scholarly journals Understanding Learner Interaction in Web Based Learning to Improve English Speaking Skills in Second Grade of SMAN 4 Senior High School Bandar Lampung: Using Canvas Learning Management System

2019 ◽  
Vol 2 (1) ◽  
pp. 74-85
Author(s):  
Upeka Mendis ◽  
Yanuarius Yanu Dharmawan
Keyword(s):  
High School ◽  
Management System ◽  
Learning Management System ◽  
Senior High School ◽  
Second Grade ◽  
Web Based ◽  
Web Based Learning ◽  
English Speaking ◽  
Learning Management ◽  
Speaking Skills

Understanding learner interaction in web based learning to improve English speaking skills in second grade classroom of SMAN 4 senior high school Bandar Lampung: using canvas learning management system, English Study Program, Teacher Training Faculty of Bandar Lampung University.The objective of conducting this research is to find out the interaction in Canvas Learning management system (LMS) in the speaking classroom and effects of using Canvas LMS to improve speaking skills. After it is confirmed that there is indeed necessity behind the action, I will explain concepts of interaction, Canvas LMS and speaking skills.   The participants of this research are students in second grade of SMAN 4 senior high school. They are selected as data resource to know about interaction and effects of using Canvas LMS. From them, I retrieve data to be analyzed. By giving questionnaire, observing and conducting independent sample t-test method gives me some findings to discuss. The results show that there is indeed necessity in doing English speaking lessons in Canvas LMS. Moreover it is about students’ interaction and effects to improve English speaking skills. First is about interaction, it is the main ingredient in any kinds of learning methods. There are three main types introduced my Moore (1989), there are learner-instructor, learner- learner and learner-content. Those types necessary appear in web based learning. These interactions lead to improve students’ speaking skills too.

scholarly journals THE IMPLEMENTATION OF LMS-GOOGLE CLASSROOM TO IMPROVING COMPETENCE SKILL OF SENIOR HIGH SCHOOL TEACHERS’ IN INDUSTRIAL REVOLUTION 4.0

2019 ◽  
Vol 3 (2) ◽  
pp. 327-335 ◽  
Author(s):  
Rahmi Ramadhani ◽  
Ermayanti Astuti ◽  
Titin Setiawati
Keyword(s):  
High School ◽  
High School Teachers ◽  
Management System ◽  
Industrial Revolution ◽  
Learning Management System ◽  
Senior High School ◽  
School Teachers ◽  
Learning Management

Kegiatan program kemitraan masyarakat stimulus (PKMS) yang dilakukan berupa pelatihan implementasi Learning Management System (LMS)-Google Classroom  dalam proses pembelajaran untuk meningkatkan kompetensi guru SMA An-Nizam dalam menghadapi era Revolusi Industri 4,0.  Jumlah peserta pelatihan ini sebanyak 25 orang guru. Target luaran kegiatan PKMS ini adalah 1) peningkatan pemahaman dan pengetahuan para guru dalam membuat konten bahan ajar, LKS hingga evaluasi penilaian berbasis LMS-Google Classroom dalam proses pembelajaran; 2) peningkatan keterampilan para guru dalam menggunakan LMS-Google Classroom; dan 3) peningkatan motivasi serta antusiasme para guru dalam menerapkan LMS-Google Classroom. Metode kegiatan PKMS ini dilakukan dalam empat tahapan. Tahap pertama adalah konfirmasi dan observasi pendahuluan pada sekolah mitra. Tahap kedua adalah pelaksanaan pelatihan yang diisi dengan turorial penggunaan LMS-Google Classroom. Tahap ketiga adalah implementasi LMS-Google Classroom yang telah dikembangkan (IN dan ON). Tahap keempat adalah evaluasi hasil implementasi. Hasil yang diperoleh dari kegiatan PKMS ini diantaranya 1) para guru mampu memahami cara membuat dan mengembangkan LMS-Google Classroom baik secara konten bahan ajar hingga alat evaluasi penilaian berbasis digital; 2) para guru mampu menggunakan LMS-­Google Classroom yang telah dibuat; dan 3) para guru mampu mengundang siswa untuk bergabung dan mempelajari konten bahan ajar maupun evaluasi penilaian dalam LMS-Google Classroom secara antusias dan semangat.

scholarly journals Technological and Pedagogical Considerations in Supporting Electronic Self-Access Language Learning (e-SALL): In-Person Learning Practice in the Time of Crisis

2020 ◽  
pp. 128-134
Author(s):  
Ismail Anas ◽  
Farida Amansyah ◽  
Andi Musdariah ◽  
Irmawati
Keyword(s):  
Language Learning ◽  
Management System ◽  
Learning Management System ◽  
Learner Autonomy ◽  
The Internet ◽  
Web Based ◽  
Learning Platform ◽  
Web Based Learning ◽  
Emerging Issues ◽  
Learning Management

The COVID-19 pandemic outbreak has brought a significant impact on the in-person learning access to the on-campus Self-Access Center (SAC). Therefore, there is a need for an electronic Self-Access Language Learning (e-SALL) innovation to address the newly emerging issues in the field. This perspectives article suggests several ways of facilitating self-access learning using web-based technologies. It also includes some key technological and pedagogical considerations in providing in-person learning access beyond the school. We argue that the integration between a Learning Management System (LMS) as a web-based learning platform and the internet-based materials and resources will sustain the in-person learning practice from a lens of technology and the pedagogy of learner autonomy.

Overcoming Barriers to Instructor Adoption of a Learning Management System

2013 ◽  
pp. 239-252
Author(s):  
Stephen Asunka
Keyword(s):  
Information And Communication Technologies ◽  
Management System ◽  
Learning Management System ◽  
Communication Technologies ◽  
Pivotal Role ◽  
Web Based ◽  
Web Based Learning ◽  
Information And Communication ◽  
Learning Management ◽  
The University

Following a realization that a Web-based Learning Management System (LMS) deployed by a University in Ghana remained largely unused by instructors, the university’s management intervened. The university wishes to expand access to its educational resources through the use of Information and Communication Technologies (ICTs). Since instructors play a pivotal role in this direction, all instructors were trained, motivated, and appropriately resourced to enable them to use the LMS effectively to deliver courses. Five years down the line, however, most instructors are still ambivalent towards using the LMS software. This chapter discusses the case extensively and concludes by suggesting that one approach that might help solve the problem will be to engage all instructors in participatory activities aimed at collectively identifying and addressing the issues and challenges.

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