scholarly journals Utilização de um Sistema de Provas Eletrônicas (SPE) como estratégia de ensino e avaliação de aprendizagem: um estudo de caso em uma Instituição de Ensino Superior (IES)

2016 ◽  
Vol 9 (3) ◽  
pp. 464-487
Author(s):  
Vinicius Costa da Silva Zonatto ◽  
Elvis Silveira-Martins ◽  
Andréia Carpes Dani ◽  
Roberto Carlos Klann
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Education Institution ◽  
Examination System ◽  
Qualitative And Quantitative ◽  
Learning Evaluation ◽  
Overall Performance ◽  
Evaluation Of Learning

This study aims to identify the contributions of an Electronic Examination System of (SPE) in the processes of teaching and learning evaluation of Business and Accounting Undergraduate students of a higher education institution. A case study, of exploratory and descriptive nature, with qualitative and quantitative approach was conducted. The main highlighted contributions by teachers in the teaching and evaluation of learning processes are related to the identification of areas of improvement, the reinforcement of content taught during the course, the consolidation of basic concepts, the expansion of general knowledge (multidisciplinary learning), greater quality of education and higher levels of learning. The results show that the students’ performance on the SPE assessments was increasing, which represents a better performance of the whole group analyzed. Similar results were observed in bimonthly evaluations, where the students’ performance was also growing and lowest standard deviation, which indicates less dispersion in the overall performance of the students. The results suggest that the students’ are getting a better learning the content taught in courses, which opens perspectives for a new field of research. It is concluded that the SPE can be an effective strategy of teaching and learning.

MOOC and Blended Learning Models

2018 ◽  
pp. 276-288 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
María-Arántzazu Vidal-Blasco
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Education Institution ◽  
Learning Models ◽  
Undergraduate Level ◽  
Strategic Approach ◽  
Current Experience

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.

MOOC and Blended Learning Models

2017 ◽  
Vol 13 (3) ◽  
pp. 88-99 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
María-Arántzazu Vidal-Blasco
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Education Institution ◽  
Learning Models ◽  
Undergraduate Level ◽  
Strategic Approach ◽  
Current Experience

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.

Shared strategic reflection process by a higher education institution: A case study

2021 ◽  
pp. 089202062110309
Author(s):  
María García-Feijoo ◽  
Leire Alcaniz ◽  
Almudena Eizaguirre
Keyword(s):  
Teaching And Learning ◽  
Business Schools ◽  
Education Institution ◽  
Theory U ◽  
Case Study Methodology ◽  
Process Implementation ◽  
Planning Models ◽  
Challenging Environment ◽  
The University

Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants’ perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed.

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

scholarly journals Improving Information management in resource as a service framework using gamification technique: a case study in Institut Pendidikan Guru Malaysia

2018 ◽  
Vol 7 (2.14) ◽  
pp. 70
Author(s):  
M Nordin A Rahman ◽  
WM Khairi ◽  
W Awang
Keyword(s):  
Competitive Advantage ◽  
Information Management ◽  
Teaching And Learning ◽  
Storage Management ◽  
Quality Of Services ◽  
Management Process ◽  
Different Types ◽  
Service Framework

The issue of information management is crucial for any academic institution. Convenient access to requested content is creating a competitive advantage for different types of decisions. Information management process in Institut Pendidikan Guru (IPG) often create problems because there is no systematic way of storage management. IPG lecturers stored their teaching materials in different kind of methods. This situation cause in a loss of resources, difficult to retrieve and also cannot be identified when it's needed. Dealing with large volumes of resources it is essential to use technological solutions that enable flexible storage, retrieval, processing and interpreting information. To solve the problems, this article introduced a framework that use single platform and named as Information Sharing for Learning (IS4L) for managing teaching and learning resources in IPG. The resources will be stored and can be accessed at any time. The framework also applied the technique of gamification to motivate and encourage users to use the application and consequently will increase the volume of resources stored. The developed application based on the proposed framework could help to motivate and engage peoples to share their resources and enhance quality of services in IPG. Finally it could assist to improve the performance and effectiveness of services to achieve users’ satisfaction. 

On Translating Prepositions from English into Indonesian: A Case Study of Indonesian EFL Students

2017 ◽  
Vol 9 (3) ◽  
pp. 186
Author(s):  
Sependi Napitupulu
Keyword(s):  
Undergraduate Students ◽  
English Literature ◽  
Phrasal Verbs ◽  
Efl Students ◽  
Correct Translation

This study attempts to investigate errors in translating prepositions from English into Indonesian language by Undergraduate students at the Methodist University Indonesia, Medan. A total of 20 students in the Department of English Literature, Faculty of English Letters were involved in this study. Forty sentences containing English prepositions were translated by the students. The translations were then compared with the Indonesian equivalence in order to find out the quality of their translation. In order to measure the quality of preposition translation, three categories were referred to, namely: correct translation, correct with revision translation, and incorrect translation. Having analyzed the data, it revealed that most of the students failed to translate complex prepositions such as phrasal verbs. However, most students successfully translated simple prepositions such as noun prepositions and adjective prepositions. From 100% correct translation expected of students, only 44.37% of the total correct translation of prepositions committed by students. While correct with revision, from 100% correct translation with revision expected of students, only 41.75% of the total correct translation that need revision is produced by students. In the meantime, 13.75% of the total incorrect translation is produced by students. It was concluded that students tend to face problems in translating prepositional verbs as they are rarely used by and unfamiliar to students.   

scholarly journals PENGEMBANGAN E-MODUL BRYOPHYTA DENGAN KAJIAN ISLAM SEBAGAI ALTERNATIF BAHAN AJAR DI ERA NEW NORMAL

2021 ◽  
Vol 9 (2) ◽  
pp. 68-76
Author(s):  
Linda Amalia Saragih ◽  
◽  
Indayana Tanjung ◽  
Efrida Pima Sari Tambunan
Keyword(s):  
Quantitative Data ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Islamic Studies ◽  
Qualitative And Quantitative ◽  
Quantitative Data Analysis ◽  
Islamic Religion ◽  
Teachers And Students ◽  
Data Collection Instrument

This study aims to develop additional teaching materials in the form of e-Modul Bryophyta dengan Kajian Islam, as well as to determine the quality of the products developed based on the assessment of several validations, teachers, and students as respondents. The data collection instrument used a questionnaire. Descriptive qualitative and quantitative data analysis. The results of the research obtained indicate that the Bryophyta e-Module with Islamic Studies developed as a whole has the quality Very Fit for use in teaching and learning activities. With the percentage results from material experts of 89.2% with Very Feasible criteria, from media experts of 71.6% with Eligible criteria, from Islamic Religion experts of 82.6% with Very Appropriate criteria and an assessment of the teacher of 82.5% with criteria Very Eligible for use in teaching and learning activities. Meanwhile, the response of students obtained the overall percentage of small and large group tests of 85.2% with very attractive criteria. Thus, it can be concluded that e-Modul Bryophyta dengan Kajian Islam, which was developed with the Borg & Gall model, is feasible and very attractive to be used as teaching material for students in class X MIA in Ma, especially in Bryophyta lessons.

scholarly journals Peran Kepala Sekolah Dalam Mengembangkan Mutu Budaya Organisasi

2018 ◽  
Vol 2 (2) ◽  
pp. 407
Author(s):  
ZM Abid Mohammady
Keyword(s):  
Organizational Culture ◽  
Field Research ◽  
Education Institution ◽  
Quality Of Education ◽  
A Value ◽  
Qualitative Descriptive ◽  
The Impact

Abstract: In the context of Indonesia, the quality of education seems to be something taboo to talk about, however, according to researchers the quality of education in Indonesia is very apprehensive. It is necessary for the role of headmaster and special efforts in developing a quality education institution through organizational culture as a value system that is understood, imbued, run jointly by members of the organization as a system of meaning or guidance for the organizers. This study aims to describe the three roles and impacts role of the headmaster role in developing the quality of organizational culture, they are: (1) the role of the headmaster as a manager; (2) the role of the headmaster as the educator; (3) the role of the headmaster as the supervisor; 4) The impact of the headmaster's role in developing the quality of organizational culture quality at SDMT Ponorogo. This research is categorized into a field research with qualitative descriptive approach and the research design was case study. The setting of study was at SDMT Ponorogo.  The findings showed that (1). The role of headmaster as manager encompasses conducting internal and external analysis, internalizing the Islamic value that is kemuhamadiyahan value. (2). The role of the headmaster as an educator includes involving educators in upgrading, workshops or training in order to provide opportunities for educators to improve their knowledge and skills by learning to the higher education, conducting cadre to members of organizational culture and creating jargon to motivate members of organizational culture. (3). The role of the headmaster as a supervisor comprises overseeing and Evaluating the performance and achievement of members of organizational culture, conducting weekly, monthly and semester meetings, monitoring achievements of educators and learners. (4) The impact of the school headmaster's role in developing the quality of organizational culture is organizational culture climate becomes harmonious and schools achieve more attainments.Abstrak: Dalam konteks Indonesia, mutu pendidikan seolah-olah menjadi barang yang tabu untuk diperbicangkan, dalam konteks tersebut kualitas pendidikan di Indonesia sangat memperihatinkan. Untuk itu diperlukan peran kepala sekolah dan Upaya khusus dalam mengembangkan sebuah mutu lembaga pendidikan melalui budaya organisasi sebagai sistem nilai yang dipahami, dijiwai, dijalankan secara bersama oleh anggota organisasi sebagai sistem makna atau pedoman bagi pelaku organisasi. Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan tiga peran serta dampak peran  kepala sekolah dalam mengembangkan mutu budaya organisasi, yaitu: (1) Peran kepala sekolah sebagai Manajer, (2) Peran kepala sekolah sebagai Educator, (3) Peran kepala sekolah sebagai supervisor, dan (4) Dampak peran kepala sekolah dalam mengembangkan mutu budaya organisasi di SDMT Ponorogo. Dengan menghasilkan temuan: (1).Peran kepala sekolah sebagai manajer diantaranya: melakukan analisis internal dan eksternal, menginternalisasi nilai keislaman yaitu nilai kemuhammadiahan. (2). Peran kepala sekolah sebagai educator diantaranya: mengikut sertakan pendidik dalam penataran, workshop atau pelatihan memberikan kesempatan kepada pendidik untuk meningkatkan pengetahuan dan keterampilannya dengan belajar ke jenjang pendidikan yang lebih tinggi, melakukan pengkaderan kepada anggota budaya organisasi. membuat jargon-jargon untuk memotivasi anggota budaya organisasi. (3). Peran kepala sekolah sebagai supervisor diantarnya: mengawasi dan mengevaluasi kinerja dan pencapaian anggota budaya organisasi, mengadakan rapat setiap, minggu, bulan dan semester, memantau prestasi pendidik dan peserta didik. (4) Dampak peran kepala sekolah dalam mengembangkan mutu budaya organisasi diantaranya: iklim budaya organisasi menjadi harmonis, sekolah menjadi lebih berprestasi.

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

Scholarly Rigor

2020 ◽  
pp. 262-280
Author(s):  
Robert Hallis
Keyword(s):  
Instructional Practices ◽  
Information Management ◽  
Real World ◽  
Domain Knowledge ◽  
Teaching And Learning ◽  
Research Question ◽  
Management Skills ◽  
Opinion Piece

The Scholarship of Teaching and Learning nurtures an academic discussion of best instructional practices. This case study examines the role domain knowledge plays in determining extent to which students can effectively analyze an opinion piece from a major news organization, locate a relevant source to support their view of the issue, and reflect on the quality of their work. The goal of analyzing an opinion piece is twofold: it fosters critical thinking in analyzing the strength of an argument and it promotes information management skills in locating and incorporating relevant sources in a real-world scenario. Students, however, exhibited difficulties in accurately completing the assignment and usually overestimated their expertise. This chapter traces how each step in the process of making this study public clarifies the issues encountered. The focus here, however, centers on the context within which the study was formulated, those issues that contributed to framing the research question, and how the context of inquiry served to deepen insights in interpreting the results.

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