Classroom Learning Activities Research Articles

Perception of Biology Students to Flipped Classroom Approach in Biological Control and Environment Conservation

Flipped classroom (FC) approach is an active, student-centered learning approach that consists of two parts - online-based individual instruction outside the classroom and active learning activities inside the classroom.

Active Learning Classrooms: Addressing Learning Differences in Large-Enrollment Introductory Science Courses

Active Learning Classrooms: Addressing Learning Differences in Large-Enrollment Introductory Science Courses

Organization of Practical Classes in Physics at a Technical University Using the Technology of “Flipped Learning”

Modern conditions for the availability of various kinds of electronic devices, free and unlimited access to information educational resources, as well as a high level of mastering ICT technologies among today’s youth create conditions for the use of educational technologies of blended learning in the educational process of the university (with a reduction in hours for studying disciplines) in particular, the technology of “flipped” learning. The article deals with the issues of introducing the technology under consideration into the educational process of a technical university during practical classes in physics. The peculiarity of this technology is associated with the “coup” of the educational process, when classroom and extracurricular learning activities change places. For students, an action program is created, according to which they perform a number of steps to study the topic, and tasks corresponding to a low level of cognitive activity are mastered independently in extracurricular time, and more complex ones – in the classroom together with the teacher. As a result, there is a gradual formation of a number of competencies. The educational activity of students outside the classroom takes place in the information educational environment of the university; all types of educational activities are evaluated using a point-rating system of control. On the example of studying the module “Calculation of electrical circuits. Kirchhoff’s Laws” the authors demonstrate the use of “flipped” learning technology in teaching problem solving. A program of educational activities has been created for students to form subject competencies in teaching problem solving, which consists of a number of steps that must be completed, the effectiveness of each stage is evaluated either in the information educational environment (tasks in extracurricular time) or by the teacher (for tasks performed in classroom time). As a result of the phased implementation of a given program, students master the module being studied, and the corresponding subject competencies are formed. An experimental verification of the application of the technology of “flipped” learning was carried out on the basis of the Physics department of the East Siberian University of Technology and Management when teaching students of the Faculty of Electrical Engineering by the method of control and experimental groups.

Use of Animation in Classrooms at Higher Learning Institutions: Student Perception

The integration of animation in higher learning institutions' teaching and learning process has become apparent as contemporary instructional materials are paramount to ensuring quality education. The current study aims to identify the students' perceptions of Animation in their learning environment in higher learning institutions in Malaysia. The researchers administered an online survey via Google form to a total of 275 undergraduates. Data elicited from the respondents were analyzed using a quantitative research approach. The findings indicated that most of the undergraduates had shown interest in using Animation in their classroom teaching and learning activities due to its effectiveness in facilitating learning. They found animations to be an efficient way to deliver and disseminate information, thus making their education more stimulating besides enhancing their knowledge of computer skills. The respondents further indicated that animation helped them understand a complex concept easily and made their presentations more appealing. Conversely, it was time-consuming for students to create the simplest animation. Besides, too much Animation on the page can be distracting. This study concludes with an overall discussion and recommendations for further study.

End-of-Semester Report-Out: A Curriculum Evaluation Strategy.

An end-of-semester course -reporting strategy serves as one component of an overall curriculum evaluation plan. A framework specifying reporting criteria is used to guide the process. Report elements include integration of concepts in clinical, descriptions of active classroom learning strategies, testing data on concept performance, and exam statistics. Grade distribution and standardized testing scores are also reported. The report-out strategy has helped identify curricular strengths and weaknesses, encouraged instructional collaboration among faculty, informed decision-making, and contributed significantly to a successful curriculum transformation. The strategy has supported improved program outcomes in standardized testing scores and licensure pass rates.

Separated by spaces: Undergraduate students re-sort along attitude divides when choosing whether to learn in spaces designed for active learning

Institutions of higher education are seeking to support more active learning among faculty, and that support includes the creation of active learning spaces to support more student-centered course activities. However, incremental development of these learning spaces leads to a sorting of students between active and passive learning environments. This study collected repeat-measure data from undergraduate students enrolled in a two-semester course sequence to evaluate factors affecting student enrollment decisions and student attitudes toward learning. We integrated this combination of research tools using a QuantCrit analytic framework, which revealed student attitudes and decision-making processes that were generally stable over the study period for individuals, but very different when examining student enrollment groups over time. Limited access to active learning classrooms forced students to self-sort based on either their social networks or their attitudes toward learning. That, in turn, may create a marginalizing force that pushes out some students—most often women—from undergraduate programs.

PERSEPSI MAHASISWA PRGRAM STUDI PENDIDIKAN BAHASA DAN SASTRA INDONESIA TERHADAP PERKULIAHAN DARING DI MASA COVID-19

The practice of online education is currently being intensively carried out by various levels of education starting from the elementary school level to the university level, including STKIP Yapis Dompu, there are no more learning activities in classrooms as was usually done by educators before the existence of Covid-19 pandemic outbreak. As a result, learning methods that originally relied on lectures and physical interaction have drastically changed to online. This study aims to look at the perceptions of students of the Indonesian language and literature education study program regarding the process of implementing online learning during the pandemic, such as the media used, types of communication, and student learning styles. The type of research used is descriptive qualitative research. Sources of data used are primary and secondary data sources. The primary data sources are students of the fifth semester of the Indonesian language and literature education program. Meanwhile, the secondary data are campus data. Data collection techniques used are observation, interview and documentation techniques. The results of this study indicate that the perception of Indonesian Language and Literature Education students towards online learning during the Covid-19 pandemic is less effective. These results are concluded from the research data which shows the perceptions of students who are more inclined to the weaknesses and obstacles experienced during the learning process. These obstacles include: unstable internet network, limited student cell phone memory space, lack of interaction during the online learning process and the difficulty of students understanding the delivery of material delivered by lecturers during the online learning process, so that the implementation of online learning during the Covid-19 pandemic. 19 is considered less than the maximum

EFL Teachers’ Perceptions of the Implementation of Active Learning in Reading Classroom

In recent years, scholars and educators of the English language have shown a lot of interest in the active learning approach. Although a few studies have been conducted on teachers' perceptions and practices of active learning in classrooms, few studies have been conducted in Vietnamese contexts on teachers' perceptions and practices of the function of active learning in reading classrooms. Due to that gap, the current study was conducted to investigate teachers' perceptions regarding active learning techniques used in reading classrooms and the role active learning plays in reading instructions. The paper conducted a descriptive study in order to identify the active learning approaches employed by EFL teachers in reading classrooms at private language centers and investigates their perspectives on the role of active learning in reading instruction. The questionnaire and semi-structured interviews were used to collect data from two sources. The participants were twenty-six teachers of English as a foreign language (EFL) from the province of Vinh Long. The result reveals that the participants had a favorable view of the role of active learning. In particular, they felt that active learning allows students to improve their critical thinking and reading comprehension, as well as teamwork, interpersonal skills, and problem-solving abilities. These findings have a number of educational implications.

Manajemen Pembelajaran Tahfidz Qur’an dengan Metode Talaqqi di SDIT Ar Rahmah Pacitan

Ar Rahmah Pacitan Integrated Islamic Elementary School is a school that implements the national curriculum and the unique curriculum of the Integrated Islamic School. One of its distinctive features is learning in Tahfidz Al-Qur'an,. This study aims to determine the management of Tahfidz Al-Qur'an learning based on the Talaqqi method in Ar Rahmah Pacitan Integrated Islamic Elementary School which includes planning, organizing, leadership, and learning evaluation. This study uses a qualitative approach and descriptive research methods. Data collection techniques include observation techniques, interviews and documentation studies. The results showed that Ar Rahmah Pacitan Islamic Elementary School had implemented learning management which included (1) planning for Tahfidz Al-Qur'an learning based on the talaqqi method including: first, determining student memorization targets; second, determine learning strategies and methods; third, determine the program of learning activities; fourth, determine the schedule and time for learning. (2) The organization of Tahfidz Al-Qur'an learning based on the talaqqi method is carried out to determine the structure and duties of the ustadz/ustadzah as well as the mechanism for learning Tahfidz Al-Qur'an. (3) Tahfidz Al-Qur'an learning leadership based on the talaqqi method is carried out by ustadz/ustadzah so that the implementation of learning runs in a conducive manner, which includes classroom management and learning activities. (4) Evaluation of Tahfidz Al-Qur'an learning based on the talaqqi method by looking at student learning outcomes and student abilities according to indicators that have been determined by the school

Contextualization of Islamic Education: Differences in Internalization of Religious Values in Rural and Urban Madrasahs

The internalization of religious values in adolescents cannot be separated from the religious education process in the environment where the students are located. For this reason, this study aims to explain how to internalize religious values in students in rural and urban Madrasah Aliyahs on Lombok Island. This study employed a descriptive, phenomenological, documentary, and understanding qualitative research approach. To photograph the two poles of two distinct locations, i.e., urban and rural madrasahs on Lombok Island, with specified categories, the study's setting took two extreme points in sampling madrasahs. In-depth interviews, observation, and documentation were used as data collection methods. Purposive sampling, meanwhile, was utilized to select the sources. The findings highlighted that the internalization of religious values was implemented in the classroom learning and religious activities in the madrasahs' internal and external environments. In urban madrasahs, a structural-functional approach with several characteristics was used as a tool for helping students internalize Islamic religious values. Madrasahs in rural regions, on the other hand, put more emphasis on a cultural approach with flexible, dynamic, and adaptive characteristics where education takes into account cultural aspects and societal values. Consequently, a more persuasive approach was applied in rural madrasahs

STRATEGI GURU TAMAN KANAK-KANAK BERNUANSA HINDU DALAM MENGEMBANGKAN NILAI PENDIDIKAN KARAKTER

Education is an important factor that has a major influence on the process and learning outcomes of a student. Likewise with development in character education which also demands activities as well as the creativity and character of a teacher in shaping personal competence in students. How is the strategy of Kindergarten Teachers with Hindu nuances in planning the development of character education values and the development of character education values. This study uses a qualitative research type by applying the case method. The results of the study show that the teacher prepares daily learning plans, semester programs and includes annual programs, the use of learning media, educators must pay attention to models, methods and strategies and understand the character of students' children and through integrated classroom teaching and learning activities in each subject, extracurricular activities, as well as daily activities at home and in the community.

Sosialisasi Bencana dengan Model Problem Based Learning Berbantuan Media Visual Sebagai Mitigasi Bencana Bagi Peserta Didik

Indonesia is a disaster-prone country because it is located in the world's ring of fire and the confluence of three plates so that students as part of the community need to have disaster knowledge as a disaster mitigation effort. Disaster socialization can be done through classroom learning activities. This research uses a descriptive qualitative approach with a literature study method. The purpose of this study is to describe and explain the concept of understanding disaster socialization and disaster socialization steps with the Problem Based Learning model assisted by visual media. Data collection techniques with documents in the form of scientific articles, books, pictures, and news from the media. Data analysis went through three stages, namely data reduction, data display and conclusion drawing/verification. The results of the research are 1) disaster socialization can be interpreted as an effort to convey information about disasters and disaster education to the community, so that people can recognize, understand and live it, 2) disaster socialization through the Problem Based Learning model assisted by visual media is carried out by the following steps: determine basic competencies and learning objectives, determine the time of socialization, prepare materials, prepare visual media to be used, make Learning Implementation Plans by applying the Problem Based Learning model and implementation of socialization. By raising the problem of disaster related to the environment of students as a real problem in the Problem Based Learning Model, it is hoped that it can raise awareness in students about the potential for disasters that can occur in their area. By the knowledge and skills of disaster possessed, students can be responsive and alert in dealing with situations.

Professional Student Education and Training During the COVID-19 Pandemic.

The ongoing COVID-19 pandemic has presented numerous challenges to education at all levels, but has been particularly challenging for professional schools and other educational sectors that require intensive hands-on training. Those institutions have had to deploy and continuously adapt new learning strategies in response to an ever-changing pandemic landscape over the past two years, while at the same time meeting the rigorous proficiency standards for their students. This communication describes how two professional schools at Oregon State University, the College of Pharmacy and the Carlson College of Veterinary Medicine, pivoted in response to the COVID-19 pandemic to ensure continuity in student training. The adaptations included technological solutions, physical distancing, barriers, reduced group size and scheduling changes in the curriculum, and enhanced personal protective equipment. The available evidence suggest that the biosafety measures implemented to reduce the risk of COVID-19 in the hands-on educational setting appear to have been effective in preventing transmission during classroom and experiential learning activities. Professional licensing exam scores for the students of both colleges remain as high as pre-pandemic values, suggesting that the implemented changes in instruction did not have a detrimental impact on student learning. The scores will need to be monitored for several more years before firm conclusions can be drawn. Both colleges implemented creative solutions to the delivery of hands-on pedagogy that sought to balance risk of infection and the necessity to master critical skills that can only be acquired by active learning.

Students’ Perceptions of Active Learning Classrooms from an Informal Learning Perspective: Building a Full-Time Sustainable Learning Environment in Higher Education

Under the influence of education for sustainable development, active learning classrooms, as the new learning environment in higher education, have become increasingly diversified and flexible, with a greater emphasis on student experience and engagement. Most research on these learning environments is centered on formal learning analysis and discussion, whereas empirical research on the perception of informal learning in active learning classrooms outside of class time is lacking. Based on informal learning perceptions, this study explored the strengths and weaknesses of active learning classroom spatial environments using a mixed quantitative and qualitative research approach. Through a questionnaire survey of 154 students and one-on-one semi-structured interviews with 15 students, this study found that most students were satisfied with the informal learning experience in active learning classrooms, comfortable and flexible space perception and humanized learning support facilities in active learning classrooms were critical spatial factors influencing students’ informal learning, the private environment and positive learning atmosphere in active learning classrooms could promote students’ informal learning behaviors, and for active learning classrooms, better resource management could help them develop a better quality full-time learning environment. Based on these findings, this study makes recommendations for optimizing the environment design and management of active learning classrooms.

Assessing the Efficacy of Contextualized Group Counseling Education in Asia: A Mixed Methods Study

Many experiential learning teaching models are developed in Western cultures, with their efficacy not tested in non-Western cultures, especially in counseling education. This study examined the learning experiences of students (n = 52) enrolled in a culturally contextualized experiential teaching method implemented across a 3-year period in a Malaysian university Masters-level group counseling course. The course changes included group demonstrations by lecturers and peers, live group participation and observation, group dynamics map drawing and debriefing, paired group proposal writing and presentation, and group note- taking. This study adopted a mixed method approach with a short survey consisting of both standardized scales and open-ended questions, administered at the beginning and end of each 12-week semester. Archival data on students’ evaluation was also retrieved from the year before the intervention, to compare with the 3 years of intervention. Results showed a statistically significant improvement in students’ perceived group leadership skills and leadership characteristics at the end of the course. Students’ overall satisfaction with the course quality also improved significantly from the year prior to the implementation of the new teaching method. Qualitative coding identified three major themes–active learning classroom that led to confidence in group counseling knowledge and skills; experiential activities in the tutorial sessions, with opportunities to carry out their proposed group activities; and formative feedback given throughout the semester during tutorial settings contributing to the higher course satisfaction rate. To conclude, we discuss the implications of contextualized experiential learning for higher education counseling pedagogy in the Asian region.

Students’ Perception on The Use of Canvas-Based Learning Activities in Online Classroom: Focusing on Its Benefits

Canvas, a web-based learning management system, has been recently used to assist the students’ language learning and help teachers to manage digital classroom activities. In online learning situations, this software is valuable to support teacher and students’ interaction with the help of an internet connection. This learning management system provides a systematic review that effortlessly presents online learning materials, assesses students’ learning progress, and encourages students to engage in courses. In this study, the student's perception of the use of canvas as a learning platform in the online classroom was investigated. To gather the data, semi-structured interviews were given to three English Education Department students having Technology Enhanced Language Learning Class. Data were analyzed using thematic analysis. The results of this study indicate that students give positive perceptions of the use of canvas in TELL class. Students claimed that the usage of Canvas in learning activities has several benefits. Those benefits are (1) Various features of Canvas that help in learning, (2) Developing students’ engagement, and (3) Promoting students’ self-regulated learning.

Supplementing Gross Anatomy Pelvis and Perineum Content with Video Modules: Effects on Student Learning

Human gross anatomy and embryology (GAE) remains an integral piece in the first‐year medical student's education, even as medical schools across the United States condense their foundational phase curricula. In the setting of undergraduate medical programs that are making this transition, supplemental video modules are more frequently being utilized in gross anatomy learning. At Brody School of Medicine (BSOM) at East Carolina University (ECU), the GAE course is a 16‐week long course taught during the first block of the first‐year of medical school at BSOM. In addition to human gross anatomy (lecture and donor‐cadaver dissection), faculty also lecture on human embryology and radiology. In this project, we generated video modules focused on the genetic male pelvis and perineum and genetic female; these were then incorporated into the GAE course at BSOM. The videos included recordings of relevant anatomical features of donor‐cadaver prosections generated by BSOM anatomy faculty, as well as author generated illustrations highlighting key structural relationship, high‐yield embryology concepts, and voice‐over narration. The videos were uploaded to the BSOM learning management system, and learners instructed to watch the videos in preparation for the upcoming sessions focused on the pelvis and perineum (prosection demonstration and flipped‐classroom session). The aim of this study was to ascertain student self‐perception of comprehension of pelvis and perineum material with the incorporation of the video modules into the prosection laboratory and active‐learning session. The learners sampled were first‐year medical students enrolled in GAE at BSOM in Fall 2019 (n=87). In prior years, the pelvis and perineum unit included a three‐hour dissection followed by a flipped‐classroom session. Data analysis of survey results (n=86, 99% response rate) indicate that prior to reviewing the modules, 12% of respondents felt moderately or very comfortable with the content. After viewing the videos, 80% of respondents felt moderately or very comfortable with the content. Interestingly, all respondents (100%) agreed that it would be beneficial to their learning for similar videos to be included in future flipped‐classroom sessions. Collectively, these results provide insight into the positive effects of supplemental video modules in supporting student comprehension and retention of anatomical sciences knowledge when time constraints may require faculty to modify laboratory activities and active‐learning classroom sessions. Additional scholarship opportunities focus on evaluating the correlation between the use of video modules in GAE and learners' exam performance.

The Evaluation of Active Learning Classrooms: Impact of Spatial Factors on Students’ Learning Experience and Learning Engagement

Previous studies have investigated the spatial attributes of Active Learning Classrooms (ALCs) and their impact on students’ learning experiences and learning engagement independently; however, a holistic investigation of the relationship between these attributes and students’ learning engagement has not been conducted. This study explored how the spatial attributes of ALCs affect students’ learning experiences and learning engagement. An empirical questionnaire was administered to freshmen taking English classes in four different types of ALCs at one university, and 224 valid questionnaires were analyzed. This study provides design insight for future learning environments in ALCs by linking two Likert scales: one rating spatial attributes in ALCs that influence learning experiences, and the other rating students’ learning engagement in ALCs. The results revealed that the spatial attributes of ALCs significantly affected the learning experience, specifically instructional interaction, furniture perception, learning support, and physical environment. Among them, instructional interactions and physical environment are the most critical in promoting student learning engagement. The survey findings can help architects design more flexible and sustainable learning environments in the future, supporting university students in developing active and collaborative learning skills, as well as providing better references and beneficial insights for future education for sustainable development.

Improving the Competence of Junior High School Teachers In Designing Generative Learning-Based Learning Media

Educators, hereinafter referred to as teachers, are essentially required to have competencies that include four competencies, namely pedagogic competence, professional competence, personality competence and social competence. In professional competence, teachers are required to master the subject area they teach and be able to make continuous improvements as a form of effort to increase their competence. One of the efforts is to make continuous improvements for independent teachers as well as in classroom learning activities to continuously increase the meaning of the learning process. One of the important aspects that must be considered by teachers is the use of appropriate (valid), precise, simple and reliable learning media to communicate the scientific concepts they teach. The facts show that there are still many teacher inaccuracies in choosing and using media in carrying out the learning process. The focus of the workshop carried out was on non-printed learning media types of presentation learning media and interactive learning videos based on generative learning. The initial data of the subject, namely the Science Teacher of SMP in Solok Regency, showed that 60% of the subjects were still unable to apply the proper use of Learning Media. As many as 67% of the subjects were constrained by access to communication and the internet because the area where the subject worked was still difficult to get a telephone signal or internet connection. Subjects have not received technical guidance / training related to the development of learning media even though 78% of the schools where they work already have multimedia facilities. After being given a workshop, mentoring and coaching on the subject under study, a significant change was seen. As many as 77% of the subjects studied have been able to overcome the obstacles faced related to the development of learning media, 85% of the subjects assessed that the workshop activities had been able to increase the creativity of teachers in producing work and 84% of the subjects studied felt more confident to be sustainable in producing work

The Use of Instagram Blog to Promote Students’ Writing Skill in Descriptive Text of English Tour and Travel

Students’ in tourism business management vocational education program of Banyuwangi State Polytechnic must have excellent writing skill to promote tourist destination in Banyuwangi by writing a description of tourist destination in Instragram blog. This study aims to identify and to describe teaching learning process by using Instagram blog. This research used qualitative design. The researcher began to investigate the classroom online teaching and learning classroom activities by using several research instruments such as observation checklist, interview, and questionnaire. The lecturer tried to use Instagram blog as teaching aid during teaching and learning process especially in writing descriptive text about some popular tourist destinations in Banyuwangi. She also made them interested to begin write their idea. It could give the students a greater chance to write and express their ideas in English. This research was hold in Banyuwangi State Polytechnic on February 4th until 4th March, 2021. The result of this research was Instagram blog can help the lecturer taught well besides that the lecturer had already prepared learning contract well therefore she taught clearly.