vol 12 (2) ◽

pp. 104

Author(s):

Siti Hannah Padliyyah

Keyword(s):

International Student ◽

Student Assessment ◽

Active Role ◽

Stem Learning ◽

International Student Assessment ◽

Science Technology ◽

Engineering Mathematics ◽

Post Test ◽

11Th Grade

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

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Distance nexus learning challenges among rural undergraduate university students

Journal of Gender Information and Development in Africa ◽

10.31920/2050-4284/2019/8n1a6 ◽

2019 ◽

Vol 8 (1) ◽

pp. 129-144

Author(s):

Chinaza Uleanya ◽

Bongani Thulani Gamede ◽

Mofoluwake Oluwadamilola Uleanya

Keyword(s):

University Students ◽

Learning Challenges ◽

Undergraduate University Students

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