Journal articles: 'Integrated learning'

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Peile, Ed. "Integrated learning." BMJ 332, no. 7536 (February 2, 2006): 278. http://dx.doi.org/10.1136/bmj.332.7536.278.

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Tritton, Thomas R. "Integrated Learning." Annals of the New York Academy of Sciences 935, no. 1 (January 25, 2006): 266–74. http://dx.doi.org/10.1111/j.1749-6632.2001.tb03487.x.

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Xakimov, Muxammadali, and Sabrina Maffei. "Integrated learning technology." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 4 (2022): 704–8. http://dx.doi.org/10.5958/2249-7137.2022.00340.8.

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Jumaevich, Gofirov Muzaffar. "Integrated learning concept." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 1 (2021): 1188–91. http://dx.doi.org/10.5958/2249-7137.2021.00171.3.

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Kondziolka, Douglas, Anthony L. Asher, Gerald E. Rodts, and Nathan R. Selden. "Integrated Medical Learning." Neurosurgery 62, no. 6 (June 2008): 1400–1401. http://dx.doi.org/10.1227/01.neu.0000333457.37142.5b.

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Christian-Carter, Judith. "Integrated e-learning." British Journal of Educational Technology 36, no. 4 (July 2005): 698–99. http://dx.doi.org/10.1111/j.1467-8535.2005.00547_6.x.

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Lyckhage, Elisabeth Dahlborg, and Sandra Pennbrant. "Work-Integrated Learning." Advances in Nursing Science 37, no. 1 (2014): 61–69. http://dx.doi.org/10.1097/ans.0000000000000018.

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Mills, Steven C. "Integrated learning systems." TechTrends 39, no. 1 (January 1994): 27–28. http://dx.doi.org/10.1007/bf02763871.

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Nevid, Jeffrey S., and Alexander J. Gordon. "Integrated Learning Systems." Teaching of Psychology 45, no. 4 (September 2, 2018): 340–45. http://dx.doi.org/10.1177/0098628318796920.

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The present study hypothesized that requiring use of an integrated learning system (ILS) would yield a learning benefit in a classroom situation. Two sections of an introductory psychology course taught by the same instructor and using the same text and exams differed with respect to whether online quizzing and concept mastery exercises in an ILS were required or optional. Students in the ILS-required section received substantial course credit for achieving a criterion of 100% correct on each online quiz, with unlimited retakes, and mastery of 25 key concepts per chapter. Results showed better exam performance for the ILS-required class across items keyed to different levels in Bloom’s taxonomy. Students in the ILS-optional class failed to use these online resources consistently, suggesting that graded incentives may be needed to justify their use in classroom situations.

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Muhammad Hasan Basari, Engkus Kuswarno, Hanafiah, and Achmad Mudrikah. "INTEGRATED LEARNING at SMA TERPADU DARUSSALAM RAJAPOLAH TASIKMALAYA." IJGIE (International Journal of Graduate of Islamic Education) 3, no. 1 (March 16, 2022): 31–52. http://dx.doi.org/10.37567/ijgie.v3i1.1005.

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The purpose of this study was to obtain an overview, knowledge and describe about integrated learning in a pesantren-based school at SMA Terpadu Darussalam Rajapolah Tasikmalaya. The main result of this research is that integrated learning in a pesantren-based school at SMA Terpadu Darussalam Rajapolah Tasikmalaya uses an integrated one-lesson learning model that stands alone and integrates with the integrated curriculum, twenty-four hour parenting and learning time in the lesson schedule. The conclusion is that integrated learning in pesantren-based schools at SMA Terpadu Darussalam Rajapolah Tasikmalaya uses an integrated one-lesson learning model that stands alone and integrates with integrated curriculum, twenty-four hour parenting and learning time in the lesson schedule. Integrated learning emphasizes the integration of general learning which refers to the 2013 curriculum by integrating the salafi pesantren curriculum and KMI Gontor. Supported by an integrated 24-hour upbringing of students in Islamic boarding schools and schools, integration of learning hours, educators and integration of learning materials to foster the noble character of students.

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Arif, Muhammad, and Dina Syaflita. "ANALYSIS OF PHYSICS LEARNING MATTER INTEGRATED DISASTER IN WEST SUMATERA." Jurnal Geliga Sains: Jurnal Pendidikan Fisika 6, no. 2 (February 11, 2019): 114. http://dx.doi.org/10.31258/jgs.6.2.114-119.

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West Sumatera is a disaster prone area, especially disasters such as earthquakes, landslides, floods,tsunamis, and volcanoes. The high potential of natural disasters has consequences for the importance ofdisaster mitigation efforts. School is an effective tool in shaping of mindset and behavior of students. Oneeffort that can be done is integrate the topic of natural disaster into learning, especially physics learning.Integrating physical matter in learning requires material analysis aimed at making disaster topics integratedin accordance with learning topic. The type of this research is descriptive research. The results of theresearch indicate that an analysis of the relevance of learning material to the topic of integrated disastersneeds to be done so that the integration between teaching material and the topic of disasters is carried out inharmony. Almost all physics learning material can be integrated with the topic of disasters that often hit theWest Sumatra region. The classification of material on the topic of integrated disasters is classified into factand metacognitive material.

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Rizzolo, Lou, and Peter Middleton. "Integrated Teaching and Learning." International Journal of the Arts in Society: Annual Review 4, no. 3 (2009): 277–90. http://dx.doi.org/10.18848/1833-1866/cgp/v04i03/35652.

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Lebowitz, Michael. "Integrated Learning: Controlling Explanation." Cognitive Science 10, no. 2 (April 1986): 219–40. http://dx.doi.org/10.1207/s15516709cog1002_5.

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Issabekova, G., and N. Duisenova. "Austrian experience of content and language integrated learning (CLIL)." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 189–97. http://dx.doi.org/10.31489/2020ped4/189-197.

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The article reviews and analyses the Austrian practice of CLIL technology as an innovative form that meets the requirements and challenges of modern society. Based on their scientific and practical experience and ex-change of experience with Austrian scientists, experts and practitioners, the authors make a historical and lin-guistic overview of the implementation of subject and language integrated learning in Austrian school prac-tice, analyze the prerequisites of the CLIL in the educational system, goals and structure of the CLIL. The bi-lingual schools and bilingual lessons are individual and aotonomous initiative of schools schools and the main prerequisite is the subject-linguistic competence of the CLIL teachers and the availability of subject materials in a foreign language. The reasons for the diversity of the subject-linguistic combination in the school, the ad-aptation of the CLIL models to the school type, the subject-language curriculum, the study group and the school situation are analysed. The concept of continuous education of teachers' colleges under the CLIL pro-gramme for teachers involved in the implementation of the cross-curricular approach is presented. Ensuring language/linguistic diversification through forms of correct application of a foreign language as the object of classical language education and as a language of instruction is seen as an advantage.

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Gawlik-Kobylińska, Małgorzata, and Monika Lewińska. "Content Language Integrated Learning in Polish Higher Military Education." Connections: The Quarterly Journal 13, no. 3 (2014): 105–15. http://dx.doi.org/10.11610/connections.13.3.06.

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Yuldashovich, Kuchkinov Abdumalik. "STEAM INTEGRATED EDUCATIONAL TECHNOLOGY IN ENHANCING ECO-LEARNING EFFECTIVENESS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (November 1, 2022): 01–05. http://dx.doi.org/10.55640/eijmrms-02-11-01.

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The article discusses the importance of improving the didactic support of improving the effectiveness of environmental education technologies in the process of providing environmental education to students, STEAM education, interdisciplinary and practical approach.

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Wartika, Sri, Zainuddin Muchtar, and Wesly Hutabarat. "The development of learning modul of colloid system integrated with project based learning (PjBL) system to increase the result of students’ learning." Jurnal Pendidikan Kimia 13, no. 1 (April 1, 2021): 78–84. http://dx.doi.org/10.24114/jpkim.v13i1.24147.

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This research aims to develop learning material in the form of colloid learning system module integrated with PjBL model in accordance with curriculum 2013 and to find out the increasing of students learning result after using learning module of colloid system integrated with Project Based Learning (PjBL) system. The type of the study is development research and experiment. It examines how the module of Integrated with Project Based Learning (PjBL) integrated with PjBL model is organized based on curriculum 2013 and the experiment is managed by analyzing the using of the module in senior high school. The study was carried out to the students of 9th grade of SMA Negeri 1 Sunggal and SMA Swasta Muhammadiyah 18 Sunggal school year of 2018/2019 in second semester. The data are examined by using independent sample of T-test by using SPSS 23 program. The result shows that colloid system module integrated with PjBL developed model is valid and appropriate to be used based on BSNP.The score of the students who are taught by with the module has increased in average about 82.80 (high) with a pretest score of 31.80 (low), the score of the students who are taught by using textbooks increase to 77.60 (middle) with a pretest score of 32.40 (low). Keywords: Module, Colloid, Project based learning

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Thote, Prashant, and Gowri S. "EXPERIENTIAL LEARNING: TOOL FOR JOYFUL LEARNING." International Journal of Research -GRANTHAALAYAH 8, no. 5 (May 28, 2020): 100–107. http://dx.doi.org/10.29121/granthaalayah.v8.i5.2020.88.

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In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group. Two different Art Integrated Learning activities are designed for experimental group. The same teacher teaches both the experimental and the control group. The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mathematical Achievement Test (MAT) is administrated to determine the difference between the knowledge of the students in the experimental group and the control group. The result of all four tests is consistent. Art Integrated Learning has improved the academic achievement of students of experiential group.

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Li-Xia Wan, Li-Xia Wan, Wei-Xing Huang Li-Xia Wan, and Qing-Hua Tang Wei-Xing Huang. "An E-mail Classification Algorithm based on Stacking Integrated Learning." 電腦學刊 33, no. 2 (April 2022): 105–14. http://dx.doi.org/10.53106/199115992022043302009.

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The text filtering of traditional anti spam system mainly focuses on keyword matching and text fingerprint analysis, which is difficult to accurately identify and classify spam. Therefore, an integrated learning algorithm based on stackin g is proposed in this paper. Firstly, the algorithm takes the manually marked text data of various categories as samples, uses TF-IDF algorithm to train the word vector space model, then selects linear SVC, xgboost and logistic regression algorithm to structure the base classifier, uses random forest algorithm to structure the meta classifier, and combines the stacking ensemble learning algorithm to structure the classification model. It achieves the function of dividing e-mail into five categories: illegal, advertisement, news, bill and recruitment. From the simulation results, the AUC values of the stacking integrated learning classification algorithm for each category are 0.92, 0.95, 1.00, 0.93 and 0.97 respectively, and the AP values are 0.86, 0.88, 1.00, 0.88 and 0.94 respectively, which realizes the high performance and high precision of text classification.

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Li-Xia Wan, Li-Xia Wan, Wei-Xing Huang Li-Xia Wan, and Qing-Hua Tang Wei-Xing Huang. "An E-mail Classification Algorithm based on Stacking Integrated Learning." 電腦學刊 33, no. 2 (April 2022): 105–14. http://dx.doi.org/10.53106/199115992022043302009.

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The text filtering of traditional anti spam system mainly focuses on keyword matching and text fingerprint analysis, which is difficult to accurately identify and classify spam. Therefore, an integrated learning algorithm based on stackin g is proposed in this paper. Firstly, the algorithm takes the manually marked text data of various categories as samples, uses TF-IDF algorithm to train the word vector space model, then selects linear SVC, xgboost and logistic regression algorithm to structure the base classifier, uses random forest algorithm to structure the meta classifier, and combines the stacking ensemble learning algorithm to structure the classification model. It achieves the function of dividing e-mail into five categories: illegal, advertisement, news, bill and recruitment. From the simulation results, the AUC values of the stacking integrated learning classification algorithm for each category are 0.92, 0.95, 1.00, 0.93 and 0.97 respectively, and the AP values are 0.86, 0.88, 1.00, 0.88 and 0.94 respectively, which realizes the high performance and high precision of text classification.

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Artikova, Makhim. "Implementing Content And Language Integrated Learning (CLIL) In Secondary Schools." American Journal of Social Science and Education Innovations 02, no. 11 (November 28, 2020): 253–60. http://dx.doi.org/10.37547/tajssei/volume02issue11-45.

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This paper aims to give information about the benefits and stages of implementation of Content and Language Integrated Learning (CLIL) in secondary schools. It focuses on the objectives and implementation stages of the CLIL, target language skills, assessment, feedback, and dual-subject knowledge in this approach. It further states the benefits of applying CLIL in preparing students for 21- century skills (Critical Thinking, Problem Solving, Decision making, Creativity, Collaboration, Communication), international standardized exams such as IELTS, TOEFL, and large-scale international assessments (PISA, and TIMSS).

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Hendarwati, Endah, Luthfiyah Nurlaela, Bachtiar Syaiful Bachri, and Naili Sa'ida. "Collaborative Problem Based Learning Integrated with Online Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 13 (July 13, 2021): 29. http://dx.doi.org/10.3991/ijet.v16i13.24159.

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The development of science and technology during the Covid-19 pandemic re-quires universities to prepare their students to have collaborative and problem-solving skills through appropriate learning today, namely, integrating learning with online technology. This study aimed to determine the effectiveness of im-plementing collaborative problem-based learning (CPBL) integrated with online learning on student collaborative and problem-solving skills. The research meth-od used was quantitative with a post-test quasi-experimental design involving fourth-semester students in the Early Childhood Education Study Program, Uni-versitas Muhammadiyah Sidoarjo, Indonesia. The effectiveness of implementing CPBL integrated with online learning was analyzed primarily using the t-independent sample test. The study results showed that the implementation of CPBL integrated with online learning effectively improved students’ collaborative and problem-solving skills. This effectiveness especially occurs when construct-ing knowledge, looking for resolution strategies, and evaluating solutions in breakout rooms and collaborative forums and zoom meetings. Meanwhile, the study results recommend that CPBL integrated with online learning can be used as a solution and an essential study for academics to keep familiarizing and prac-ticing collaborative and problem-solving skills that are relatively difficult to im-prove during the Covid-19 pandemic.

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Underwood, J., S. Cavendish, S. Dowling, K. Fogelman, and T. Lawson. "Are integrated learning systems effective learning support tools?" Computers & Education 26, no. 1-3 (April 1996): 33–40. http://dx.doi.org/10.1016/0360-1315(95)00078-x.

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Pardede, Parlindungan. "Integrating the 4Cs into EFL Integrated Skills Learning." JET (Journal of English Teaching) 6, no. 1 (February 25, 2020): 71–85. http://dx.doi.org/10.33541/jet.v6i1.190.

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The accelerative globalization and digitalization in the 21st century have been growingly changing the way we live, interact, learn and work. Consequently, to thrive in the 21st century, besides knowledge and the basic skills, today’s students should also be equipped with what is called the 4Cs (communication, collaboration, critical thinking, and creativity). To meet the challenges, EFL classrooms should not merely focus on students’ language skills development but also integrate the 4Cs into the learning process. This article reviews current ideas and research findings on integrated skills learning, the 4Cs, significance of blended learning in the 4Cs and integrated skills the integration, and offers practical tips for integrating the 4Cs into integrated skills learning.

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Taylor, Imogen, and Pam Shakespeare. "Learning for integrated children's services." Learning in Health and Social Care 7, no. 4 (December 2008): 181–83. http://dx.doi.org/10.1111/j.1473-6861.2008.00196.x.

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Jones, Bob. "Integrated learning – “the virtuous circle”." Industrial and Commercial Training 27, no. 6 (July 1995): 3–7. http://dx.doi.org/10.1108/00197859510791549.

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Sándor, Gabriella. "Content and language integrated learning." International Journal of Multilingualism 10, no. 1 (February 2013): 130–31. http://dx.doi.org/10.1080/14790718.2012.665454.

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Jacobs, Michael. "An Experiment in Integrated Learning." British Journal of Theological Education 1, no. 2 (December 1987): 3–15. http://dx.doi.org/10.1080/1352741x.1987.11719637.

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Jacobs, Robert A. "Integrated Approaches to Perceptual Learning." Topics in Cognitive Science 2, no. 2 (April 2010): 182–88. http://dx.doi.org/10.1111/j.1756-8765.2009.01079.x.

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Dalton-Puffer, Christiane, and Tarja Nikula. "Content and language integrated learning." Language Learning Journal 42, no. 2 (March 14, 2014): 117–22. http://dx.doi.org/10.1080/09571736.2014.891370.

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Pernas, Ana Marilza, Isabela Gasparini, Lucas Vaz Pires, Joao Ladislau Barbara Lopes, Adenauer Correa Yamin, and Jose Palazzo M. de Oliveira. "Integrated Infrastructure for Ubiquitous Learning." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 10, no. 3 (August 2015): 92–99. http://dx.doi.org/10.1109/rita.2015.2452533.

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Baggott, James, and Sharon E. Dennis. "The integrated biochemistry learning series." Biochemical Education 22, no. 1 (January 1994): 8–9. http://dx.doi.org/10.1016/0307-4412(94)90127-9.

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White, Cynthia J. "Integrated sequences in language learning." System 18, no. 2 (January 1990): 239–44. http://dx.doi.org/10.1016/0346-251x(90)90058-d.

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Birenbaum, M., K. Breuer, E. Cascallar, F. Dochy, Y. Dori, J. Ridgway, R. Wiesemes, and G. Nickmans. "A learning Integrated Assessment System." Educational Research Review 1, no. 1 (January 2006): 61–67. http://dx.doi.org/10.1016/j.edurev.2006.01.001.

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Dorasamy, Nirmala. "Reflections on Work Integrated Learning." International Review of Qualitative Research 5, no. 1 (May 2012): 105–8. http://dx.doi.org/10.1525/irqr.2012.5.1.105.

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This article uses a nontraditional form to provide insight into the experiences of students and mentors during work integrated learning, through poetry pieces. Mentors play a pivotal role during the period of experiential learning, during which student exposure to the world of work has to be nurtured, thereby ensuring that the experience is mutually beneficial to both the student and the mentor. The author is one of the mentors for students engaged in work integrated learning for three months in their final year of study toward a national diploma in public management. Students and mentors reflect on their experiences through feedback reports, which constitute an important part of reviewing the work integrated learning experience. With these resources, the author explores the experiences of students and mentors through poetry. Such a qualitative approach provides valuable insight into their experiences, which underscores the impact of work integrated learning on student preparation for the world of work. Further, the poetry pieces are employed to highlight the roles and responsibilities of students and mentors in the work integrated learning relationship.

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Swaminathan, Kishore. "A model of integrated learning." Knowledge-Based Systems 2, no. 2 (June 1989): 83–98. http://dx.doi.org/10.1016/0950-7051(89)90012-9.

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Sharshenova, Rysbu Aiylchievna. "SOME PROBLEMS OF INTEGRATED LEARNING." Известия Кыргызского государственного технического университета им. И. Раззакова, no. 3 (2022): 307–12. http://dx.doi.org/10.56634/16948335_2022_3_307.

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Ratnawulan, Ratnawulan. "Technical Guidance of Science Teachers in The Preparation of Scientific Based Teacher Books, to Improve Teacher Professionalism in West Pasaman Regencys." Pelita Eksakta 3, no. 1 (March 31, 2020): 63. http://dx.doi.org/10.24036/pelitaeksakta/vol3-iss1/100.

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There are problems in implementing integrated science learning in SMP / MTs in West Pasaman Regency. Most teachers do not have a handbook according to the nature of integrated science. Existing teacher books, the fields of biology, chemistry and physics are still not integrated into a single unit. The next problem, the low motivation and creativity of teachers in finding sources of information and integrating fields of study for learning. The solution offered is to increase the professionalism of science teachers is through technical guidance for making science-based Integrated science teacher books. Integrated science learning is designed with integrative thematic learning that is learning that integrates a learning concept with another subject. This Bimtek succeeded in increasing the competence of science teachers in MGMP Pasaman Barat in developing Integrated Science teacher books with themes in accordance with local wisdom with the Scientific Approach.

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Arney, Noah D., and Hilary P. Krygsman. "Work-Integrated Learning Policy in Alberta: A Post-Structural Analysis." Canadian Journal of Educational Administration and Policy, no. 198 (February 17, 2022): 97–110. http://dx.doi.org/10.7202/1086429ar.

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In late 2020 the Government of Alberta’s Ministry of Advanced Education sent a guidance document to Alberta post-secondary institutions to lay out how work-integrated learning was to be conducted. This document also informed the institutions that work-integrated learning should be included in all future program proposals. The guidelines were sent without the context or purpose stated. This paper applies Carol Bacchi’s “What’s the Problem Represented to be” post-structural policy discourse analysis to the Ministry of Advanced Education guidelines. There is a broad consensus in work-integrated learning research that work-integrated learning is beneficial for participants beyond employment outcomes. However, this analysis shows the Ministry of Advanced Education’s representation of the problem displays an assumption that the purpose of work-integrated learning is to improve labour market outcomes. The analysis also spotlights that the likely effects of the policy have more to do with making work-integrated learning programs easier to assess than to improve student education. This paper proposes an alternative framework that would integrate the constructivist and humanistic origin of work-integrated learning and allow institutions to develop appropriate experiential learning components for their programs while still standardizing work-integrated learning components across and within institutions. This proposed framework can improve work-integrated learning programs in Canada by widening the focus beyond human capital theory.

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Hermans, Henry, Marco Kalz, and Rob Koper. "Toward a learner-centered system for adult learning." Campus-Wide Information Systems 31, no. 1 (December 20, 2013): 2–13. http://dx.doi.org/10.1108/cwis-07-2013-0029.

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Purpose – The purpose of this paper is to present an e-learning system that integrates the use of concepts of virtual learning environments, personal learning environments, and social network sites. The system is based on a learning model which comprises and integrates three learning contexts for the adult learner: the formal, instructional context, the personal context for learning management, and the social peer context. The paper outlines how the Open University of the Netherlands (OUN) implemented this model in the OpenU system and has piloted this system within the field of a MSc Program in the learning sciences. Design/methodology/approach – The paper describes the design and development of an integrated e-learning system following an ADDIE-based strategy and shows how the resulting system has been piloted. Findings – The result of the design and development process is an integrated e-learning system that was piloted with the OUN. Research limitations/implications – The limitations of the paper are that the paper reports only on the learner perspective. The paper does not report on the implication for faculty and staff. Additionally, a key question that needs further research is how the integrated approach will affect learner dropout rates. Originality/value – The value of the paper is that it provides an integrated e-learning approach, bringing together the personal, formal as well as informal context into one system.

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T. Pulukadang, Wiwy, Sayama Malabar, Abdul Kadir Husain, and Haris Pana I. "Development of integrated learning module on the development of Learning Devices." International Journal of Advanced Engineering, Management and Science 7, no. 4 (2021): 15–22. http://dx.doi.org/10.22161/ijaems.74.3.

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The problems in this research are 1) How is the preparation of integrated learning tools for PGSD UNG students? 2) What is the quality of the integrated learning module developed in PGSD UNG students? This study aims to 1) describe the preparation of integrated learning tools for students majoring in PGSD UNG; and 2) Producing a quality integrated learning development module for students majoring in PGSD UNG. The results showed that the objective conditions of integrated learning regarding the preparation of integrated learning devices in the PGSD department of UNG include, among others, lecturers who teach integrated learning courses do not discuss with each other as team teaching so that the learning outcomes of the subjects are not achieved, there are no good teaching materials so that students doing assignments correctly and copying and pasting assignments or downloading them from the internet, learning so far without submitting adequate explanations so that students without clear direction guidance, students are only asked to arrange learning devices and not discuss together the mistakes they make and lectures are not well structured. After doing research and development, the fourth semester students of PGSD Department are getting better with a positive response from students. The quality of the integrated learning module has met the predetermined aspects. The quality of integrated learning modules after being measured based on the characteristics of a quality module, there are 5 aspects. The quality of integrated learning modules is also developed based on input from validators who are media experts, material experts and linguists so that the quality of the integrated learning module is better.

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KARAPETJANA, INDRA, and GUNTA ROZIŅA. "Implementation of Content and Language Integrated Learning at Schools in Latvia." Issues and Ideas in Education 5, no. 2 (November 6, 2017): 175–84. http://dx.doi.org/10.15415/iie.2017.52011.

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Rafailovna, Tashmatova Gulnara. "Theoretical Rationale For Content-Language Integrated Learning (Clil) In Educational Institutions." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 118–22. http://dx.doi.org/10.37547/tajssei/volume03issue06-20.

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The article under discussion reveals the issues of theoretical rationale for content-language integrated learning (CLIL) in educational institutions. The author of the article consider that CLIL as an educational approach serves to maintain linguistic diversity as well as a powerful tool that has a significant impact on the process of learning a foreign language. Moreover, CLIL is an innovative approach to learning, creating a holistic, dynamic and stimulating learning environment. The approach under consideration expands didactic possibilities of the traditional educational curriculum, namely, not to teach each subject separately, but to integrate subjects with others.

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Harefa, Nelius, Marudut Sinaga, and Saronom Silaban. "Students perception and interest on chemistry: Learning evaluation integrated quizziz media." Jurnal Pendidikan Kimia 12, no. 3 (December 30, 2020): 143–50. http://dx.doi.org/10.24114/jpkim.v12i3.21163.

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Interest in learning is a passion or a great desire for something that is closely related to personality, motivation, expression and self-concept, identification, heredity, and external factors. Interest in learning affects the cognitive, affective, and psychomotor aspects of students. In this study, analyzed and interpreted student interest in learning through media-based learning Quizizz and students' perceptions of the media. Based on the analysis and interpretation of the data, indicators of student interest in the media Quizizz increased by 0.818 in the high category, indicators of student attention increased by 0.555 in the medium category, indicators of feelings of pleasure increased by 0.684 in the medium category, and indicators of student involvement increased by 0.599 in the medium category. Also, 76.32% of students thought that Quizizz media were very interesting, 50% thought that Quizizz media were easily applied, 86.84% thought that Quizizz media accommodate students to compete fairly, and 44.74% thought that Quizizz media were practically applied. Thus, students have a good perception of the Quizziz media accompanied by increased interest in learning.

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Elizar, Elizar. "Pembelajaran Terpadu dan Urgensinya dalam Pengembangan Karakter Anak Sekolah Dasar." Edukasi Lingua Sastra 17, no. 2 (September 26, 2019): 1–12. http://dx.doi.org/10.47637/elsa.v17i2.35.

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Integrated learning models is a learning that is associated with an increased ability and characters of student in elementary school. School as one of the means and facitating role in shaping the young generation and motivate the studens to give to become savvy genaration, independent, creative, and innovative.To anticipate the occurrence of inefficiency in implementing the learning program should be planned with the best. Prior to the implementation of a learning program conducted there are some things that must be considered, planning before setting up learning programs need, designing and organizing learning evaluation, is used as an effort to obtain information to assess the success of a program. One of some efforts that could be done to improve students’ skill, as prospective teachers, in implementing an active learning was that by implementing integrated learning. It covered modelling a lecturer as a model in implementing integrated learning in the class and it integratef active learning models in fragmented, connected, sequenced, shared, webbed, threaded, integrated, immersed, and networked

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Pennbrant, Sandra, and Lars Svensson. "Nursing and learning – healthcare pedagogics and work-integrated learning." Higher Education, Skills and Work-Based Learning 8, no. 2 (May 14, 2018): 179–94. http://dx.doi.org/10.1108/heswbl-08-2017-0048.

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PurposeThe purpose of this paper is twofold: to describe work-integrated learning (WIL) related to healthcare pedagogics, and to describe the distinctive aspects of research on WIL with specialization in healthcare pedagogics.Design/methodology/approachThe general purpose of this theoretical paper is to define and formulate a research agenda within WIL with specialization in healthcare pedagogics.FindingsWIL with specialization in healthcare pedagogics is a multidisciplinary field of knowledge encompassing education, health sciences and social sciences, and focuses on research and knowledge-creation involving nursing schools in higher education, healthcare organizations and the surrounding community.Originality/valueThe starting point of the research environment is the ambition to gain knowledge about the conditions, processes and outcomes in healthcare education and healthcare organizations, both individually and collectively, intra- and inter-professionally, in the perspective of life-long learning. WIL with specialization in healthcare pedagogics is a research area that can carry out important research in healthcare education and healthcare organization and, thus, contribute to high-quality care meeting current and future needs.

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Ganachari, Shivanand, Songlin Ding, and John Mo. "Work Integrated Learning (WIL) and Integrated Assessment in Manufacturing Engineering." International Journal of Modern Education Forum 3, no. 4 (2014): 139. http://dx.doi.org/10.14355/ijmef.2014.0304.09.

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Putri, Tri Anidya, Ratna Wulan, and Syafriani. "Validity of student book development science integrated with blood fluid theme using integrated learning type connected integrated 21st century learning." Journal of Physics: Conference Series 1481 (March 2020): 012111. http://dx.doi.org/10.1088/1742-6596/1481/1/012111.

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Chaamwe, Nchimunya, and Langstone Shumba. "ICT Integrated Learning: Using Spreadsheets as Tools for e-Learning, A Case of Statistics in Microsoft Excel." International Journal of Information and Education Technology 6, no. 6 (2016): 435–40. http://dx.doi.org/10.7763/ijiet.2016.v6.728.

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Haristiani, Nuria, and Mumu Muhamad Rifa’i. "Combining Chatbot and Social Media: Enhancing Personal Learning Environment (PLE) in Language Learning." Indonesian Journal of Science and Technology 5, no. 3 (October 3, 2020): 487–506. http://dx.doi.org/10.17509/ijost.v5i3.28687.

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Transformation of the global learning landscape in twenty-first century is shaped by the uptake of digital technology and social network applications, along with students’ alteration of characteristics, needs, and demands. As an attempt to integrate digital technology and social network application, this study aimed to develop a chatbot-based application integrated with social media LINE to enhance language learning, specifically for learning Japanese grammar. The application, namely Gengobot, is a chatbot-based grammar application, consisting of Japanese Language Proficiency Test Level 5 and Level 4 (N5 and N4) grammar materials in three language: Indonesian, English, and Japanese. This study applied design-based research method with Waterfall application development procedure, and a questionnaire to gather feedbacks from fifty-three students regarding Gengobot features and contents. Gengobot application was successfully developed using code igniter framework, MySQL database, and webhook to integrate Gengobot application with LINE messaging API. Application testing confirmed that Gengobot is successfully developed and operated properly. The students agreed that Gengobot materials and features considered to be adequate, useful, user friendly, and suitable to support language learning. Gengobot is also highly accessible since it is integrated to social media LINE, allowing students to adjust its use to their own learning preference and needs, which is suitable to enhance students’ personal learning environment.

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Journal articles on the topic 'Integrated learning'

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