scholarly journals The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches

2021 ◽  
Vol 11 (9) ◽  
pp. 462
Author(s):  
Salah Alhammadi
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Class Discussion ◽  
The Face ◽  
Face To Face Learning ◽  
Future Of Education

This paper explores the student learning experience using technology as an e-learning tool during the COVID-19 pandemic. This article utilized qualitative methods to examine the quality of student learning using deep and surface approaches to understand what influences student engagement with technology. Interviews were conducted with 21 students from various academic majors using deductive content analysis to evaluate their responses. The findings show that technology increased student engagement with class discussion, and students became more informed about lecture material. It is noteworthy that there were some variations in the students’ interpretation of the learning experience with technology, indicating a gap in the quality of learning. Notably, there was an improvement in grades compared to the last online session and the face-to-face learning experience prior to the COVID-19 pandemic, and there were fewer missing quizzes and late assignments. These outcomes may be used to enhance teaching strategies and problem solving within teaching and learning to develop a new mode of delivery. In addition, these findings are important for the future of education in a post-pandemic world.

scholarly journals How Leadership and Mentoring Enhance the Quality of Teaching and Learning in Higher Education

2019 ◽  
Vol 9 (1) ◽  
pp. 57
Author(s):  
Ahmed Mohammed Arbab
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Continuing Professional Development ◽  
Approaches To Learning ◽  
Learning Activities ◽  
Learning And Teaching ◽  
Quality Of Teaching

This paper presents lessons drawn from senior fellowship of the Higher Education Academy, United Kingdom (SFHEA) with regard to leadership and mentoring. The paper integrates various elements of leadership and mentoring that needed for enhancing the quality of teaching and learning in Higher Education. In this article, I have adopted a holistic methodology to reflect my teaching and supporting learning experience (almost 35 years) in higher education as inspired from the SFHEA, UK. Evidence of my successful engagement across all five areas of activity will be provided that include firstly, design a series of teaching and learning activities to meet the learning outcomes of a module. Secondly, use a range of teaching approaches to enhancing student learning. Thirdly, use a variety of assessment for learning activities for students and providing feedback to promoting student engagement. Fourthly, develop effective learning environments and approaches to student support and guidance. Fifthly, engage in continuing professional development (CPD) in subjects /disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices. Moreover, I show my understanding of the appropriate core knowledge and demonstrating my commitment to the professional values. This paper contributes by providing and demonstrating a thorough understanding of effective approaches to learning and teaching support as a key contribution to high quality student learning. In addition to providing evidences of successful leadership, co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to learning and teaching.

PENERAPAN PEMBELAJARAN METODE DISKUSI UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA PEMBELAJARAN IPS TERPADU DI KELAS VIII.B SMP NEGERI 5 KOTA SOLOK

2019 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Erma Yenis
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Good Teaching ◽  
Starting Point ◽  
Class Viii

Abstractlearning process  good teaching  can create a situation that allows children to learn, so that is the starting point of the success of teaching. The low quality of education depends on the management of the teaching and learning process which can be interpreted as being less effective in the teaching and learning process, the causes: (1) Low learning activities, (2) Inadequate facilities and infrastructure. The case in Solok City Middle School, the low level of student learning activities allegedly influenced the low student learning outcomes. Based on observations on class VIII A which included the superior class had not yet achieved the desired completeness, the class with the least completeness was class VIII B which was 33.33% with KKM 65 criteria. Seeing this reality, teachers were required to motivate students and foster enthusiasm student learning. Therefore, to foster students' enthusiasm for learning, the author tries to apply student learning activities through discussion methods in small groups.Keywords: Learning, discussion AbstrakProses belajar mengajar yang baik dapat menciptakan situasi yang mmemungkinkan anak belajar, sehingga merupakan titik awal keberhasilan pengajaran. Rendahnya mutu pendidikan tergantung pada pengelolaan proses belajar mengajar yang dapat diartikan kurang efektifnya proses belajar mengajar, penyebabnya: (1) Rendahnya aktifitas belajar,  (2) Sarana dan prasarana yang belum memadai. Kasus pada SMP Negeri % Kota Solok rendahnya aktifitas belajar siswa diduga berpengaruh terhadap rendahnya hasil belajar siswa. Berdasarkan pengamatanpada  kelas VIII A yang termasuk kelas unggul belum mencapai ketuntasan yang di inginkan, sedangkan kelas yang paling sedikit ketuntasannya adalah kelas VIII B yaitu sebanyak 33,33 % dengan kriterian KKM 65. Melihat kenyataan tersebut, guru dituntut untuk dapat memotivasi siswa dan menumbuhkan semangat belajar siswa. Karena itu, untuk menumbuhkan semangat belajar siswa, penulis mencoba untuk menerapkan aktivitas belajar siswa melalui metode diskusi dalam kelompok kecil. Kata kunci: Pembelajaran, diskusi

scholarly journals Law School as Social Innovation

2017 ◽  
Vol 48 (2) ◽  
pp. 225
Author(s):  
Lorne Sossin
Keyword(s):  
Student Learning ◽  
Public Interest ◽  
Social Innovation ◽  
Learning Experience ◽  
Legal Education ◽  
Rapid Change ◽  
Law School ◽  
Legal Knowledge ◽  
Law Schools ◽  
The Face

Legal education is in the midst of a range of challenges and disruptions. This address outlines these dynamics, and explores the potential of social innovation as a model for law schools which both responds to current challenges and enhances resilience in the face of disruption. By reframing legal education as facing outward, and advancing its public interest mandate through partnerships, collaboration and academic initiatives designed to solve social problems, law schools can enhance the student learning experience, generate new forms of legal knowledge and thrive at a time of rapid change. Address delivered at the Australian Law Teachers Association (ALTA) 2016 Conference in Wellington on 8 July 2016.

scholarly journals Increasing Student Engagement by Flipping the Course

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Debra Sprague
Keyword(s):  
Student Engagement ◽  
Flipped Learning ◽  
Student Work ◽  
Course Content ◽  
Face To Face ◽  
Online Technologies ◽  
The Face ◽  
Online Lecture ◽  
Education Courses

Flipping the classroom has gained much attention over the past couple of years. It involves using video and online technologies to provide the lecture portion of a lesson. Students view the online lecture for homework, while class time is spent engaged in applying what is learned from the lecture. By doing this, it is believed students become active learners and take more responsibility for their learning.Although a skeptic of the flipped learning model (after all, a lecture is a lecture no matter what format it takes) the presenter decided to give it a try and flip one of her teacher education courses. The result was more student engagement, better quality of student work, and increase in student evaluations.This presentation will focus on strategies for flipping a course through the creation of a hybrid (combination of online and face-to-face) course. The presenter will share with the audience how she provided meaningful online activities and how she engaged the students during the face-to-face classes. Although the course content derives from the education discipline, the strategies presented can fit any content area.

scholarly journals FAKTOR-FAKTOR YANG BERPENGARUH TERHADAP MOTIVASI BELAJAR MAHASISWA DI STMIK STIKOM BALI

2019 ◽  
Vol 8 (2) ◽  
pp. 133-141
Author(s):  
I Gusti Ngurah Satria Wijaya
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Intrinsic Factor ◽  
Learning Motivation ◽  
Primary Data ◽  
Motivation Factors ◽  
Lecture Material ◽  
Lecture Method ◽  
Analysis Technique

In teaching and learning activities the role of motivation is very necessary. The low motivation of student learning is often thought to be the cause of the low quality of graduates of a college. This causes in some private universities, learning motivation factors get special attention. Based on the above background, the authors conducted a study that aims to examine the factors that affect student learning motivation in STIMIK Stikom Bali. The data used in this study is the primary data derived from the filling questionnaire from STIMIK STIKOM Bali students as many as 50 samples. The analysis technique used in this research is multiple linear regression where the independent variable is intrinsic factor (in student) and extrinsic factor (quality of lecturer, parent, lecture material, lecture method, library, lecture room and laboratory). The result of this research is intrinsic factor, lecturer quality, lecture method, lecture material, parent, rehabilitation / laboratory space, and library simultaneously have a significant influence on student learning motivation. And partially, intrinsic factor, lecturer quality, lecture method, lecture material, parent, lecture / laboratory space, and library show a positive relationship to the dependent variable that is student's learning motivation. The results of this study in the future can provide evaluation results for the management of STMIK STIKOM Bali management about factors that affect student learning motivation.

The paradox of student engagement and policy-led measures of teaching excellence

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Ian Pickup
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
National Policy ◽  
Teaching Quality ◽  
Education Student ◽  
Student Survey ◽  
Teaching Excellence ◽  
National Union ◽  
The Face ◽  
Constructivist Approaches

The level of student engagement is often seen as an indicator of quality in discourses concerning the higher-education student experience.  This opinion piece explores the inherent tensions in promoting and facilitating student engagement within the evolving Teaching Excellence Framework (TEF) landscape.  Many institutions expend energy - and in some cases significant resource - upon the development of student-engagement projects, whether through ‘partnership’, ‘change agent’ or ‘producer’ models.   But what happens when the level of student engagement is high, yet runs in direct opposition to the form of student engagement best suited to blunt measures of ‘quality’ within prevailing policy frameworks?    The TEF, with its reliance on National Student Survey (NSS) data, assumes that engaged students will comply with requirements to complete a survey without critiquing the principles on which the survey and its central link to the TEF-based judgement of teaching quality are founded. The present National Union of Students boycott of the NSS is provided as an example of student engagement that runs counter to the intentions of national policy and to some institutional necessities. In the face of such challenges, institutions could decide to eschew their commitment to student engagement. However, a strengthening of commitment to student engagement is called for, in keeping with constructivist approaches to teaching and learning and in valuing the worth of reflexive deliberations of all those involved – including those who express dissatisfaction. 

Acknowledging the Distance Learner

2013 ◽  
pp. 242-254
Author(s):  
Trish Andrews
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Communication Technologies ◽  
Effective Learning ◽  
Distance Learner ◽  
Information And Communication ◽  
E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

Analysis for the Teaching-Method Reformation of Degree Students Based on PBL Theory

2015 ◽  
Vol 9 (1) ◽  
pp. 47-59
Author(s):  
Ying Wang ◽  
Xin Jiang
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Group Communication ◽  
Self Esteem ◽  
Class Discussion ◽  
Academic Degree ◽  
Self Confidence ◽  
Rational Allocation

Under the current circumstances of foreign academic degree students in University of Science and Technology Liaoning (the foreign academic degree students come from different countries and have different foundations, different languages and different learning habits), based on the PBL theory, this work has proposed the teaching-method reformation of foreign degree students, which is combining the group study and assignment-oriented study together to reinforce students' learning process, and to improve the teaching effect. There are five steps in teaching-method reformation: questions prepared by instructors, references researching, group communication and study, in- class discussion and teacher's evaluation and summary. It is conducive to the rational allocation of the proportion of “teaching” and “learning”, promoting students' active learning. The methodology would help improve the quality of the teachers and evoke self-esteem and self-confidence of the students, stimulate their enterprising spirit.

Implementation and use of a mobile lab bench for a first course in power electronics

2020 ◽  
pp. 002072092092847
Author(s):  
Bora Karayaka ◽  
Robert Adams ◽  
Paul Yanik
Keyword(s):  
Student Engagement ◽  
Student Retention ◽  
Student Learning ◽  
Power Electronics ◽  
Learning Experience ◽  
Laboratory Setting ◽  
Learning Enhancement ◽  
Relevant Theory ◽  
Alternative Approaches

Although practice by doing is typically regarded to be an effective method to facilitate student learning in a laboratory setting, stretched resources may require alternative approaches to accommodate students and to promote student retention. A portable multipurpose lab bench is presented that facilitates student learning by incorporating demonstration and discussion in a lab environment. In a first course for power electronics, improved student engagement and learning enhancement were targeted through the use of this single bench cohesively with classroom presentations and relevant theory. Laboratory assessments and end of course surveys for two consecutive years were collected to assess the learning experience as well as the effectiveness of the established mobile lab bench concept.

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