scholarly journals Islamic Character Education in E-Learning Model: How Should It be Implemented?

2020 ◽  
Vol 4 (1) ◽  
pp. 89-93
Author(s):  
Mutmainnah Mustofa ◽  
Rulam Ahmadi ◽  
Imam Wahyudi Karimullah
Keyword(s):  
Policy Implementation ◽  
Character Education ◽  
Virtual Education ◽  
Teacher Education Programs ◽  
Learning Approach ◽  
Participatory Action ◽  
Education Programs ◽  
Materials Development ◽  
Teachers And Students ◽  
E Learning

Recently, studies examining the inclusion of Islamic character education in schooling sectors have been exclusively discerned. The research mainly focused on teachers’ and students’ perceptions, curriculum and materials development, as well as policy implementation. Albeit the results of these studies shared significant insights in teacher education programs, very sparse discussions were carried out with regard to how the Islamic character education should be enacted. Interestingly, virtual education nowadays also challenges the implementation of this notion. In this work, therefore, we propose a model of Islamic character education cultivation employing e-learning approach in a schooling context. The use of participatory action research (PAR), additionally, is encouraged to capture learning cycles of Islamic character in the classroom between teachers and students. This proposal, if implemented by teachers, would contribute to better realization of moderate teachings of Islam through character education.

scholarly journals Obstacles Facing Teachers in Palestine While Implementing E-learning During the COVID-19 Pandemic

2021 ◽  
Vol 17 (4) ◽  
pp. 44
Author(s):  
Ruba Hassan Abu Subaih ◽  
Suheir Sulieman Sabbah ◽  
Ruqiah Naji Esmail Al-Duais
Keyword(s):  
Learning Styles ◽  
Teaching Methods ◽  
Success Factors ◽  
Teacher Education Programs ◽  
Technological Education ◽  
Education Programs ◽  
Critical Success ◽  
Electronic Culture ◽  
Teachers And Students ◽  
E Learning

The study aims to identify the obstacles facing teachers in Palestine society while adopting e-learning during the COVID-19 pandemic. The results show the most critical obstacle continues to be the infrastructure of the educational system. Other obstacles include technical support, the readiness of all stakeholders, and remote technological education skills and competencies. The study also shows many obstacles, including students’ failure to attend classes in full, assessment of students, and learning online. The study highlights the critical success factors for the adoption of e-learning. E-learning requires skills and competencies for both teachers and students. Teachers must also adopt various teaching methods accounting for individual differences, learning styles, and psychological support. Those teaching methods need advanced training before implementing them in Palestine. Additional recommendations were made including spreading electronic culture, increasing awareness of society partnership, enriching teacher education programs, conducting trainings for teachers, and conducting further researches similar to this study.

The Missing Link's Missing Link

1997 ◽  
Vol 179 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Kevin Ryan
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Moral Development ◽  
Character Education ◽  
Educational Reform ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Missing Link ◽  
The Public ◽  
The Mind

If educational reform is to succeed, the twin goals of intellectual and moral development must be championed in every classroom in America. This paper calls not only for the restoration of character education in the public schools but also for the preparation of character educators—teachers ready to forge enduring habits of the heart and of the mind. It details the attributes of successful character educators and offers suggestions about ways in which teacher education programs can prepare teachers for their work as character educators.

Using E-Learning to Globalize a Teacher Education Program

2011 ◽  
pp. 2272-2287
Author(s):  
Hilary Wilder
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Learning Technology ◽  
Education Programs ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

This case study explores the use of online distance learning technology to bring an international component to a teacher education program. By converting a course in the program into a fully online offering, the author was able include students from Namibian teacher education programs in the class along with her own students from New Jersey. The objective was to give all students a chance to interact with peers that they would not otherwise have the chance to meet, and to explore differences and commonalities in their respective education systems. This case study describes the pitfalls and successes in meeting that objective.

scholarly journals Autonomous English learning: Teachers’ and students’ perceptions

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Khusnul Khotimah ◽  
Utami Widiati ◽  
Mutmainnah Mustofa ◽  
M. Faruq Ubaidillah
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
English Language Teaching ◽  
Autonomous Learning ◽  
Teacher Education Programs ◽  
English Learning ◽  
Education Programs ◽  
School Students ◽  
Teachers And Students

This study aims at investigating teachers’ and students’perceptions of autonomous learning in English language teaching and to what extent the teachers foster students’ autonomous learning. A set of questionnaire was distributed to 30 English teachers and 283 third-year secondary school students in the provincial part of Indonesia. The participants in this study were randomly selected. Furthermore, to obtain the supplementary data, an interview was conducted to two students from each school. The findings indicate that albeit positive tenets on autonomous learning were held by both teachers and students, they still had inadequate understandings of what autonomous learning concepts are. In terms of exposing students to autonomous learning, the teachers possess highly-driven endeavor. This study ends with suggestions for teachers and teacher education programs.

Using E-Learning to Globalize a Teacher Education Program

2007 ◽  
pp. 73-81
Author(s):  
Hilary Wilder
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Learning Technology ◽  
Education Programs ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

This case study explores the use of online distance learning technology to bring an international component to a teacher education program. By converting a course in the program into a fully online offering, the author was able include students from Namibian teacher education programs in the class along with her own students from New Jersey. The objective was to give all students a chance to interact with peers that they would not otherwise have the chance to meet, and to explore differences and commonalities in their respective education systems. This case study describes the pitfalls and successes in meeting that objective.

scholarly journals PENANAMAN NILAI-NILAI PENDIDIKAN KARAKTER DISIPLIN PADA SISWA SEKOLAH DASAR

Perspektif ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 69-74
Author(s):  
Fadillah Annisa
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Character Education ◽  
Daily Activity ◽  
Qualitative Approach ◽  
Education Programs ◽  
Teachers And Students ◽  
School Rules ◽  
Data Validity ◽  
The Subject

This study aims to describe the implementation of disciplinary character education in elementary schools and is expected to be able to find policies that support the success of character education. This type of research uses a qualitative approach. The study was conducted at SDN 29 Lubuk Alung, with the subject of principals, teachers, and students. Data is collected through observation, interviews, and documentation. The data validity checking technique used is the triangulation technique. The results showed that in carrying out disciplinary character education at SDN 29 Lubuk Alung through six policies, namely (1) making character education programs, (2) establishing school rules and class rules, (3) doing Dhuha prayer and Dhuhur prayer in congregation, ( 4) making affective posts in each class, (5) monitoring the discipline behavior of students at home through a daily activity logbook, (6) involving parents (7) involving the school committee.Keywords: Discipline Character Education, Elementary School

Integrating K-12 Hybrid Online Learning Activities in Teacher Education Programs

2010 ◽  
pp. 25-43 ◽  
Author(s):  
Matthew Niemitz ◽  
Scott Slough ◽  
Kristen St. John ◽  
R. Mark Leckie ◽  
Leslie Peart ◽  
...  
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Science Content ◽  
Education Programs ◽  
Integrating Technology ◽  
Teachers And Students ◽  
Education Workshop ◽  
K 12

The School of Rock (SOR) expedition was a unique at-sea teacher education workshop that sought to introduce inservice teachers to scientific ocean drilling and collaborate in developing ways to extend this science content to K-12 classrooms. During the workshop teachers used an expedition website to communicate their learning and the “results” of the expedition to an onshore audience of students. While adventure learning/hybrid online learning is common in K-12 classrooms, the SOR expedition was unique in that teachers were the explorers and the workshop sought to use technology to enhance both the learning of students onshore and the learning of the participants of the workshop (Niemitz et al., 2008). Here, the authors examine how the SOR expedition website enhanced the teacher education goals of the workshop and compare and contrast their reflections with the literature on integrating technology into teacher education programs. The SOR experience identifies two new elements to consider as teacher educators design ways to integrate technology into education programs: 1) situations where pre- or in-service teachers can use technology to communicate narratives of inquiry can lead to engaging and formative learning experiences for both teachers and students; and 2) using technology to communicate new content knowledge to students in real or near real-time can reinforce a mindset for applying this knowledge to student learning needs as the teacher learning is in progress. The authors identify two examples of how to scale this model for integrating technology into teacher education and provide recommendations on appropriate technologies for doing so.

Assessing prospect and challenges of e-learning in teacher education program aftermath of covid-19 pandemic: teacher educators’ views

2021 ◽  
Vol 4 (3) ◽  
pp. 123-128
Author(s):  
Julius Michael Egbai ◽  
Eke Ogbu Eke ◽  
Ijeoma F Ubochi
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Academic Staff ◽  
College Of Education ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
E Learning

The study aims at assessing teacher educators’ views on the prospect and challenges of e-learning in teacher education program aftermath of the Covid-19 pandemic. The population consists of 1321 academic staff of Alvan Ikoku College of Education Owerri (AIFCE). Two Schools out of the seven schools in Alvan Ikoku Federal College of Education were purposively selected for the sample size of 249 academic staff. Researchers made an assessments questionnaire titled” Teachers Views on Prospect and Challenges E-learning in Teacher Education Program Questionnaire (TVPCETEC) was used for data collection. It has a reliability coefficient of 0.77 determined through the Pearson Product Moment Correlation Coefficient. The data collected were analyzed using mean and standard deviation in answering the research questions. The study showed that teacher educators are of the view that e-learning is the key for effective teacher education program vis-vis the Covid-19 pandemic, which has called for social distance protective protocols. Challenges to effective e-learning, such as in teacher education, were also identified. But despite the challenges facing e-learning in teacher education programs, teacher educators accepted that e-learning is the key to limitless possibilities in education and should be fully embraced. It is recommended that Colleges of Education liaise with relevant authorities in benchmarking teacher education programs with e-learning. It will help tackle the digital divide among lectures and students for effective implementation of learning in teacher education programs.

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