scholarly journals Les amis et le soutien comptent: Les compétences et besoins en littératies numériques d’élèves du secondaire en Ontario français | Friends and Support Matter: The Digital Literacies Skills and Needs of High School Students in Francophone Ontario

2018 ◽  
Vol 44 (1) ◽  
Author(s):  
Megan Cotnam-Kappel
Keyword(s):  
High School ◽  
High School Students ◽  
Quantitative Analysis ◽  
Collaborative Learning ◽  
Digital Literacies ◽  
School Students ◽  
Northern Ontario ◽  
Ontario Francais ◽  
Significant Factors

Cette recherche s’intéresse aux compétences en littératies numériques d’élèves de la 9e à la 11e année du sud, de l’est et du nord de l’Ontario (n=215). Le nombre d’heures que les élèves passent en ligne pour leurs travaux scolaires, le nombre de personnes qui offrent du soutien aux élèves et le nombre de personnes que les élèves aident à développer leurs compétences numériques ressortent de l’analyse comme des facteurs importants et pistes possibles pour des changements pédagogiques sur le terrain. Cette étude sert de point de départ pour de recherches futures en littératies numériques qui tiennent compte du contexte linguistique minoritaire et des voix des élèves concernés. This research focuses on the digital literacies skills and needs of students in Grades 9 to 11 in Southern, Eastern, and Northern Ontario. A quantitative analysis of data collected through online questionnaires (n=215) identifies the time students spend online on their homework, as well as both the digital support that they receive and offer as significant factors in the development of their digital literacies skills. Teachers are thereby called upon to create opportunities for collaborative learning and to renew their pedagogies to enable students to develop and demonstrate their digital literacies skills, in their languages, both within and outside of school.

scholarly journals THE EFFECT OF PROJECT-BASED COLLABORATIVE LEARNING ON CONCEPT MASTERY OF MUSHROOM: THE CASE OF SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

2020 ◽  
Vol 17 (34) ◽  
pp. 45-52
Author(s):  
Fatma SUKMAWATI ◽  
Punaji SETYOSARI ◽  
Sulton SULTON ◽  
Purnomo PURNOMO
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Direct Instruction ◽  
T Test ◽  
Choice Test ◽  
Control Group ◽  
School Students ◽  
Concept Mastery

Biology learning is highly recommended to be presented contextually following daily experience and phenomena. This study, a quasi-experimental research using a pretest-posttest non-equivalent control group design, aimed to understand the effect of project-based collaborative learning towards the concept mastery of mushrooms. The subjects of the study were 75 tenth grade of high school students in Surakarta City, Indonesia, divided into two classes: 38 students in the experimental class 37 in the control class. In the experimental class, the students were treated with project-based collaborative learning strategies. In project-based collaborative learning strategy, students were challenged to create a project on oyster mushroom cultivation (Pleurotus ostreatus) With the media garden waste such as sawdust. In the control class, the students were treated with direct instruction. The instrument used was a multiple-choice test and essay developed by researchers to measure students' concept mastery towards mushrooms. Research data were analyzed by independent sample t-test. The results found that the average n-gain score for the experimental and the control classes were 63.09% and 45.73%, respectively. Moreover, all indicators of mushroom concept mastery showed the n-gain scores for the experimental class higher than the control class. Analysis of independent sample t-test proved that the significant differences existed between direct instruction and project-based collaborative learning in improving the concept mastery of mushroom. Finally, This research concluded that project-based collaborative learning is more effective in enriching the concept mastery than direct instruction.

scholarly journals COLLABORATIVE LEARNING THROUGH VARIABLE LIFT CONTROL FOR NEAR-SPACE APPLICATIONS

2011 ◽  
Author(s):  
Witold Kinsner ◽  
Kane Anderson ◽  
Tahir Diop ◽  
Yin FeiMeng
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Learning ◽  
Undergraduate Students ◽  
School Students ◽  
Space Applications ◽  
Near Space ◽  
Capstone Project ◽  
Lift Control ◽  
Community High School

This paper describes a collaborative capstone project on variable lift control for near-space applications. The project was intended to enhance collaborative learning of undergraduate students, assisted by several other organizations, including the amateur radio community, high-school students and teachers.

Projects: Mathematics Online Projects Connect Students Worldwide

2004 ◽  
Vol 97 (4) ◽  
pp. 303
Author(s):  
Gina Foletta
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Collaborative Learning ◽  
Elementary School Students ◽  
School Students ◽  
Working Together

Mention “collaborative learning,” and teachers might envision elementary school students working together on an interdisciplinary lesson, but high school students? Some believe that collaborative projects are best left for younger students.

scholarly journals Multiple Studies: The Influence of Collaborative Learning Approach on Indonesian Secondary High School Students’ English-Speaking Skills

2019 ◽  
Vol 1 (3) ◽  
pp. 149
Author(s):  
Berli Arta
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Learning ◽  
Teaching And Learning ◽  
Learning Approach ◽  
School Students ◽  
Spoken English ◽  
English Speaking ◽  
Secondary High School ◽  
Speaking Skills

To respond the globalization, the importance of English communication skills including speaking skills increases. Looking at Indonesian context, secondary high school students find spoken English is much more difficult than written English. Students are good at grammar, reading, and writing but they can hardly speak (Hairdara, 2016). This article proposes collaborative learning approach (CLA) as one suitable solution to solve the obstacles of sharpening English speaking skills due to its benefits. The discussion of this investigation highlights some benefits of CLA in developing speaking skills and its challenges need to be considered as well. Receiving well-proven evidence of its benefits, CLA is recommended to be implemented in teaching and learning English speaking skills. As results of this investigation, there are three main benefits of CLA that its implementation can reduce language anxiety, raise students’ participation, and increase students’ self-confidence.

Sign in / Sign up

Export Citation Format

Share Document