Developing Tacit Knowledge and Skills Through a Game-Based Learning Approach in Online Distance Learning Environments

2020 ◽  
Keyword(s):  
Distance Learning ◽  
Tacit Knowledge ◽  
Learning Environments ◽  
Learning Approach ◽  
Game Based Learning ◽  
Knowledge And Skills ◽  
Online Distance Learning ◽  
Online Distance

scholarly journals Pelatihan E-learning Google Classroom Bagi Kelompok Kerja Kepala Sekolah Dasar (K3SD) Kecamatan Banjarmasin Utara

2021 ◽  
Vol 3 (4) ◽  
pp. 415
Author(s):  
Agus Hadi Utama ◽  
Hamsi Mansur ◽  
Sulistyo Rini ◽  
Adrie Satrio
Keyword(s):  
Elementary School ◽  
Distance Learning ◽  
Training Program ◽  
Video Streaming ◽  
Actual Condition ◽  
Knowledge And Skills ◽  
Content Development ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

Berdasarkan hasil inisiasi pengamatan lembaga mitra yang dilakukan oleh tim Pengabdian Masyarakat Prodi Teknologi Pendidikan FKIP ULM, terungkap bahwa banyak guru yang masih minim dalam melaksanakan pembelajaran daring/jarak-jauh atau E-learning di masa pandemi COVID-19. Hal ini disebabkan oleh kurangnya pengetahuan dan keterampilan guru untuk mengembangkan dan mengoptimalkan konten dan fitur-fitur E-learning platform Google classroom. Kegiatan penelitian dan pengabdian masyarakat ini bertujuan untuk: 1) untuk mengetahui kondisi faktual pelaksanaan pembelajaran daring/pembelajaran jarak jauh (PJJ) berbasis Google classroom di lembaga mitra. 2) melaksanakan program pelatihan mengembangkan konten dan optimalisasi penggunaan fitur-fitur Google classroom pada lembaga mitra. 3) untuk meningkatkan pengetahuan dan keterampilan guru dalam pengembangan konten dan optimalisasi penggunaan fitur-fitur Google classroom melalui desiminasi E-book praktis bagi lembaga mitra. Metode pelaksanaan kegiatan pelatihan mengadopsi pola pelaksanaan penelitian tindakan meliputi tiga tahapan, yaitu: perencanaan program, pelaksanaan program, observasi dan evaluasi program/refleksi. Hasil penelitian menunujukkan kondisi faktual pembelajaran daring/ PJJ atau penggunaan E-learning Google classroom di SDN Kec. Banjarmasin Utara adalah sebagai berikut: 1) kondisi faktual pelaksanaan pembelajaran daring/PJJ menggunakan E-learning terungkap bahwa guru-guru SDN Kec. Banjarmasin Utara sudah terbiasa mengembangkan konten pembelajaran Google classroom, seperti: Power point, Youtube, dan Portable document format, sehingga program pelatihan difokuskan kepada optimalisasi penggunaan fitur-fitur Google classroom dan desiminasi produk E-book praktis penggunaan Google classroom bagi lembaga mitra. Pelatihan pengembangkan konten dan optimalisasi fitur-fitur Google classroom dibagi kedalam lima sesi, yaitu: 1) pengantar Google classroom, 2) mengakses Google classroom dan membuat kelas, 3) Video streaming, 4) Classwork material: Assignment, Quiz, Question, 5) People: Grade & Grading.     Based on the results observations of partner institutions conducted by the researcher team of the education technology study program, Universitas Lambung Mangkurat, it was revealed that teachers are still lacking in carrying out online/distance learning during the COVID-19 pandemic because the teacher's lack of knowledge and skills to develop and optimize the content and features by using google classroom. This research activity aims 1) to know the actual condition of implementing online/distance learning using google classroom. 2) implement a training program to develop content and optimize the use of google classroom features. 3) to improve teachers' knowledge and skills in content development and optimization the use of google classroom features using e-books usage guides for partner institutions. Implementing the training program uses three stages: 1) program planning, 2) program implementation and 3) program evaluating/reflections. The results of the study showed the factual condition of online/distance learning using google classroom at elementary school North Banjarmasin district is as follows: 1) the implementation of online/distance learning revealed that teachers at elementary school North Banjarmasin district is accustomed to developing google classroom learning content, such as PowerPoint, YouTube, and portable document formats so that the training program is focused on optimizing the use of google classroom features using e-books usage guides for partner institutions. The content development training and optimization of google classroom features are divided into five sessions: 1) introduction to google classroom, 2) access google classroom and create classes, 3) video streaming, 4) classwork material: assignment, quiz, question, 5) people: grade & grading. 

scholarly journals 3-rd FORM STUDENTS’ KNOWLEDGE AND SKILLS: A CASE OF INDEPENDENT WORK BY ONLINE DISTANCE LEARNING

2020 ◽  
Vol 26 (1) ◽  
pp. 14-25
Author(s):  
Rita Makarskaitė Petkevičienė ◽  
Leandra Čiužienė
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Distance Teaching ◽  
Primary School Students ◽  
School Students ◽  
Knowledge And Skills ◽  
Field Sparrow ◽  
Online Distance Learning ◽  
Online Distance ◽  
Independent Work

In the spring of 2020, the Covid-19 pandemic having started, and quarantine being introduced in the country, a transition was made to distance teaching/learning. Using online distance learning, a possibility naturally emerged for the primary school students to develop independence. And this is a very important competence part of learning how to learn. One of the most important independence criteria is - thoroughly completed work. Research focus – 3-rd form students’ knowledge and skills working independently. Aim – after analysing task activity worksheets, to assess students’ knowledge and skills, and to discuss students’ ability to work independently. It was suggested for the students that they watch a film in You Tube about a common sparrow and a field sparrow. An activity worksheet was prepared, which was sent to the students by e-mail. For the preparation of the task, a day was allotted. Nineteen 3-rd form students took part in the research. It was ascertained that some of the students lacked attentiveness searching for the similarities and differences of the analysed animals, patience carrying out the other tasks. Watching a film about a common sparrow and a field sparrow, the students acquired new knowledge about their biological peculiarities, living environment, behaviour. Answering the questions, the students already used new concepts. At the same time, they developed work with information recourses, research skills, improved comparing and confronting abilities. Nevertheless, almost half of the students lacked thoroughness, showing their independence. It was still difficult for the students to formulate full answers, therefore they could not fully demonstrate their knowledge and understanding. Girls, carrying out the tasks, were more observant and attentive than boys. Performing the tasks, students demonstrated reproductive and productive independence. Of course, you should not limit yourself in this, and in future you should more orient yourself to the development of creative independence. Keywords: activity worksheet, distance teaching, independent work, primary school students.

Establishing Successful Online Distance Learning Environments

2011 ◽  
pp. 190-204 ◽  
Author(s):  
Lynne Schrum ◽  
Angela Benson
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Design Development ◽  
Online Programs ◽  
Online Distance Learning ◽  
Online Distance ◽  
Past Experiences

This chapter looks at factors that promote development and implementation of successful online distance learning environments from the perspectives of educators and learners. It provides an overview of current tensions between the requirements of the faculty, the needs of the students, and the forces driving the development of online programs. The work is based on the authors’ current research as well as past experiences in the design, development, and delivery of online distance learning environments.

scholarly journals Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent

2011 ◽  
Vol 12 (6) ◽  
pp. 20 ◽  
Author(s):  
Maggie Hartnett ◽  
Alison St. George ◽  
Jon Dron
Keyword(s):  
Preservice Teachers ◽  
Distance Learning ◽  
Learning Environments ◽  
Personal Characteristic ◽  
Constitutive Relationship ◽  
Alternative View ◽  
Online Learners ◽  
Learner Motivation ◽  
Online Distance Learning ◽  
Online Distance

<p class="AbstractText">Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation. Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment. Using self-determination theory (SDT) as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts. In this study, learners were found to be not primarily intrinsically motivated. Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions.<br /><br /></p>

Could Motivation, Volition, and Engagement Be a Panacea in Online Distance Learning?

2021 ◽  
pp. 192-209
Author(s):  
Nazire Burcin Hamutoglu
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Student Engagement ◽  
Learning Environments ◽  
Theoretical Background ◽  
Global Epidemic ◽  
Global Pandemic ◽  
Online Distance Learning ◽  
Online Distance ◽  
Motivation In Education

The current pandemic that we are going through once again showed us the value of motivation in education. During the COVID-19 global pandemic process, do you think strategies that increase motivation, student engagement, and the power of volition in online distance learning environments can be a panacea in overcoming the troubled process? This study aims to address the situations that are considered to be the basis for the disruptions in education during the COVID-19 global epidemic process from the perspective of motivation, student engagement, and the power of volition. For this purpose, the chapter plans to present the strategies that can be taken as a basis in overcoming the problems encountered in online distance learning in terms of learner, learning environment, and guide (instructor) with the theoretical background of the types of interaction in online learning that is suggested by Moore.

Participation in Online Distance Learning Environments

2016 ◽  
pp. 88-119 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Styles ◽  
Learning Environments ◽  
Learner Satisfaction ◽  
Effective Learning ◽  
Learning Contexts ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Individual

Participation is actively encouraged and promoted in online distance learning environments because it is associated with effective learning behaviors and with overall learner satisfaction. Participation is easily observed and measured; indeed, it is often seen as “making visible” underlying behaviors and dynamics at both the individual and group level. The reality, however, is that the ease with which participation can be assessed is in stark contrast with the complexity that surrounds its role in the productive distance online learning environments. This chapter explores the multiplicity of meanings, definitions, and attributions associated with participation. It attempts to make sense of this complexity, to consider a broader framework that makes a connection between participation and learning outcomes, and to examine the ways in which individual learning styles and national culture assumptions impact and mediate student participation in online learning contexts.

Moderating the Effective Co-Creation of Knowledge in Asynchronous Online Conferences

2014 ◽  
pp. 258-278 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Cultural Awareness ◽  
Relevant Literature ◽  
Relevant Information ◽  
Cultural Issues ◽  
New Knowledge ◽  
Conference Participation ◽  
Online Distance Learning ◽  
Online Distance

Asynchronous discussion conferences have become a standard feature of online distance learning. They provide a place for sharing ideas, consolidating understanding, and creating new knowledge about subject matter. In these conferences, the course instructor/facilitator ensures the free flow of communication and the exchange of information. Effective moderation, however, also requires the instructor/facilitator to engage in what might be termed off-stage work: gaining personal knowledge of participants, addressing participation problems and potentials, and developing cultural awareness of participants. The chapter focuses on off-stage work, specifically in online distance learning situations populated by military learners. It explores ways of developing stronger private connections with participants through which relevant information can be shared. It also considers the extent to which military learners possess a distinctive culture that impacts conference participation. The chapter reviews relevant literature, assesses the challenges for the conference moderator, provides strategies for dealing with participation and cultural issues, and suggests ways of improving overall communication and community in online distance learning environments.

scholarly journals A Comparative Study on Students’ Performance in Entrepreneurial Education Using Face-To-Face and Online Distance Learning (ODL) Instructional Approaches

2021 ◽  
Vol 16 (2) ◽  
pp. 129-137
Author(s):  
Nazlin Emieza Ngah ◽  
Azlina Shamsudin ◽  
Marha Abdol Ghapar ◽  
Norlaila Ibrahim ◽  
Rusnah Ismail ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Study Data ◽  
Learning Approach ◽  
Learning Approaches ◽  
Face To Face ◽  
The Difference ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

Malaysia’s Ministry of Higher Education announced in early March 2020 that all universities’ teaching and learning (TL) processes must be conducted entirely online until the end of the year to prevent Covid-19 from spreading. This change has drastically altered the way teachers teach and students learn, and as a result, the impact on both lecturers and students has been enormous. This study aimed to compare students’ performance in the Introduction to Entrepreneurship (ENT300) subject at UiTM Cawangan Terengganu when using an online learning approach as against a traditional face-to-face approach. Many scholars agreed that the face-to-face approach is more effective and gives students more fulfilment than the online method because students prefer to see and hold paper-based reading material and the satisfaction derived from experiencing the lessons live. This descriptive study data was taken from two different learning approaches, face to face and online distance learning (ODL) classes, and the results showed that students’ performance is better when lessons are conducted face to face, proving that the difference in teaching and learning approach has an effect on the students’ grades.

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