Student Co-Created Learning Experiences in Block Delivery

Learning Management Systems (LMS) enable effective design and delivery of learning materials. They are Web-based software applications used to plan, implement, and assess a specific learning process. LMSs allow learners to connect to and interact with the educational material through the Internet. They enable tools for authors (instructors) to design learning materials that include text, html, audio, video, etc. They also enable learner activity management in the learning process. Moreover, they provide tools for effective and efficient assessment of the learners. This chapter explores learning management systems and their key components that enable instructors organize and monitor learning activities of the learners. It also introduces the authoring features provided by such systems for preparing learning material. Moreover, it presents assessment methods and tools that enable evaluation of the learners in the learning process. Furthermore, existing challenges and issues in this field are explored.

- Communication in education carried out by teachers and students is not only the process of exchange and delivery of learning material, but there is a dimension of teacher and student relations being the main requirements for the creation of an effective learning process. A good teacher is a good communicator or an effective teacher is an effective communicator in the delivery of learning materials, but since December 2019, with the Covid - 19 pandemic outbreak throughout the country that resulted in death in sufferers and this disease is transmitted quickly has an impact on the world of education in Indonesia therefore needs to implement an appropriate communication strategy in the delivery of learning material in the 19th Pandemic era. This study aims to reveal the Teacher Communication Strategies in Efforts to Improve Student Learning Processes in Tebet Barat 01 South Jakarta Elementary School In the Covid Pandemic Period -19. The method used by researchers in this study is descriptive qualitative research methods. In this study produced a Teacher Communication Strategies in Efforts to Improve Student Learning Processes in Tebet Barat 01 South Jakarta Elementary School In the Covid Pandemic Period -19by using online and social media communication media, namely zoom and whatsapp. The conclusion of this research is that with the communication strategy with the media zoom and whatsapp carried out by the teacher SDN Tebet Barat 01 South Jakarta, the learning objectives can be achieved, namely printing and directing students to be good people, good personality and smart as well as maintaining the safety and health of the inner and outer students, teachers , the principal of the school and all citizens in the area of the teaching unit. Keywords: Communication Strategy, Learning Process

TB is an infectious disease that is easily transmitted caused by the bacterium Mycobacterium tuberculosis. This bacterium can attack several organs in the body but most of these bacteria attack the lungs. The most common transmission is through droplet infection by TB patients. Efforts to convey information on media selection are very important and need to be considered because the correct selection and delivery will provide maximum results in increasing knowledge, attitudes and intentions. This type of research is qualitative research using a qualitative approach. The delivery of learning material at the Kebonsari Health Center uses online, namely like looking through social media. Based on the results of the research and also the results of the interviews conducted by the researchers, it was shown that the delivery of TB material using promotional media, print media, such as leaflets and posters, was effectively used and contributed to rehabilitation patients at the Kebonsari Health Center in Surabaya. Because patients think that the delivery of material uses a new leaflet for them and patients pay more attention to the material presented.

The formulation of the problem that arises from this research is to find out and analyze how the variables of creativity in delivering subject matter and the effective use of digital media affect the improvement of students' learning abilities through the capacity to use technology as an intervening variable. The subjects of this study are high school teachers and students in Medan City, where the variables in this study are independent variables, namely the creativity of delivering subject matter and the effective use of digital media, the dependent variable, namely the variable of improving students' learning abilities and the intervening variable is the variable capacity to use technology. The results of data analysis used using SEM analysis using SMART PLS 4.0 software. The research method uses a descriptive quantitative method of data analysis using the structural equation model (SEM) method, where the results of data processing with the SEM method are carried out with the PLS 4.0 application. From the results of this study, the conclusions are that partially the variables of creativity in the delivery of learning materials and the effective use of digital media affect student learning abilities and affect the capacity to use technology. Simultaneously, the variable delivery of learning materials and the capacity to use technology affect students' learning ability through the variable capacity to use technology as an intervening variable. The more creative the delivery of learning materials, and the more effective the use of digital media through the creation of the right technology use capacity will have an impact on improving student learning abilities and producing students who are creative and able to translate learning materials significantly.

As mobile connectedness continues to sweep across the landscape, the value of deploying mobile technology at the service of learning and teaching seems to be both self-evident and unavoidable. To this end, this study employed multimedia to develop three types of vocabulary learning materials. Due to the importance of short-term memory in the realm of vocabulary learning, careful consideration was given to the L2 learners’ different visual and verbal short-term memories. 158 L2 learners aged 18-23 participated in the major phases of vocabulary learning experiment through mobile. Based on their scores on the English Vocabulary and Recall tests and statistical analysis of the results it was revealed that L2 learners with high-visual and high-verbal abilities find it easier to learn the content presented with both pictorial and written annotations. However, L2 learners with low-visual and low-verbal abilities benefit from learning materials presented without annotations. Furthermore, delivery of learning materials with pictorial annotation to learners with high-visual ability and the delivery of learning materials with written annotation to learners with high-verbal ability result in better vocabulary learning. The findings of this study could perform as a roadmap in creating learning materials for mobile learning English language.

The purpose of this research is to identify the characteristics of teacher competence that are preferred by the students or according to the students' point of view. This research was conducted from June to July 2021. The method used in this research is quantitative method with survey technique. The survey was conducted through a google form in the form of a questionnaire. There are 110 respondents who filled out the questionnaire in the study. In the research instrument grid, there are four research variables. The results of this study indicate that students prefer teachers who have professional competence, then the second is personality competence, the third is social competence, and the last is pedagogic competence. According to the student's perspective on pedagogic competence, the teacher is still lacking or good enough. So, for pedagogic competence, teachers must pay attention to or be more creative and innovative in the delivery of learning materials so that they can make the class more fun. This is due to several factors which will be discussed in the discussion.The purpose of this research is to identify the characteristics of teacher competence that are preferred by the students or according to the students' point of view. This research was conducted from June to July 2021. The method used in this research is quantitative method with survey technique. The survey was conducted through a google form in the form of a questionnaire. There are 110 respondents who filled out the questionnaire in the study. In the research instrument grid, there are four research variables. The results of this study indicate that students prefer teachers who have professional competence, then the second is personality competence, the third is social competence, and the last is pedagogic competence. According to the student's perspective on pedagogic competence, the teacher is still lacking or good enough. So, for pedagogic competence, teachers must pay attention to or be more creative and innovative in the delivery of learning materials so that they can make the class more fun. This is due to several factors which will be discussed in the discussion.

The purpose of this research is to identify the characteristics of teacher competence that are preferred by the students or according to the students' point of view. This research was conducted from June to July 2021. The method used in this research is quantitative method with survey technique. The survey was conducted through a google form in the form of a questionnaire. There are 110 respondents who filled out the questionnaire in the study. In the research instrument grid, there are four research variables. The results of this study indicate that students prefer teachers who have professional competence, then the second is personality competence, the third is social competence, and the last is pedagogic competence. According to the student's perspective on pedagogic competence, the teacher is still lacking or good enough. So, for pedagogic competence, teachers must pay attention to or be more creative and innovative in the delivery of learning materials so that they can make the class more fun. This is due to several factors which will be discussed in the discussion.The purpose of this research is to identify the characteristics of teacher competence that are preferred by the students or according to the students' point of view. This research was conducted from June to July 2021. The method used in this research is quantitative method with survey technique. The survey was conducted through a google form in the form of a questionnaire. There are 110 respondents who filled out the questionnaire in the study. In the research instrument grid, there are four research variables. The results of this study indicate that students prefer teachers who have professional competence, then the second is personality competence, the third is social competence, and the last is pedagogic competence. According to the student's perspective on pedagogic competence, the teacher is still lacking or good enough. So, for pedagogic competence, teachers must pay attention to or be more creative and innovative in the delivery of learning materials so that they can make the class more fun. This is due to several factors which will be discussed in the discussion.

This research aims to determine the preparation of preaching methods in Islamic religious education learning which is used in implementing the preaching method in learning Islamic religious education at Junior High School 3 Tigo Nagari, Pasaman Regency. Then to find out the presentation of the preaching method in learning Islamic religious education at Junior High School 3 Tigo Nagari, Pasaman Regency and to find out the supporting and inhibiting factors in learning Islamic religious education at Junior High School 3 Tigo Nagari, Pasaman Regency. This research uses a descriptive qualitative approach. Data collection techniques: observation, interviews, and documentation. After all the data was collected, the author carried out classification, editing, and adjustments to the character and type of each data, then filtered it into a final conclusion. Based on the results of research conducted by the author, it shows that the implementation of the Preaching Method in Islamic Religious Education Learning at Junior High School 3 Tigo Nagari Pasaman Regency can be seen from various aspects including the Preparation of preaching methods in learning Islamic religious education, namely by impromptu method, memorization method, note reading method, and extemporaneous method. The presentation of the preaching method in Islamic religious education learning is so that the delivery of the material can run smoothly as the implementation of the preaching method is the delivery of learning material by means of speaking so that the lecture is quality as a learning method. Conduct evaluations to determine students' ability to master the learning material that has just been presented or given.

This research is motivated by the results of learning Informatics in class X MAN 2 Agam during the current New Normal where learning outcomes are under the Minimum Completeness Criteria (KKM) that have been determined. Problems found, problem-based learning strategies are needed to help teachers in the delivery of learning materials, namely by asking students to solve a problem related to the subject matter so that students can be active in the learning process. The type of research used is Quasi Experiment. The population in this study were students of class X MAN 2 Agam for the 2020/2021 academic year. Sampling is done by purposive sampling technique, namely taking samples with certain considerations. The population of class X is 114 students. Based on the results of the daily test (initial) the average class X IPA was made the Experiment class, while some students from class X IPS/IPK were used as the control class. The data of this study were obtained by a final test in the form of objective questions as many as 25 items that have been tested. Because the value of tcount > ttable, it means that H0 is rejected and H1 is accepted. Based on the above calculations, it can be concluded that tcount > ttable (0.203 > 1.68) where H0 (No Effect of Using Student Worksheets (LKS) on Learning Outcomes During New Normal In Informatics Subjects in MAN 2 Agam) is rejected, then Ha (There is an Influence of Using Student Worksheets (LKS) on Learning Outcomes During New Normal In Informatics Subjects at MAN 2 Agam) is accepted.

The impact of Covid-19 on the world of education is very large and is felt by various parties, especially teachers, school principals, students and also parents. Teaching and learning activities through online are very new activities, given that online learning activities are learning activities by utilizing electronics and the internet in the delivery of learning materials. This research deals with the college student obstacle of the seventh semester at Palopo Cokroaminoto University during the online learning in Covid 19 Pandemic Era. The subject of this research was the college student obstacle of the seventh semester at Palopo Cokroaminoto University in academic year 2021. The total number of subject was 15 students. The researcher used the random sampling. The instrument in this research is interview and analyzed by qualitative. Based on the findings and discussion in the previous chapter, the researcher concludes that the college student obstacle of the seventh semester at Palopo Cokroaminoto University during the online learning in Covid 19 Pandemic Era are bad network, quota data, and unsupported facilities such as hp, good electric current.

This research is motivated by the lack of variety of media in learning. Students are less motivated in the teaching and learning process and there are obstacles in the delivery of learning material and are often found in learning outcomes that are < from KKM. This study aims to see the effect of using the Think Pair Square Cooperative learning model on the learning outcomes of Geography students in class XI SMAN 2 Solok Selatan. The use of the Think Pair Cooperative learning model turned out to make students more enthusiastic in responding to the model applied by the researcher. The type of research used is a quasi-experimental research type. The population in this study were students of class XI IPS at SMAN 2 Solok Selatan for the 2023/2024 academic year. Class XI IPS 1 control class, XI IPS 2 experimental class. The data analysis technique used was descriptive statistical technique and inferential statistical analysis. Based on the research results, the control class average was 79.48 and the experimental class average was 86.89. Based on the t-test conducted on the two sample class learning outcomes, the t value was 5,945 with sig 0.000 <0.005. It can be concluded that there is an influence of the think pair square Cooperative learning model on the learning outcomes of Geography class XI students at SMAN 2 Solok Selatan.

Summary The European Commission is playing a catalytic role in the deployment of telematics‐based education and training systems throughout Europe. From the initial developments in the DELTA Exploratory Action to the current degree of maturity achieved by the sector ‘education and training’ in the recently launched Telematics Applications Programme, there is a plethora of experimental projects and networks which have shown the increasing trend towards Europeanization of the design, production and delivery of learning materials and services. The new initiatives related to the deployment of the information society in Europe are putting education and training high on the political agenda of the European Union and the use of telematics technologies are to represent a key role in these developments.

An Interactive Learning and Course development Environment (ILCE) is presented, which aims to enhance the flexibilization of a course in terms of tailoring it to the needs and requirements of individual students. The heart of ILCE forms a repository of units of learning material. The repository consists of a domain model, a semantic network of the content of a subject domain which is covered by the learning material. This model serves as an abstract representation of the units of learning material. The construction of a course is defined as the selection of a subset of the domain model. Attributes are used to express student characteristics and are linked to the domain model as variables. By adding if/then rules to the domain model, the consistency and the completeness of a selection is preserved. The building environment is used by a course team to fill a repository by designing, producing and revising units of learning material in accordance with the proposed knowledge representation scheme. The design approach a course team has to adopt focuses on building a course model next to the design of the learning material. This design approach is illustrated with examples taken from the ILCE prototype.

The development of digital technology has brought significant changes in the field of education, particularly in the design and delivery of learning materials. Madrasah Ibtidaiyah (MI) Muhammadiyah Tambaksari in Blora Regency, as a faith-based primary educational institution, faces challenges in utilizing Artificial Intelligence (AI) technology in teaching and learning activities due to limited understanding and skills among teachers. Through a community service program, training on interactive learning design based on AI was provided to 12 teachers at MI Muhammadiyah Tambaksari. The training consisted of four sessions covering an introduction to AI, training on interactive learning design, the use of AI-based digital applications, as well as evaluation and feedback. Evaluation results showed a significant improvement in teacher competencies, with an average post-test score of 88 compared to a pre-test score of 53. Classroom implementation demonstrated a positive student response to AI-based learning, with 95% of students expressing interest in learning again using similar media. The outcomes of this program not only enhanced teachers’ abilities in designing engaging and adaptive digital learning, but also had a positive impact on students' motivation and engagement in the learning process.

The transforming contexts of higher education are heightening the imperative for more sophisticated understandings of student learning. An increasingly critical challenge is how to most effectively engage with student perspectives to more effectively understand the nature of their learning experiences. Traditionally, student ratings have been the primary means with which to understand the student voice. Although approaches to student ratings have fragmented in recent years with diversifying research interest in student satisfaction, experience and engagement, relatively limited attention has been given to the epistemological underpinnings of ratings-based surveys or toward emerging alternative approaches to engaging the student voice. This paper analyses the epistemic foundations of ratings-based methods in the context of other emerging strategies that attempt to engage with student voices more collaboratively. From this analysis, a map of the range of current and emerging approaches to the capturing of the student evaluative voice is proposed to identify their key characteristics in understanding and prospectively shaping practice. This analysis demonstrates that although alternative methods possess a clear potential to respond more effectively to the ever more complex pedagogical demands, their potential is limited by the hegemony of the ‘surveyed voice’ and the resource challenges of sustaining heightened student engagement.