How Digital Distractions Influence Learner Information Processing

The use of digital technologies in the classroom continues to rise as more students take lecture notes on laptops rather than pen and paper. In addition, digital technologies can greatly influence student behavior. Indeed, these devices can lead students to engage in unrelated online activities during a lecture. Obviously, these activities can have negative consequences on student learning. This chapter aims to provide an understanding to how digital distraction influences learners' information processing. First, this chapter will present how students process instructional material and explore effective strategies for high-quality learning. Second, this chapter will investigate how digital distraction disturbs information processing based on the cognitive load theory and contiguity principle. Third, this chapter will focus on the effects of digital distraction on student notes and learning. Fourth, this chapter will offer recommendations for curbing digital distraction.

Pengembangan Perangkat Pembelajaran dengan Menggunakan Model Team Based Learning untuk Meningkatkan Hasil Belajar Fisika

This research was conducted at SMA Negeri 1 Telaga Biru and aimed to produce quality physics learning tools using the Team-Based Learning (TBL) learning model. The device was developed using the 4D development model developed by Thiagarajan Semel and Semel. The research results on the device show that the developed device is of high quality. Learning tools are said to be valid for use with slight revisions. This can be seen based on the average validation results with a value of 3.5 and 3.6. The level of effectiveness of learning devices is seen in the increase in student learning outcomes consisting of the cognitive domain at the first meeting until the third meeting, N Gain iRat is 0.46 with n criteria of moderate gain, at tRat is N Gain 0.5, in the attitude domain with an average the percentage of 80.240%, the results of observing student activities for 3 meetings are 80.890% with good criteria and the psychomotor aspect an average percentage of 80.128%, and the practicality of the developed device seen from the observation sheet on the implementation of learning 93.650% and the teacher's response questionnaire and student responses with an average percentage of 81.653% and 79.752%. Get a positive response.

Pelatihan pembuatan modul ajar bagi guru SMA/SMK di Tebing Tinggi

Improving the quality of learning in schools is carried out by various strategies, one of which is developing teaching materials. The development of teaching materials in modules is currently a very urgent need. Because the application of the module can make learning activities more well-planned, independent, complete, and precise results so that educators can assist schools in realizing quality learning. However, in reality, many educators have difficulty making teaching modules that suit the needs of students. Due to educators' lack of knowledge and training to make teaching modules. Therefore, this PKM activity aims 1) to introduce and equip educators about teaching modules, 2) to assist educators in making teaching modules. The implementation method used in this activity is lecture, practice, and discussion. The activities were conducted online using the Zoom application and offline at SMA Negeri 2 Tebing Tinggi Empat Lawang. The steps in PKM activities are 1) preparation, 2) implementation, 3) reflection. Data was collected through a questionnaire. The implementation of PKM activities showed that the training activities ran smoothly, and the participants were enthusiastic about participating in the training. From the results of data analysis, it can be concluded that 72.8% of the participants stated that this training activity could increase their knowledge and understanding of the module, and 83.3% stated that this training activity could train the skills of educators in doing modules. This activity can contribute to educators producing practical modules to use in the learning process.

Lived Experiences of Educators Engaged in Continuing Professional Development in the New Normal: Insights from Seven Countries

This study focused on exploring and capturing the essence and meaning of the lived experiences of educators engaged in continuing professional development in the new normal. The study followed a qualitative research design and used the transcendental phenomenological processes. Based from the testimonies gathered from the participants from seven different countries- Philippines, USA, Panama, Peru, Pakistan, Nigeria, and Morocco they revealed that as a result of the Continuing Professional Development during pandemic, they have manifested adaptability and innovation to meet the demands of the current situation. With the force transition from face to face interaction to remote learning, they have tried their best to maintain a balance of digital and life skills. Participants also engaged in CPD in order to achieve creativity and resourcefulness to deliver and meet students’ quality learning amidst pandemic. They also considered as blessings and great opportunity the connection and collaboration established with educators around the world during this time of Covid-19. They also achieved the passion for ever-learning mindset and satisfaction through CPD. Participants expressed that mindfulness and wellbeing of teachers should be set as priorities for their engagement to CPD in the new normal. The researcher recommends that the policy makers review and revisit their program for CPD training of the teachers during this period. Heads of the education sectors may also benchmark the CPD Training plan of this study and conduct needs analysis to provide the most appropriate trainings for the teachers based on their needs, skills and interests.

Pengaruh Kualitas Pembelajaran Terhadap Kepuasan Mahasiswa

The research do to identified how description about quality learningwhich has been given by teacher to students, to identified howdescription about students satisfaction and to find out howsubstantial the influence of quality learning toward studentssatisfaction research on business management STIEB PerdanaMandiri Purwakarta 2017 are 86 students. The data sources used inthis research were primary and secondary data, data collectiontechnique used was using by questionnaire, data measurement usedwas Likert scale using validity and reliability and data analysistechnique used is simple linear regressions. The result of thesignificant test (t test) in this research was t count = 32.316 and asignificance of 0.000. the procedure for finding table statistics withcriteria for the level of significance (?=0.1) for the two-party testand df or dk (degrees of freedom) = total data - 2 or 88-2 = 86. Sowe get t_(table ) = 1,991 Thus, t_(count )?t_(table ) or 32.316 1.991and the probability value is 0.05 more than the Sig value (0.05 >0.000), then Ha is accepted and Ho is rejected, meaning that it issignificant and the value of R = 0.961 and the coefficient ofdetermination (Rsquare ) of 0.924 ( is the square of the correlationcoefficient or 0.961 x 0.961 = 0.924 ). This means that learningaffects the satisfaction of undergraduate students of the BusinessManagement Study Program while attending lectures 92.4%. Whilethe remaining 7.6% is determined by other factors.

M-learning and the EFL classroom

Technology is definitely ubiquitous. It is what keeps us constantly connected to different people on a daily basis. Since the advent of smartphones, technology has also changed the way we perform many of our everyday tasks, including the ones at the school local context. It also reinvented the way teenagers learn and behave in the classroom, EFL institutions included. This article, then, aims to present and discuss the role of mobile learning in the teaching of English-speaking skills and the concept of Bring Your Own Device. Additionally, based on the concept of Partnering Pedagogy (PRENSKY, 2012), it suggests a lesson plan for regular school pre-teens to show how teachers can give the first step toward the implementation of mobile devices in their educational practices. The lesson, which can be applied either to online or face-to-face contexts, showed how teenage students become more willing to participate in speaking activities. Finally, the text brings to light some reflection on the integration of mobile technologies in EFL learning practices, emphasizing the essence of delivering high quality learning lessons rather than giving central importance to technology per se.

How Can Schools Increase Students’ Hopefulness Following the Pandemic?

The COVID-19 pandemic has adversely affected the academic progress and wellbeing of many students, resulting in a greater sense of hopelessness and despair. These consequences are particularly devastating for many children living in urban communities, where poverty and a lack of resources prevent them from accessing high-quality learning, health care, and social programs. To understand the enormity of the problems associated with the growing hopelessness of our school-aged children, this article describes the factors affecting hope, how schools can foster hope, the skills and mindsets educators need to instill hope, and the positive outcomes of producing more hopeful students.

PENGEMBANGAN PERANGKAT PEMBELAJARAN TEAM BASED LEARNING DALAM PEMBELAJARAN DARING UNTUK MENINGKATKAN HASIL BELAJAR SISWA

ABSTRAKPenelitian ini dilakukan disekolah SMA Negeri 4 Gorontalo dan bertujuan untuk menghasilkan perangkat pembelajaran yang berkualitas dengan menggunakan model Team Based Learning pada proses pembelajaran daring. Perangkat pembelajaran dikembangkan menggunakan model pengembangan ADDIE. Hasil penelitian terhadap perangkat menunjukan bahwa perangkat tersersebut berkualitas. Perangkat pembelajaran ini valid untuk digunakan dengan sedikit revisi Hal ini dapat dilihat berdarkan rata-rata hasil validasi dengan nilai 3,0-3,4. Efektivitas perangkat pembelajaran dapat dilihat dengan peningkatan hasil belajar siswa yang terdiri dari ranah kognitif pada pertemuan satu sampai pertemuan ketiga diperoleh N Gain iRat 0,66, 0,59, 0,51 dengan kriteria N Gain Sedang, pada tRat diperoleh N Gain 0,7, 0,66, dan 0,61 untuk ranah sikap dengan rata-rata persentase sebesar 80,44%, serta rata-rata persentase ranah keterampilan sebesar 80,17%, dan hasil pengamatan aktivitas peserta didik selama tiga kali pertemuan yaitu sebesar 81,85% dengan kriteria sangat baik. Perangkat pembelajaran dikatakan praktis dilihat berdasarkan rata-rata hasil persentase keterlaksanaan selama tiga kali pertemuan yaitu sebesar 95%, serta hasil angket respon guru dan peserta didik terkait perangkat pembelajaran pada proses pembelajaran daring mendapatkan respon positif. Kata kunci: hasil belajar; perangkat pembelajaran; team based learning. ABSTRACTThis research was conducted at Gorontalo State High School 4 and aims to produce quality learning tools using the Team Based Learning model in the online learning process. Learning tools are developed using the ADDIE development model. The results of research on the device showed that the device was of quality. Learning devices are said to be valid for use with a slight revision this can be seen based on the average validation result with a value of 3.0-3.4. The effectiveness of learning devices can be seen by the improvement of student learning outcomes consisting of cognitive realms at meetings one to the third meeting obtained N Gain iRat 0.66, 0.59, 0.51 with the criteria N Medium Gain, on tRat obtained N Gain 0.7, 0.66, and 0.61 for the realm of attitude with an average percentage of 80.44%, as well as an average skill realm percentage of 80.17%, and the results of observation of student activities during three meetings, namely 81.85% with excellent criteria. The learning device is said to be practically seen based on the average results of the percentage of implementation during three meetings, which is 95%, as well as the results of teacher and student response questionnaires related to learning devices in the online learning process get a positive response. Keywords: learning outcomes; learning devices; team based learning.

Supporting speech and language therapy students in uncertain times

The COVID-19 pandemic has impacted significantly on the provision of speech and language therapy education. In this commentary, we consider the impact of unprecedented uncertainty and disruption on the student experience. Changes made within both university and practice-based learning environments have resulted in the continuation of high-quality learning experiences enabling students to continue or complete their programmes. However, studying in uncertain times has been destabilising for students having the potential to impact on the more nuanced aspects of clinical and professional development (e.g., self-efficacy, confidence, and professional identity formation). We reflect on collaborative efforts to support students with navigating uncertainty and change and to facilitate their ongoing personal, professional and clinical development in a holistic way. There is a need for empirical research into the experiences of student speech and language therapists who have studied or are continuing to study in the context of COVID-19. Such research will help inform university and practice-based educators as well as SLT managers about the ongoing needs of this population. Dealing with uncertainty should be considered within university-based curriculum development as well as induction and supervisory systems within the workplace.

Lecturers Awareness, Inclusion and Implementation of Wearable Device as a Means of Enhancing Educational Development in Nigerian Universities

For the 10% of individuals in Nigeria that have utilized a wearable gadget, an increment in use is expected sooner rather than later. The utilization of Smartwatch innovation has been accounted for in numerous instructive practices; suppliers have utilized smartwatches for an assortment of purposes including addresses, courses, and online classes. Be that as it may, the impacts of Smartwatch innovation on the quality and adequacy of upgrading instructive headway in colleges and bastions of learning stay obscure. Input components that are unpretentious and productive in preparing enormous information continuously are needful to gauge quality learning experience in such huge homeroom settings. With the most recent effect of infiltration and reception of web and portable advancements in most creating areas, wearable innovation is an achievable answer for oversee and screen homeroom inclusion; as continuous understudy criticism can be coordinated in the plan and conveyance of guidance all through the study hall. The outcomes from SPSS statistical analyses of the data gathered exhibited suppliers\' high proclivity for utilizing Smartwatch gadgets for instruction and dissemination of lecture curriculum and educational plan, yet further exploration is expected to distinguish components by which keen frameworks can be incorporated into the schedules and work processes of lecturers and students.