scholarly journals Integrating Technology in the Teaching Process For Better Learning Outcomes

2019 ◽  
Author(s):  
Abas Hadawey ◽  
Robin Jones ◽  
Raveendran Sundararajan ◽  
Shatha Haddowe
Keyword(s):  
Learning Outcomes ◽  
Teaching Process ◽  
Integrating Technology

Use of Social Software in Education

2010 ◽  
pp. 50-68
Author(s):  
Filiz Kalelioglu ◽  
Yasemin Gulbahar
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
Theoretical Basis ◽  
Social Software ◽  
Educational Activities ◽  
Integrating Technology ◽  
Instructional Plans ◽  
Assessment Activities

In this chapter, numerous educational activities are presented for instructors in order to address each type of multiple intelligences. Most probably, these educational activities are those which are already being experienced by many instructors. The key point here is that although students are exposed to many educational activities, instructors generally don’t have any idea or rather don’t consider the learning outcomes in terms of multiple intelligences. In general, assessment activities are based only on the chunk of knowledge that the student gains after any particular activity. In fact, instructors should deal with the effects and improvements in students other than just the knowledge, after engagement in educational activities. Thus, instructors should base their instructional plans on a theoretical basis, especially when integrating technology into their courses. Hence, the development and changing activities and other tasks of social software according to the multiple intelligences that underline individual differences were discussed briefly in this chapter.

scholarly journals Urgensi Penyusunan Tes Hasil Belajar: Upaya Menemukan Formulasi Tes Yang Baik dan Benar

2019 ◽  
Vol 11 (1) ◽  
pp. 95
Author(s):  
Muhammad Rapono ◽  
Safrial Safrial ◽  
Candra Wijaya
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Teaching Process ◽  
Instructional Objectives

Evaluation is a process that includes measurement and may also contain decision making about values. Tests are ways that are used or procedures taken in the framework of measurement and assessment in the field of education, which provides assignments and a series of tasks given by the teacher so that values can be symbolized by students' behavior or achievements. The learning outcomes of each student are compared with the level of achievement of competencies in instructional objectives. There are three things that are important in terms of the test, first is the term measurement. Giving tests (testing is part of measurement activities) Both tests are a tool to measure a sample of knowledge or abilities possessed by a person Third, tests are interpretations of numbers obtained to determine whether a person is good enough or not to learn in achieving a goal. learning or teaching needs to be evaluated in order to know the level of exhaustion of the planned goals so that in the teaching process produces students who have high cognitive, affective and psychomotor aspects and also have an impact on the progress of the nation.

scholarly journals Effective Use of Open Access Resources in a School Library

2021 ◽  
Author(s):  
Rashmi T. Kumbar
Keyword(s):  
Open Access ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
School Library ◽  
Electronic Resources ◽  
Major Objective ◽  
Teaching Process ◽  
Comprehensive List ◽  
Effective Use ◽  
The Web

This paper presents an outcome of a study conducted in the Zydus School for Excellence. The major objective of the study being, to create awareness and to promote the use of scholarly and quality educational electronic resources available freely on the web for teaching and learning purpose. The target group was teachers of the school. A questionnaire based method was used to collect the data required for carrying out the study. A comprehensive list of quality resources was also compiled and given to the teachers to find out the scholarly value of the same. The data collected through these two questionnaires has been analyzed and presented. The major learning outcomes of the study have been presented in the last part of the paper. The study clearly reveals that resources available on the web greatly compliment and supplement the print collection. Therefore, there is a need for putting an effort to create a portal of such selected resources to add greater value to the teaching process.

Integrating Technology Literacy and Information Literacy

2005 ◽  
pp. 64-74 ◽  
Author(s):  
Jennifer Sharkey ◽  
D.S. Brandt
Keyword(s):  
Information Technology ◽  
Instructional Strategies ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Technology Literacy ◽  
Integrating Technology ◽  
Instructional Settings

Information technology literacy can be seen as an integration of what are commonly two separate literacies—technology literacy and information literacy. This chapter defines them, reviews issues related to both, and argues that both must be acquired and functionally utilized for students and workers to achieve success in our heavily technology-oriented society and workplace. The authors address learning outcomes and design components that should be considered in training and instructional settings, and give examples of instructional strategies for achieving them.

scholarly journals Evaluation of Anatomy Course Teaching and Learning Outcomes for Iraqi Pharmacy Students: Internet-based Learning versus Blended Learning During the Pandemic

2021 ◽  
Vol 9 (A) ◽  
pp. 782-788
Author(s):  
Sinan Farhan ◽  
Ahmed Al-Imam ◽  
Marek A. Motyka
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Online Survey ◽  
Practical Knowledge ◽  
Theoretical Aspect ◽  
Pharmacy Students ◽  
Human Anatomy ◽  
Teaching Staff ◽  
Teaching Process

BACKGROUND: Academic courses of human anatomy need to be reviewed periodically by students to ensure better learning outcomes, especially when the teaching process became internet-dependent during the pandemic. AIM: Our study aims to explore pharmacy students’ opinions concerning the theoretical and practical elements of the anatomy course taught in the College of Pharmacy at Al-Rafidain University. MATERIALS AND METHODS: The ethical committee of the College of Pharmacy at Al-Rafidain University approved the study. We prepared a questionnaire (Cronbach’s Alpha = 0.735) to evaluate the positive and negative aspects of the teaching process. The questionnaire was presented as an online survey to pharmacy students (n = 305) who finished their anatomy course in two learning modalities, Internet-based learning (n1 = 105, 34.43%) and blended learning (BL) (n2 = 200, 65.57%). RESULTS: Participants of both groups were satisfied with the syllabus, using internet-based materials, and problem-based learning concerning the theoretical aspect of the course. Concerning practical knowledge, both groups preferred using cadavers instead of dummies, and they verified the beneficial effect of online educational materials and computer-based applications. Pharmacy students demanded more than one anatomy course, while students from the BL group considered the anatomy course duration insufficient. Concerning the practical knowledge, students’ marks were superior for students using BL, and the opposite was the case with theoretical knowledge. CONCLUSIONS: BL is favored by Iraqi undergraduate pharmacy students; perhaps, it is attributed to the lively interaction between students and the teaching staff. We conclude that internet resources can be supportive of the classical teaching of anatomy.

scholarly journals Problem-Based Teaching of Literature

2019 ◽  
Vol 7 (4) ◽  
pp. 20
Author(s):  
Jela Markušić ◽  
Jakov Sabljić
Keyword(s):  
Learning Outcomes ◽  
Language Teachers ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Educational Work ◽  
Teaching Process

The problem-based teaching of literature is a contemporary teaching model that has emerged from the need to overcome the weaknesses of traditional teaching and to increase the efficiency of educational work. Unlike the traditional paradigms that focused on the teacher and the lecturing model of education, the problem-based teaching of literature engages students, places them at the centre of the teaching process, and encourages them to independently define and research the problem. The problem-based teaching of literature is based on the students’ active relationship to literary phenomena, while the teacher functions as the initiator and motivator of the students’ versatile creations that are reached by solving problem-based tasks. This paper explores the problem-based teaching of literature and presents the results and discussion of the conducted research on the attitudes of Croatian language teachers on the problem-based teaching of literature. Fifty Croatian language teachers participated in the research by filling a survey in an attempt to determine how often the respondents use the problem-based teaching of literature as well as which forms, methods and methods of teaching they use. More specifically, the aim was to determine how teachers see their own role and students’ activity in problem-based teaching of literature. In addition, the research sought to find out whether teachers believe that learning outcomes are more successfully achieved in the problem-based teaching of literature and what the reasons for the (un)acceptability of the problem-based teaching of literature are.

Integrating Technology Literacy and Information Literacy

2008 ◽  
pp. 85-97 ◽  
Author(s):  
Jennifer Sharkey ◽  
D. Scott Brandt
Keyword(s):  
Information Technology ◽  
Instructional Strategies ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Technology Literacy ◽  
Integrating Technology ◽  
Instructional Settings

Information technology literacy can be seen as an integration of what are commonly two separate literacies—technology literacy and information literacy. This chapter defines them, reviews issues related to both, and argues that both must be acquired and functionally utilized for students and workers to achieve success in our heavily technology-oriented society and workplace. The authors address learning outcomes and design components that should be considered in training and instructional settings, and give examples of instructional strategies for achieving them.

Challenges in Planning Study Course and Their Solution

2015 ◽  
Vol 1 ◽  
Author(s):  
Erika Nagle
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Assessment Methods ◽  
Planning Study ◽  
Teaching Process ◽  
Knowledge And Skills ◽  
Authentic Tasks ◽  
Learning Outcomes Assessment ◽  
Traditional Assessment ◽  
Outcomes Study

<p>In planning study course several relevant conditions were considered. Firstly scientific concepts on what study course is based were realized. Secondly- aim of the study course was defined, and thirdly – study course priorities were evaluated. Study course design involves learning outcomes, assessment as evidence for learning, and methods used in teaching process. Most common miscomprehension in study course design is associated with goals and learning outcomes. Study course goals are not measurable, but learning outcomes are and must be measurable. Goals determine learning outcomes and learning outcomes should be planned. Planning of learning outcomes provide the students with details about what exactly is expected of them at the end of the study course; it helps to work out assessment criteria. Priorities of the course determine assessment methods. Knowledge and skills are evaluated by the traditional assessment methods, but enduring understanding by complex, authentic tasks.</p>

scholarly journals A PENINGKATAN HASIL BELAJAR PENDIDIKAN KEWARGANEGARAAN MENGGUNAKAN MODEL PPR PADA SISWA KELAS III SDN 127/II SUNGAI ARANG KECAMATAN BUNGO DANI

2020 ◽  
Vol 3 (1) ◽  
pp. 33-41
Author(s):  
Abdul Zhafran
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Citizenship Education ◽  
Student Learning Outcomes ◽  
Class Iii ◽  
Research Subjects ◽  
Research Setting ◽  
Teaching Process ◽  
Civics Education ◽  
A Value

The background of this research is the lack of awareness of students while studying Citizenship Education and the learning methods applied are less innovative and the value of Civics Education daily tests is still low. The objectives of this study were: 1) To determine the process of implementing the PPR model in improving the learning outcomes of Citizenship Education in class III SDN 127 / II Sungai Arang, Kecamatan Bungo Dani. 2) To determine the application of the Reflective Pedagogical Paradigm model in improving the learning outcomes of Citizenship Education in grade III SDN 127 / II Sungai Arang.               This type of research is Classroom Action Research (PTK). The research setting consists of 1) research location 2) research time 3) research subjects. This research was conducted in two cycles. Cycle I had two meetings and cycle II had one meeting. The process of implementing the PPR model in improving the process and learning outcomes of Citizenship Education. The teaching process of teachers in the first cycle of meeting one with a value of 65% (Good enough) in the first cycle of meeting two with a total of 75% (Good), while the second cycle increased 80% (Very good). This process is also seen from the student learning outcomes. In the first cycle of meeting one, the value was obtained 60% (Enough) and in the first cycle the second meeting the value was obtained 65% (Enough). In the second cycle the value increased by 75% (Good). means that the teacher teaching process and student learning process has increased in cycle II.

scholarly journals AKTIVITAS BELAJAR SISWA PADA MATERI STUKTUR ATOM KELAS X MIA SEKOLAH MENENGAH ATAS NEGERI 4 PONTIANAK

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Lesi Weni Sari ◽  
Cawang Cawang ◽  
Rizmahardian Azhari Kurniawan
Keyword(s):  
Learning Outcomes ◽  
Atomic Structure ◽  
Sampling Method ◽  
Learning Activity ◽  
Chemistry Teaching ◽  
Activity Data ◽  
Teaching Process ◽  
Student Activity ◽  
Oral Activity ◽  
Writing Activity

ABSTRACT This research is motivated by the low student activity, which affects learning outcomes. The aims of this research were to describe and determine students activity on atomic structure lesson during chemistry teaching process. About 36 students of class X MIA 5 was choseen as samples in this research using purposive sampling method. The students activity data were collected through observations, questionnaires and interviews, using validated instruments. The results showed that the highest aspect of student activity was emotional activity (76,85%), and then declined gradually to listening activity(74,65%), visual activity (67,36%), writing activity (61,46%), and oral activity (38,42%). Emotional activity showed the highest score since students were eager to study chemistry subject, especially atomic structure lesson mean while oral activity was the lowest activity since the students were not confident to ask questions and express opinions.Keywords: Students’ learning activity, atomic structure

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