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Ghofur, Abd, Joel C. Kuipers, and Askuri. "Instructional Design: Multi-Site Study of the Integration of Islam in Science Teaching in Java, Indonesia." Indonesian Journal of Islamic Education Studies (IJIES) 4, no. 1 (June 29, 2021): 70–84. http://dx.doi.org/10.33367/ijies.v4i1.1652.
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This study aims to describe the baseline of instructional strategies currently deployed by teachers in the form of goal setting, media selection, application of methods, and evaluation of learning in relation to Islamic values in science teaching. This research was designed in the form of a qualitative description by involving 18 Islamic schools spread over three regions in Indonesia, namely Malang, Lamongan, and Yogyakarta. Methods of data collection used observation forms, ethnographic video during the learning process, interviews with education stakeholders, Forum Group Discussion (FGD) with students, and documentation study for 6 months. Although Islamic schools in the selected study areas in Java, Indonesia have embraced the integration of Islam into science teaching, as mentioned in the Core Competencies [KI] in the National Curriculum 2013), however, the implementation of it is still not optimal. In addition, the integration of Islam in science teaching is mostly done by teachers through lecture methods. While most teachers expressed interest in the integration of Islam and science, many teachers expressed anxiety about their competence in addressing complex theological issues. The majority of science teachers in Islamic schools have similar strategies in developing ways to integrate the science curriculum. One key strategy is to browse online and find verses from the Qur'an that seem relevant to the lesson.
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Sutiono, Vicky Samuel, Nunuk Rinukti, and Charista Jasmine Siahaya. "Digitalisasi Manajemen Pendidikan Teologi di Era 4.0 Menggunakan Learning Management System Moodle." KHARISMATA: Jurnal Teologi Pantekosta 4, no. 2 (February 1, 2022): 368–76. http://dx.doi.org/10.47167/kharis.v4i2.134.
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In the world of education in the last two years has experienced a relatively significant impact due to the Covid 19 pandemic. Teaching and learning activities that are usually carried out face to face currently must be carried out online using various software to continue the teaching and learning process. Theological colleges are also required to think of relevant steps to deal with the current situation. Therefore, it is important to apply a moodle-based Learning Management System (LMS) with the aim of disciplining students, especially in making attendance and collecting assignments that have been set by educators. With the development of the world of education today, students and educators are forced to adapt to the development of the world of education in the field of technology. This writing method is an observation method by looking at the phenomenology of the world of education during the Covid-19 pandemic. The conclusion of this study is that the digitalization of education management in the 4.0 era is very much needed to facilitate the online learning process in universities. AbstrakDunia Pendidikan dalam dua tahun terakhir ini mengalami dampak yang yang relatif signifikan akibat adanya pandemic Covid 19. Kegiatan belajar mengajar yang biasanya dilakukan secara tatap muka saat ini harus dilakukan secara online dengan menggunakan berbagai software untuk tetap dapat melakukan proses belajar mengajar. Perguruan tinggi teologipun dituntut untuk memikirkan Langkah yang relevan untuk menghadapi situasi saat ini. Maka pentingnya diterapkan Learning Management System (LMS) berbasis moodle dengan tujuan untuk lebih mendisiplin peserta didik terutama dalam melakukan presensi, dan pengumpulan tugas yang telah ditetapkan oleh para pendidik. Dengan berkembangnya dunia pendidikan saat ini, peserta didik dan para pendidik dipaksa untuk beradaptasi dengan perkembangan dunia pendidikan di bidang teknologi. Metode penulisan ini adalah metode observasi dengan melihat fenomonologi dunia pendidikan di masa pandemi Covid-19. Kesimpulan dari penelitian ini adalah bahwa digitalisasi manajemen pendidikan di era 4.0 sangat diperlukan untuk mempermudah proses pembelajaran daring di perguruan tinggi.
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Rifai, Rifai. "Refleksi Teologis terhadap Tingkat Stress Guru selama Pandemi Covid-19." DUNAMIS: Jurnal Teologi dan Pendidikan Kristiani 5, no. 2 (April 25, 2021): 396–407. http://dx.doi.org/10.30648/dun.v5i2.458.
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Abstract. This study aimed to analyze and provide theological reflection on the stress levels of Christian Religious Education teachers during the Covid-19 pandemic as a result of online learning activities. This research was conducted by using quantitative methods with simple linear regression analysis. The subjects of the research were 197 teachers of Christian Religious Education and Character in Surakarta at the primary secondary education degree, with 127 respondents as the sample. The results showed that the pandemic had indirectly increased the stress level of Christian Religious Education teachers in Surakarta. Theologically Christian Religious Education teachers need to motivate themselves according to the example of Jesus as the Great Teacher so that they can reduce stress level in teaching during the pandemic.Abstrak. Tujuan dari penelitian ini adalah untuk menganalisis dan memberikan refleksi teologis terhadaa tingkat stress guru Pendidikan Agama Kristen selama pandemi Covid-19 sebagai akibat dilaksanakannya kegaitan pembelajaran secara daring. Penelitian ini dilaksanakan dengan menggunakan metode kuantitatif dengan analisis regresi linear sederhana. Subyek penelitian adalah guru Pendidikan Agama Kristen dan Budi Pekerti di kota Surakarta pada jenjang pendidikan dasar menengah dengan jumlah 197 guru, dengan 127 responden digunakan sebagai sampel. Hasilnya menunjukkan bahwa pandemi secara tidak langsung meningkatkan stress guru Pendidikan Agama Kristen di Kota Surakarta. Secara teologis guru Pendidikan Agama Kristen perlu memotivasi diri sesuai keteladanan Yesus sebagai Guru Agung sehingga dapat mengurangi tingkat stress dalam mengajar selama masa pandemi.
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Bonnardel, Valerie, Terry Biddington, Brandon May, Rhiannon Jones, and Simon Roffey. "Toward the Implementation of Contemplative Practices in Higher Education." Journal of Perspectives in Applied Academic Practice 6, no. 3 (September 25, 2018): 3–13. http://dx.doi.org/10.14297/jpaap.v6i3.362.
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Endorsing the role of Universities as caregiving organisations and following an initial report on contemplative practices (CP) in Higher Education by the Institute of Theological Partnerships (2016) and the Mindful Nation UK (2015), a Contemplative Pedagogy Working Group (CPWG) was convened to explore the possibilities to implement contemplative pedagogy and practices at the University. CP such as Buddhist meditation have direct bearings in developing and cultivating compassion. With the intention to foster a culture of gentleness within the University, a survey was administered to 301 students to: 1- probe their attitudes toward the introduction of CP at the University and 2- to collect information on their use of technology. Results indicate that 79% of students will be favourable to the introduction of CP at the University on a voluntary basis and 58% will be keen to engage with the practice. However, if short time practices were to be introduced in classes, 44% will be self-conscious and admit it will affect their practice. Seventy percent admit difficulty with their attention during lectures and exam revisions and 58% are distracted by mobile technologies used in classes, report of distractibility is more marked among the youngest.
The survey’s result highlights student’s tendency to consider learning about CP in relation to the mind and emotions should be part of their education. This awareness is indicative of a change in students’ expectation and support the CPWG initiatives in offering regular Zen meditation practices and building up a Cosmic Garden within the University premises. Challenges in fostering a compassionate learning and teaching environment and concerns related to the pervasive use of technology in classes, in particular the correlation between the variety of online multitasking and the worry of feeling self-conscious during CP will be discussed.
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Siswoyo, Siswoyo, Achmad Sanusi, Yosal Iriantara, and Ujang Nurjaman. "Polytechnic Management Information System For Academic Service Quality Improvement (Analytical Descriptive at the Study Program Level at the Bandung State Polytechnic)." International Journal of Science, Technology & Management 3, no. 3 (May 19, 2022): 774–84. http://dx.doi.org/10.46729/ijstm.v3i3.517.
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The Management Information System (MIS) in Higher Vocational Education such as Polytechnics functions to coordinate and monitor the planning, implementation, and evaluation of education activities, especially at the study program level. The current MIS serves BAAK’s data and information needs, reporting for internal management and providing PD-DIKTI Database. MIS has not fully served the needs of internal customers. The aim of this research is to describe in depth the process of planning and evaluating MIS at the study program level. This research is limited to MIS academic services and support preparation for study program’s accreditation of BAN-PT. The theoretical study is supported by theological foundation of Al Qur’an and Hadits, the philosophical constructivism and the theory of Total Quality of Management (TQM). This research uses a qualitative descriptive approach, explore deeply into the data and information needs for students, lecturers, study program, and BAAK. The informant involved internal Polban namely BAAK’s person, head of department and study program, lecturers and students, reviewing statute documents, strategic plans, academic regulation, laws and government’s regulations related to polytechnic’s management. This research reveals that the current MIS program is not based on customer’s needs yet by paying attention to business processes in planning, implementing, and evaluating teaching and learning process. MIS in implemented stage solely for BAAK needs, does not yet serve data needs for study programs, lecturers and students, including not yet supports the preparations of program study’s accreditation by BAN-PT. Customers are still difficult to get the information needed. The results of the evaluation show that there is a gap between data and information due to several inhibiting factors and a management system that is not yet based on complete data. The novelty of this research is MIS which is integrated with the current management system. MIS is designed comprehensively, not partially on project based. The conclusion is that the MIS program must be designed in the form of grand design that maps all data and information needs for internal and external customers which is customers oriented. MIS implantation will be successful if it is supported by socialization for customers, integrating existing MISs including databases and online communication networks, adequacy of MIS infrastructure include hardware, bandwidth capacity and high speed accessibility of information.
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Ibbotson, Steven C. "Teaching the World: Foundations for Online Theological Education." Christian Higher Education 18, no. 1-2 (January 2019): 142–43. http://dx.doi.org/10.1080/15363759.2018.1543921.
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ADEBO, PHILIP. "ONLINE TEACHING AND LEARNING." International Journal of Advanced Research in Computer Science and Software Engineering 8, no. 2 (March 6, 2018): 73. http://dx.doi.org/10.23956/ijarcsse.v8i2.549.
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AbstractOnline teaching and learning refers to education that takes place over the Internet. A significant number of colleges in the US and abroad are moving from the traditional face-to-face classes into fully online, web-based courses. Online education, often called distance education or web-based education, is currently the latest, most popular form of distance education. It has recently become an integral part of many university programs. This paper provides a brief introduction to online teaching and learning.
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Cifuentes, Lauren, and Yu-Chih Doris Shih. "Teaching and Learning Online." Journal of Research on Computing in Education 33, no. 4 (June 2001): 456–74. http://dx.doi.org/10.1080/08886504.2001.10782327.
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Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (December 12, 2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.
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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.
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Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (December 12, 2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.
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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.
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Naidu, Som. "Learning about learning and teaching online." Distance Education 34, no. 1 (May 2013): 1–3. http://dx.doi.org/10.1080/01587919.2013.775715.
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Long, Jude. "Teaching Adults: Insights from Educational Philosophy." Journal of Christian Education os-53, no. 1 (May 2010): 49–60. http://dx.doi.org/10.1177/2056997110os-5300106.
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Theological education has much to learn from recent research and thinking in educational philosophy. Like higher education generally, theological education has had an overemphasis on objective knowledge usually communicated through the preferred method of the lecture. Research into adult education, however, reveals the importance of a holistic approach to educating adults, the use of different teaching and learning styles, development of a community of learning and the personal authenticity of the educator. Various educators such as Mezirow, Vella and Palmer offer significant insights that can assist in the development of a teaching approach for theology. For adults, teaching and learning is an integral part of the Christian life. This may occur in a wide variety of settings ranging from the church service (where the tool of choice tends to be the sermon), small bible study groups, short courses run by churches and organisation, and of course formal theological education. As a theological educator, I became concerned a number of years ago about the teaching methods being used in theological education and have recently completed a research project exploring how to teach and learn more effectively. One aspect of that research was to determine what insights could be drawn from educational philosophy that would impact how to teach theology. This article will draw together these insights and their implications for theological education.
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Burd, Barbara A., and Lori E. Buchanan. "Teaching the teachers: teaching and learning online." Reference Services Review 32, no. 4 (December 2004): 404–12. http://dx.doi.org/10.1108/00907320410569761.
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Oliver, Martin. "Evaluating online teaching and learning." Information Services & Use 20, no. 2-3 (April 1, 2000): 83–94. http://dx.doi.org/10.3233/isu-2000-202-304.
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Van Wart, Montgomery. "Online Learning." International Journal of Adult Education and Technology 13, no. 2 (April 1, 2022): 1–18. http://dx.doi.org/10.4018/ijaet.312581.
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The COVID-19 pandemic accelerated the trend to the use of online learning more extensively as well as our experience with many new, and often unusual, situational variations. This article reviews what we know about the important factors affecting effective online learning, summarizes the extensive research findings about online learning, reviews some of the overall gaps in the research in terms of moving the state-of-the-art forward, and provides a summary of types of initiatives that departments, colleges, and universities can take to upgrade their online teaching/learning offerings. It also provides a summary of complementary opportunities/strengths and challenges provided by online teaching. Challenges include additional skills to be learned by faculty, various challenges in implementing integrity tools, mode selection issues, lowered perceived learning experience, increased faculty workload, student choice “traps,” and faculty satisfaction conflicts.
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Thohir, Muhammad, Mohammad Kurjum, and Abdul Muhid. "DESIGN AND DISCOURSE OF MODERN STANDARD ARABIC E-TEXTBOOK." LITERA 19, no. 1 (March 18, 2020): 1–20. http://dx.doi.org/10.21831/ltr.v19i1.28901.
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An E-textbook of Modern Standard Arabic (MSA) is an important device that supports the on-line practical aspects of the teaching Arabic as a foreign language (TAFL). The present study was aimed at describing the characteristics of the design and discourse of the Schulz’s E-textbooks of MSA. The study focused on Schulz MSA E-Textbook as an instructional material package of standard Arabic of the intermediate levels (B1 and B2 levels). The study used the qualitative research approach with the discourse-analysis method of data analyses.The results showed the following findings. The design of the E-package is web-based with multimedia as resources. The content prioritizes on grammar material in each initial lesson unit of the textbook. Although standard modern Arabic is used as the language variant for the language skills, colloquial language variants are given sufficient attention that can be accessed only in the E-edition version of the package. In terms of the contents of the discourse, a wide selection of texts are used with varied themes in the field of education, social affairs, economy, culture, politics, religion, environment, and technology. Citations embedded in header texts do not always match the contents of the discourse. The religious discourse pieces in the materials seem to be positioned more as socio-cultural facts rather than as theological facts. Keywords: E-textbook, Modern Standard Arabic, discourse, learning material DESAIN DAN WACANA BUKU PELAJARAN BAHASA ARAB BAKU AbstrakBuku ajar elektronik bahasa Arab standar merupakan perangkat penting yang mendukung aspek-aspek praktis online pada pembelajaran bahasa Arab sebagai bahasa asing (PBABA). Penelitian ini bertujuan untuk menggambarkan karakteristik desain dan muatan wacana buku ajar elektronik bahasa Arab Standar. Kajian difokuskan pada e-text karya Eckehard Schulz yang banyak digunakan di Indonesia dan dibatasi pada tingkat menengah (tingkat B1-B2). Penelitian menggunakan pendekatan penelitian deskriptif kualitatif dengan analisis wacana. Hasil penelitian menunjukkan temuan berikut. Desain e-textbook MSA Schulz berkarakter web based dengan multimedia sebagai resources. Kontennya memprioritaskan materi tata bahasa di setiap awal pelajaran. Meskipun keterampilan berbahasa Arab ditekankan pada penggunaan variasi standar atau modern language, variasi colloquial language mendapat perhatian cukup memadai yang hanya dapat diakses dalam versi e-edition. Dari segi muatan wacana, ia menghadirkan banyak muatan seperti pendidikan, sosial, ekonomi, budaya, politik, agama, lingkungan, dan teknologi. Kutipan yang disematkan di setiap header halaman tidak selalu cocok dengan isi wacana. Yang menarik, wacana agama di dalamnya terlihat lebih diposisikan sebagai fakta sosial-budaya daripada fakta teologis. Kata kunci: buku elektronik, bahasa Arab standar, wacana, kegiatan pembelajaran
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Abbas, Uzair, Memoona Parveen, Ambreen Ashfaque, Ramlah Naz, Sidra Zaheer, and Zaheer Amjad. "Online versus Traditional Learning: Outcomes of First Online Learning Experience." Pakistan Journal of Medical and Health Sciences 15, no. 9 (September 30, 2021): 2248–50. http://dx.doi.org/10.53350/pjmhs211592248.
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Aim: To evaluate the learning outcomes of first experience with online learning in a medical college in Pakistan. Study design: Retrospective cross-sectional study Place and duration of study: Dow University of Health Sciences, Karachi, Pakistan from 1stJanuary 2021 to 30th May 2021. Methodology: This study compared the module exam scores of pre-clinical first-year MBBS students of the year 2019 (group A) and year 2020 (group B). Group A was taught in 2019 through the traditional method of teaching while group B was taught online in 2020. Results: The mean score of group B online teaching was significantly higher than that of group A, studied through the traditional method in all three modules, foundation module, locomotor module, and blood module. Group B secured a significantly higher mean score than that of group A with a significant p-value of <0.001, 0.043, and 0.001respectively. Conclusion: The score gained by online learners using virtual teaching methods was significantly higher than those who were taught by traditional method. The results of this study imply that using online educational teaching and learning can lead to the promotion of educational level and enhancement of score levels in students. Keywords: Online learning, Traditional learning, Medical education
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Norman, Ralph. "Theological Foundations of Action Research for Learning and Teaching." Discourse: Learning and Teaching in Philosophical and Religious Studies 8, no. 1 (2008): 113–40. http://dx.doi.org/10.5840/discourse20088112.
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Boka, Christian Melkianus, Lilis Setyarini, and Willopo Koeswardoyo. "The Effect Of Online Learning On Academic Interest Of Evangelical Teological Seminary Of Indonesia - Surabaya." Journal Didaskalia 4, no. 2 (October 28, 2021): 40–51. http://dx.doi.org/10.33856/didaskalia.v4i2.218.
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Interest in learning is an interest in a lesson and encourages individuals to learn and pursue the lesson, Interest in learning is an actualized desire or intention to be involved in certain learning activities while online learning is a learning process with the help of information and communication technology which is done online or virtual with not face to face. The online learning process carried out during the COVID-19 pandemic has had a major impact on education. This study aims to determine whether there is an effect of online learning on student interest in Evangelical Theological Seminary of Indonesia - Surabaya. The research method used in this research is a quantitative research design with a survey method. Characteristics of respondents from 166 respondents who were the student population of Evangelical Theological Seminary of Indonesia – Surabaya studied consisted of age, education, and domicile. The contribution of the online learning variable in shaping the student's learning interest variable at Evangelical Theological Seminary of Indonesia – Surabaya is 55.6%, the researcher argues that online learning is effective for continuous use and becomes a learning system that complements the traditional learning process.
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Mutchima, Prisana. "Online Teaching & Game-Based Learning." Journal Of Technical Education Development 34, no. 123 (September 22, 2022): 13–22. http://dx.doi.org/10.14416/j.ted.2022.06.012.
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Tarigan, Adinda Maharani, and Ikhwan Pohan. "Listening Teaching Strategies in Online Learning." English Education:Journal of English Teaching and Research 7, no. 1 (May 20, 2022): 96–107. http://dx.doi.org/10.29407/jetar.v7i1.17803.
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This study discusses Listening Teaching Strategies in Online Learning. The reason the researcher chose this discussion is that listening is one of the important points in English, where teachers need important strategies to convey every material in listening learning, both directly and through online learning. The researcher's aim in this study was to understand listening teaching strategies in online learning, and the collection method chosen by the researchers in this study was qualitative because the researchers collected data directly through questionnaires given to respondents. All the information that the researchers obtained in this study came from respondents, namely 10 English teachers who teach in junior high schools and have experience teaching listening material to students, either directly or through online learning. The data researcher obtained in this study was sourced from respondents' answers, in this study the researchers discussed in detail and accurately related to Listening Teaching Strategies in Online Learning that can be proven true.
Keywords: Online Learning; Listening; Teaching Strategies
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Liantoni, Febri, Rachman Arief, and Nanang Fakhrur Rozi. "Improving Learning Processes With Online Teaching." SPIRIT OF SOCIETY JOURNAL 2, no. 2 (March 30, 2019): 101–6. http://dx.doi.org/10.29138/scj.v2i2.665.
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Institutions of higher education do not only act as media for the educational process but must also become learning organizations. Various learning support facilities are widely available in this age of technology. One means that can be used is the Internet. The internet is a useful tool for accessing information in various formats from all over the world. The internet provides convenience in the world of education as a learning medium. Based on these conditions, online lecture training is conducted with the aim of improving the learning process during lectures. The training is carried out with Google classroom application material and the creation of learning video content. Using Google classroom can give students access to online learning. The training is carried out by direct practice using each lecturer's notebook. The results obtained during the training showed very high lecturer enthusiasm. The training makes the lecturers have the ability to better manage the lecture material, the skills of lecturers also increase by doing the practice directly. The ability of lecturers in interpersonal communication also increases with class collaboration. Through training can make changes in cognitive abilities, motor skills, values ??of affection, emotional values, and spiritual values.
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Zoltek, Stanley. "Learning through teaching: An online setting." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8qg7m.
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A powerful way for students to master a subject is to engage them in teaching it to someone. This is especially true for mastering concepts in mathematics. In a traditional classroom we can give markers to students and send them to the whiteboard to solve problems. In an online course the electronic whiteboard is not quite as friendly. Though recent innovations make it possible to "write mathematics" on the online electronic whiteboard, the process is quite time-consuming. In our online pre-calculus course we supply a student with a PDF file containing the solution to a problem and ask the student to create a YouTube video in which they play the role of instructor. They are required to explain the steps involved in solving the problem and why each particular step "makes sense." We then provide a critique of their video and require them, if needed, to supply a revised video. The revised videos are made available online for the entire class. In our poster session we present three student videos, the corresponding instructor feedback, and the revised videos.
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Wu, Yanxia. "Online Learning Space and Wisdom Teaching." MATEC Web of Conferences 176 (2018): 02026. http://dx.doi.org/10.1051/matecconf/201817602026.
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Online Learning Space is a virtual learning environment which has evolved with the development of information technology and the continuous deepening of educational concepts. The wisdom teaching is a teaching by using teaching methods and teaching strategies rationally based on the Online Learning Space, to complete the transition from knowledge to wisdom, so that students can become intelligent talents. The wisdom teaching has two goals: to promote the individual growth and to foster innovative talents. Online Learning Space in different stages provides different support for Wisdom teaching activities, and realizes the goal of Wisdom teaching in different degrees.
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Beitz, Janice M., and Jo Anne Snarponis. "Strategies for Online Teaching and Learning." Nurse Educator 31, no. 1 (January 2006): 20–25. http://dx.doi.org/10.1097/00006223-200601000-00006.
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Ian O'Byrne, W., Verena Roberts, Randy LaBonte, and Lee Graham. "Teaching, Learning, and Sharing Openly Online." Journal of Adolescent & Adult Literacy 58, no. 4 (October 27, 2014): 277–80. http://dx.doi.org/10.1002/jaal.365.
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M. Kahigi, Christine. "Preparedness in Online Teaching and Learning." International Journal of Research and Innovation in Social Science 06, no. 11 (2022): 92–96. http://dx.doi.org/10.47772/ijriss.2022.61105.
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The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, no, and other learning spaces have impacted more than 94% of the world’s student population. This situation challenged the education system across the world and forced educators to shift to the online mode of teaching overnight. Many academic institutions that were earlier reluctant to change their traditional pedagogical approach had no option but to shift entirely to online teaching-learning and assessment. The paper discusses the importance of online learning not just in times of crisis, but the need of the hour to innovate and implement online teaching as an alternative educational system. The lesson learned from the COVID-19 pandemic is that teachers and students/learners should be oriented on the use of different online educational tools. By looking at the Strengths, Weaknesses, Opportunities, & Challenges of e-learning modes, the importance and areas of preparedness have also been discussed.
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Han, Yong, Wenjun Wu, Lijun Zhang, and Yu Liang. "Online Blended Learning in Small Private Online Course." Applied Sciences 11, no. 15 (July 31, 2021): 7100. http://dx.doi.org/10.3390/app11157100.
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In this work, we studied the online blended learning model of computer network experimentation, focusing mainly on the problem of traditional network experiments being limited by location and time, and explore the applicability of the small private online course (SPOC) advanced teaching concepts to computer network online experiment teaching. Based on the structure of a combination of virtual and real, real and not virtual, an online network experiment platform and management system has been designed and constructed, enabling students to carry out remote online computer network hardware experiments anytime and anywhere, without being restricted by time, space, or content. Using the online network experiment platform, we can organize the experimental modules and knowledge points via the SPOC course concept, by developing online network experimental content, modularizing and fragmenting of the experiments, creating the pre-experimental explanation and experiment preview videos, and evaluating the assignments via peer grading to analyze students’ learning behavior. By exploring online network experimental teaching methods and management models, offering experimental guidance in an interactive manner, and highlighting the openness and sharing characteristics of online experimental teaching platforms, we can improve the utilization rate for teaching resources, and provide ideas for applied scientific research methods.
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Wang, Viktor, Leslie Hitch, and Geraldine Torrisi-Steele. "Active Learning Online." International Journal of Online Pedagogy and Course Design 12, no. 1 (January 2022): 1–13. http://dx.doi.org/10.4018/ijopcd.2022010105.
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Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.
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Kovacs, Edina. "Small teaching online: Applying learning science in online classes." Hungarian Educational Research Journal 10, no. 4 (January 11, 2021): 419–22. http://dx.doi.org/10.1556/063.2020.00039.
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Dung, Nguyen The, and Diani Fatmawati. "General informatics teaching with B-Learning teaching model." Jurnal Pendidikan Biologi Indonesia 4, no. 1 (March 26, 2018): 85. http://dx.doi.org/10.22219/jpbi.v4i1.5312.
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Blended learning (B-learning), a combination of face-to-face teaching and E-learning-supported-teaching in an online course, and Information and Communication Technology (ICT) tools have been studied in recent years. In addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. As it has been a matter of concern of the universities in Vietnam today, deep studies related to this topic is crucial to be conducted. In this article, the process of developing online courses and organizing teaching for the General Informatics subject for first-year students at the Hue University of Education with B-learning teaching model will be presented. The combination of 60% face-to-face and 40% online learning.
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Willison, Thurman Todd. "Cone's Consistency: Reflections from a Teaching Assistant." Wabash Center Journal on Teaching 1, no. 2 (April 15, 2020): 85–88. http://dx.doi.org/10.31046/wabashcenter.v1i2.1711.
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Beyond his academic contribution of Black Liberation Theology to the church and academy at large, James Cone should be remembered on a personal level as one who prioritized the task of teaching his students, placed the student perspective and the development of independent student voices at the center of his pedagogy, pushed his students to take classroom learning out into the world, maintained exemplary standards of consistency in his theological work and moral character, and contributed to the legacy of his home institution Union Theological Seminary in immeasurable ways. This is one of several short essays presented by recent students at a public forum at Union Theological Seminary after his death in 2018.
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Saputra, Yudha Nata. "Dampak Perkuliahan Daring terhadap Prestasi Belajar Mahasiswa Teologi Sekolah Tinggi Teologi Cipanas." Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 9, no. 2 (December 31, 2021): 154–64. http://dx.doi.org/10.36052/andragogi.v9i2.241.
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[THE IMPACT OF ONLINE LECTURES ON THE LEARNING ACHIEVEMENT OF THEOLOGY STUDENTS AT THE CIPANAS THEOLOGICAL COLLEGE] The Covid-19 pandemic has "forced", the education sector is no exception for religious higher education, such as STT to change face-to-face lectures into online lectures. There are many obstacles faced by universities in carrying out online lectures, such as the lack of absorption of lecture material delivered by lecturers, poor internet connections, difficulty adapting to online lectures. Generating worry will have an impact on decreasing student achievement. Several studies on the impact of online lectures on student achievement have been carried out by several universities, but for religious universities, it is still very rare, so it is necessary to immediately conduct research related to the impact of online lectures on student achievement in religious universities. The purpose of this study is to analyze the impact of online lectures on student achievement in theological colleges. The research method used in this research, namely the experimental method, by comparing the average student achievement before online learning and after online learning. The results showed that there was a significant difference in the average student achievement before online learning and after online learning, where student learning achievement after online learning was higher than before online learning.
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Yamada, Frank M. "Living and Teaching When Change is the New Normal: Trends in Theological Education and the Impact on Teaching and Learning." Wabash Center Journal on Teaching 1, no. 1 (January 15, 2020): 23–36. http://dx.doi.org/10.31046/wabashcenter.v1i1.1580.
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Theological education is currently undergoing significant changes. These changes are rooted in broader trends within the changing landscape of North American religion and higher education. This article surveys these larger shifts and explores their impact on the Associaton of Theological Schools (ATS), particularly in the changing financial/organizational model of schools, in the educational models and practices, and in the changing demographics of ATS student bodies. These trends point to significant themes that will characterize teaching and learning strategies for the future.
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Yamada, Frank M. "Living and Teaching When Change is the New Normal: Trends in Theological Education and the Impact on Teaching and Learning." Wabash Center Journal on Teaching 1, no. 1 (January 15, 2020): 23–36. http://dx.doi.org/10.31046/wabashjournal.v1i1.1580.
Full textAbstract:
Theological education is currently undergoing significant changes. These changes are rooted in broader trends within the changing landscape of North American religion and higher education. This article surveys these larger shifts and explores their impact on the Associaton of Theological Schools (ATS), particularly in the changing financial/organizational model of schools, in the educational models and practices, and in the changing demographics of ATS student bodies. These trends point to significant themes that will characterize teaching and learning strategies for the future.
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Philip, Alicia. "Teaching Email Writing through Online Teaching Platform." Special Issue No.1 1, no. 1 (July 1, 2020): 14–29. http://dx.doi.org/10.33093/ijcm.2020.1.x1.2.
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Email communication has been widely used in tertiary education as a mean of interpersonal communication (Huang, 2011; Baghestan, Indriyanto & Asfaranjan, 2016; Robinson & Stubberud, 2012). However, the lack of understanding of proper etiquette in e-mail writing results to frustration because students fail to convey their message effectively and professionally, hence unable to receive anticipated feedback from their lecturers (Kim et al., 2016). The necessity of email writing as a subject for English as a Second Language (ESL) classroom is essential; unfortunately, this has been rarely addressed in classrooms. In addition, conventional style of teaching that is chalk and talk, only results to ineffective teaching of email writing etiquette. This is because through the advancement of technology, the designed educational system does not suit the students of today. The current students are known as digital natives who are impatient and prefer to receive instant information. They are also great at multitasking and appreciates instant gratifications. There is a need for an effective method to convey lessons on email writing etiquette to students to ensure that they are able to grasp the lesson better and are able to write effective emails. This study will shed light on the method used to teach email etiquette to first year foundation students using online teaching platform namely Blendspace, Padlet and Kahoot!. The results indicate that with these online technological infused learning along with active and collaborative learning employed by the instructor enables effective learning to take place.
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SEIFERT, Tami. "Students’ Perceptions of Online Teaching and Learning." Malaysian Online Journal of Educational Technology 9, no. 3 (July 30, 2021): 1–12. http://dx.doi.org/10.52380/mojet.2021.9.3.213.
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The instructor in an online course needs online teaching experience and should adapt the course contents to the digital environment. The purpose of the present study is to gain a deeper understanding of students’ perceptions of the pedagogical aspects of online teaching, pointing up characteristics of online courses that extant literature in this field has found reflected in different online and blended courses. Online courses necessitate meticulous planning by the instructor and adaptation through the student's learning. The research reported here related to the attitudes of 216 students, who participated in 52 courses delivered by 36 different instructors. Some of the courses included both face-to-face meetings and online lessons, while other courses were solely presented online. The research findings may be informative for instructors planning online courses and for students contemplating participation in online courses, in order to prepare in an optimal manner for the teaching, learning and evaluation processes.
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Marcu, Diana. "ONLINE TEACHING AND LEARNING – A NEW REALITY." Journal of Social Sciences IV, no. 2 (May 2021): 43–50. http://dx.doi.org/10.52326/jss.utm.2021.4(2).04.
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The present paper aims at briefly summarizing the impact the 2019 - 2020 pandemic outbreak had on the educational field, when, with no prior preparation, all classes in the academic environment moved in the cyberspace, unveiling challenges for both teachers and students. The paper discusses the concepts of both online teaching and learning, their use to meet the needs of a specific category of students in different parts of the world as well as similarities and differences between the traditional and the online means of educating. The shift to mass online education has proved to be challenging, even impossible in certain areas, unveiling difficulties for all stakeholders involved. Though technology is widely used nowadays in all aspects of our lives, special focus is laid on teachers’ and students’ challenges, their expectations as well as their feelings regarding the new reality – that of attending all classes online in order to reach the goal: the acquisition of information and knowledge necessary in their future professional lives.
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Cuba Pacheco, Luz Gabriela, Sixto Jhon Arapa Villanueva, Wendy Sandy Gil Mejía, Ferdinand Eddington Ceballos Bejarano, and Alfredo Ruitval Velazco Gonzales. "Logical structure for online b-learning teaching." Universidad Ciencia y Tecnología 25, no. 109 (June 1, 2021): 33–39. http://dx.doi.org/10.47460/uct.v25i109.445.
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This paper deals with the most salient aspects of distance education, and how it has been an issue of great relevance in the pandemic era. However, this is not a current issue, it is a situation that has affected the schooling situation in rural areas since earlier times. The positive and negative aspects of distance education from more than twenty years ago are evaluated and contrasted with the new online education methods. B-learning education and new educational paradigms are evaluated. The main results show that education can take on different effective methodologies as long as appropriate teacher training and education processes are in place.
Keywords: B-learning education, distance learning, online education.
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Brown, Menna, and Alison Bullock. "Evaluating PLATO: postgraduate teaching and learning online." Clinical Teacher 11, no. 1 (January 9, 2014): 10–14. http://dx.doi.org/10.1111/tct.12052.
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Bullock, Shawn Michael. "Teaching 2.0: (re)learning to teach online." Interactive Technology and Smart Education 8, no. 2 (June 14, 2011): 94–105. http://dx.doi.org/10.1108/17415651111141812.
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Stan, Liviu Constantin. "Online Teaching Technique in Maritime Learning Process." Procedia - Social and Behavioral Sciences 116 (February 2014): 4517–20. http://dx.doi.org/10.1016/j.sbspro.2014.01.977.
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Divakaran, Anu. "Enhancing Math Learning Using Synchronous Online Teaching." Artha - Journal of Social Sciences 14, no. 1 (January 1, 2015): 27. http://dx.doi.org/10.12724/ajss.32.3.
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In today’s world, digital technology enables us to access knowledge from anywhere, anytime and learn at our pace. This online learning process when made interactive and collaborative can lead to effective learning. Synchronous online learning satisfies these requirements of online and distant learning with focus on the quality of instruction and how effectively learners are engaged. As the name implies, synchronous learning allows instruction and learning to happen in real-time, but not necessarily in the same place. It provides all the advantages of digital, online and distant learning with an added benefit of bringing human interaction to the learning environment which is not available in an asynchronous learning platform. This paper focuses on using synchronous learning environment to enhance mathematics learning. While an abundant source of materials are available online related to mathematics, support from the teacher is always an added advantage especially since mathematics includes problem-solving and logical reasoning. The students will remain engaged and motivated in a synchronous learning environment than in an asynchronous one since immediate feedback is highly appreciated by the students when faced with a critical and challenging concept. If both the teacher and the students are familiar with the use of the synchronous technology tools, synchronous learning can combine the benefits of both face-to-face and online digital learning while bringing the learners together through collaborative learning. Collaboration brings in new ideas and methods of learning. Hence it is inevitable that the present educators make use of this opportunity to humanize online and distant learning by familiarizing themselves with efficient tools and making use of the discoveries and inventions in the field of education, computer science, anthropology, and psychology. There are many tools and software packages available for implementing synchronous learning, and the choice depends on the type of interactions and the pedagogy preferred by the teacher.
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Simon Blicblau, Aaron. "Online delivery management for teaching and learning." European Journal of Engineering Education 31, no. 2 (May 2006): 237–46. http://dx.doi.org/10.1080/03043790600566854.
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Cook, Sarah Gibbard. "E-Learning Requires Teaching E-Leadership Online." Women in Higher Education 19, no. 12 (December 2010): 7. http://dx.doi.org/10.1002/whe.10124.
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Rhim, Hye Chang, and Heeyoung Han. "Teaching online: foundational concepts of online learning and practical guidelines." Korean Journal of Medical Education 32, no. 3 (September 1, 2020): 175–83. http://dx.doi.org/10.3946/kjme.2020.171.
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Arianto, Yopi. "Teaching Reading online For a Small Class: An Instructional Design for Teaching Reading Online." EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 2, no. 2 (September 25, 2020): 63. http://dx.doi.org/10.32503/edulink.v2i2.1188.
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The digital technology has equipped people especially the students with applications needed for online learning in the form of applications. However, these applications will be useless if the online learning concept is not applied in the correct way. This research is aimed to describe qualitatively the instructional design of teaching reading online in a small class which consists of 5 students. The method of the research is qualitative research. The data collected by observing the process of learning and documenting the process. The result found that the small numbers of students is the most important aspect to make the instructional design effective. All the students were active in the online learning. The online media used were Google Meet and WhatApps Group (WAG). The Google meet was the substitution of classroom and WAG was the medium to sending the materials. The highest score for the progress test was 92 and the lowest was 78. The score indicates that the instructional design for teaching reading online in the small class is effective.
Keywords: teaching Reading, instructional design, small class
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Archambault, Leanna. "Teaching Virtually." International Journal of Online Pedagogy and Course Design 4, no. 1 (January 2014): 1–15. http://dx.doi.org/10.4018/ijopcd.2014010101.
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Enrollment in K-12 online learning continues to grow at an exponential rate throughout the United States. With this increase, one of the key factors for ensuring quality educational experiences for students is the knowledge, skills, and dispositions of their teachers. To address issues of online pedagogy, this study reports practices from a group of K-12 online teachers from a cyber charter school located in the desert southwest of the United States. Results show that online teachers use web-based programs, internal communication systems, and/or a combination of these types of tools to provide clear instruction, while also encouraging student participation, engaging students, and clearly communicating learning goals. Challenges found with online teaching include dealing with a heavy workload, garnering parental support, coping with high student-teacher ratios, and learning “the job.” This article calls for additional support for virtual teachers, including coursework and field experiences within teacher education programs that address the needs of K-12 online educators.
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Hudson, Jolanta. "Switching to online learning." GiLE Journal of Skills Development 2, no. 1 (May 13, 2022): 79–89. http://dx.doi.org/10.52398/gjsd.2022.v2.i1.pp79-89.
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This small-scale study investigates how the flipped approach to learning helped a UK university teaching team deliver the Pre-sessional English for Academic Purposes (EAP) course remotely during the pandemic. The study draws on the theoretical framework of the flipped approach to learning to explore the use of the approach in the Higher Education (HE) context. The study suggests that the flipped approach to learning may be helpful in the delivery of pre-sessional EAP courses remotely as it offers students opportunities to engage in communicative activities and encourages independent learning and autonomy, both of which are key practices in EAP. However, teachers may find the approach challenging if they cannot monitor students’ work or connect with them while completing the flipped activities. Only a few studies have focused on this issue to date. Further research involving more teachers and students is recommended to provide additional insights on this aspect of teaching remotely.