Creation Of Learning Communities Research Articles

The Participation of Teachers in Greece in Outdoor Education Activities and the Schools’ Perceptions of the Benefits to Students

International research highlights the potentially valuable contribution of outdoor education to the healthy development and proper holistic education of students. Among the various benefits that students gain from participating in outdoor activities are the mitigation of symptoms of Attention Deficit Hyperactivity Disorder (ADHD), improved respiration, memory improvement, skills development and others. Despite the well-documented contribution of such activities to children’s wellbeing, there is an increasing trend of younger children lacking contact with nature. The current study investigates to what extent teachers in Greece, at schools where students aged 6–18 attend, provide opportunities for outdoor activities to their students. Furthermore, it investigates the teacher’s perceptions of the benefits the students gain from such activities, based on their personal experience and the experience of other co-teachers in their school. The results presented in this study indicate that the percentage of teachers who choose outdoor activities during the educational process in Greece is rather low, although they identify that such activities provide significant benefits to students. Based on the perceptions of teachers regarding the mental, cognitive and physical benefits that students gain from outdoor activities a positive association was found between the participation of students in such activities and these benefits. Therefore, this study reveals that it is of significant importance to increase the number of opportunities for students’ participation in outdoor learning activities, by supporting teachers, creating learning communities with them and empowering them to provide more outdoor learning opportunities.

Pojok Literasi Sekolah Sebagai Wadah Untuk Meningkatkan Kualitas Pendidikan di SDN 065011 Medan

MBKM is a self-contained and versatile mode of higher education learning designed to create a non-restrictive creative learning community that meets the needs of students. Where the aim of this program is to assist teachers in implementing face-to-face learning, technology adaptation, and school administration, especially school literacy and numeracy. One of the main programs implemented in the target schools is literacy activities due to the low level of literacy at Sdn 065011 Asam Kumbang Medan. Literacy is the quality or ability to be literate/literate which includes the ability to read and write. So to solve this problem, there are several literacy learning activities or methods that I apply to students, especially in Class 5A, namely the first of course is to create a literacy corner in the class with various types of reading books, then carry out silent reading activities, learn to write an essay as well as fiction and non-fiction stories, storytelling in class, drawing, learning public speaking, and watching movies and learning to listen to every vocabulary. With this program, students' interests and talents in literacy are increasingly visible, where reading and writing are getting better and smoother than before. It is hoped that this literacy activity can continue and be implemented by teachers in every class, that way the literacy level of the Sdn 065011 school will improve and be of better quality.

Findings from a survey looking at attitudes towards AI and its use in teaching, learning and research

Artificial Intelligence (AI) is having an advancing dramatic impact on Technology Enhanced Learning (TEL) in Higher Education. (Popenici & Kerr, 2017) observed an emergence of the use of AI in HE (Higher Education) and pinpointed challenges for institutions and students including issues of academic integrity, privacy and “the possibility of a dystopian future” (p. 11). Potential benefits of AI in HE includes creating learning communities through chatbots (Studente & Ellis, 2020), automated grading, individualized learning strategies and improved plagiarism detection (Owoc et al., 2019). It is unclear how often, and in what manner, students are engaging with AI during their learning and in creating submissions for assessments tasks and if this engagement is creating unrealistic outcomes. It is also unclear how educators are engaging with AI during their teaching and curriculum/assessment design and how this may be impacting the learning outcomes of their cohorts. This research study was conducted to investigate the perceived immediate and long-term implications of engaging with AI of both staff and students on learning and teaching within the University of Adelaide. The design of the research study is underpinned by a blended approach combining Situational Ethics and Planned Behavior Theory to understand the ethical considerations and behavioral activities and future intentions of staff and students regarding the use of AI. Situational Ethics provides a framework for examining the contextual nature of ethical decision-making regarding AI (Boddington, 2017; Memarian & Doleck, 2023). Planned Behavior Theory provides understanding of individuals' motivation and rationalization to engage with AI (Wang et al., 2022). By employing a mixed qualitative and quantitative design, collecting data via online surveys, the study's findings shed light on the ethical challenges and attitudes associated with AI implementation in higher education and provided insights into the factors that influence staff and students’ individual intentions to engage with AI technologies in Learning and Teaching. Participants from all faculties across a wide diversity of student cohorts and staff responded to the surveys. Initial findings reveal educators are suspecting a greater student use of AI than the data demonstrates. The most frequent use of AI by students is for checking grammar and this is more prominent in the international student cohort. Students trust their human educators more than AI for course content and feedback on assessments. Educators are comfortable using AI but feel also they need greater support and training. The majority of students (70%, n=126) are not concerned about the implications of using Generative AI in higher education, regarding issues related to privacy, bias, ethics, or discrimination. However, demonstrating an active concern in this field, the most common use of AI by university staff is to test its capabilities to complete assignments. These and other findings from the study can provide guidance to staff and students by describing current practices and making recommendations regarding assessment, curriculum design, and Learning and Teaching (L&T) activities.

Artikel Review : Pengelolaan Standar Pendidikan Berbasis Teknologi Informasi dan Komunikasi sebagai Upaya Peningkatan Mutu Pendidikan di Indonesia

The rapid development of information technology in the current era of globalization cannot be avoided anymore its influence on the world of education. The development of technology helps learners create learning communities by using digital communication channels. In addition, the use of information and communication technology is able to accelerate effective and efficient management and education systems. The purpose of writing a review article is to describe the utilization of managing educational standards based on information and communication technology in the world of education. The method used in this study is library research. The data collection method uses the help of the internet to browse various references to books and previous research journals that are in accordance with the Management of Information and Communication Technology-Based Education Standards in relation to improving the quality of national education. The results of this study showed that the development of information and communication technology had a rapid impact on the world of education, especially in learning activities, educational administration and also on the management of educational standards in the 21st century.

LEARNING SOCIETY: HOW DOES OLDER PEOPLE`S LEARNING CONTRIBUTE TO ITS ADVANCEMEN?

The article discusses the characteristics of the formation of a learning society and the learning opportunities for older adults. As international documents note, the aim of adult education and lifelong learning is to equip adults of all ages with the necessary skills to exercise and realize their rights and control their destinies. It promotes the personal and professional development of adults, the increased involvement of adults in the creation of learning communities and sustainable environments. Adult education is therefore becoming a crucial tool for reducing poverty, improving health and well-being and contributing to the creation of a sustainable learning society. Scientific literature, document analysis and secondary data analysis reveal that for construction of a learning society in Lithuania older people should be actively encouraged to join the learning process.

Persepsi Mahasiswa Tentang Pembelajaran Melalui Media Sosial Whatsapp

This study discusses "Student Perceptions About Learning Through Whatsapp Social Media" with the problems in this study are: What are the perceptions of various students about learning through whatsapp social media because along with the times, the presence of the internet provides information for the general public including students. With the emergence of social media which is used as a medium for communication, it allows everyone to interact with people who are far away without knowing boundaries and time. From various backgrounds and ages, almost all have and use social media. The purpose of this research is to find out. The purpose of this research is to find out what students can learn through whatsapp social media about where students know a lot to get information, communicate more easily, motivation in learning which can increase student enthusiasm. In this study, the authors used qualitative research with data sources obtained through observation, interviews and documentation. After that the data obtained is analyzed, presenting the data, and making conclusions. Based on the research results that have been obtained from learning through whatsapp social media can continue learning discussions, facilitate assignment collection, organize learning materials, create learning communities, get information quickly, practically, do learning easily, anywhere, facilitate communication among students and add outlook.

Post-Digital Learning for Rural Development: A Case Study of Open Biotec MOOCs in Colombia

This research presents an experience of post-digital learning of biotechnology in rural areas in Colombia by implementing a massive open online course (MOOC) for biotechnology education called Open Biotec. The objective was to improve Colombian rural development by creating learning communities around five topics: waste management, environmental biotechnology, bioprocesses, alternative energies, and bio-entrepreneurship. The study utilized various methods, including a socioeconomic diagnosis of a subregion of the department of Antioquia, Colombia, and the creation of MOOCs using the Action Research methodology. The pilot test of the training route in biotechnology involved the progressive development of the MOOC courses that comprise it. Around 918 students from rural areas were trained, and statistical analysis showed that the average grade of the students increased significantly from 6.13 to 7.53 and the median from 6.15 to 8.00. The study results demonstrate how the learning experience designed in the Open Biotec MOOC increases the degree of knowledge of students in this field of biotechnology, offering an opportunity to establish sustainable learning communities with participation and collaborative action mediated by virtual tools. The study concludes that rural education in Colombia could be strengthened with a training strategy for rural communities supported by MOOCs focused on the responsible use of local biodiversity from a biotechnological perspective.

Engaging students with team based and open-ended response projects in a descriptive acoustics course

Helping non-science majors feel comfortable in a physics class can be a challenge. Inclusive pedagogy techniques encourage creating learning communities and providing more opportunities for students to engage with the content. Elements of Team Based Learning (TBL) and open-ended response projects were applied to a descriptive acoustics course. TBL allows students to work with permanent, strategically placed teams during the semester. Teams are selected to help spread the abilities uniformly for all teams to be successful. In this course, group activities, a group component of exams, and the peer evaluation were implemented. The evaluation holds students accountable for their effects with their teams, rewarding students who work hard and minimize freeloading, an often-challenging aspect of group work. In addition to TBL, open-ended response projects were used in place of a research paper. Students can choose to research an acoustics topic or perform their own experiment. The students can also decide how they would like to present their work. The flexibility allowed students to display their results in a variety of ways from traditional written work to podcasts.

Penerapan Metode Mendongeng dalam Meningkatkan Kemampuan Bahasa Anak

This research was conducted with the aim of knowing the application of storytelling methods in improving the language skills of children. The method in this study uses a case study approach and uses a descriptive-qualitative method. While the data collection techniques were carried out by means of observation, interviews and documentation. Data analysis used is domain analysis, taxonomic analysis and componential analysis. The results of this study are the application of storytelling methods to children can build first language skills, create learning communities, and understand children's development.

Case-based leadership learning: how to improve work-related stress in early childhood education centre directors

ABSTRACT The aim of this article is to investigate how case method can promote leadership learning and coping with stress. An exploratory qualitative investigation was undertaken to study 57 early childhood education centre directors` course evaluations from the National Leadership Program through an online survey done between 2020 and 2021. With respect to the centre director’s reported experiences, our findings revealed that the case method offers promising learning opportunities for how to cope with work stress through four key themes: social comparison and sharing experiences from real-life cases, group discussions for problem solving, and a learning community for social support and linking practical (coping) tools. A variety of coping strategies with a focus on problem solving, in addition to support for each other (emotional support) and sharing information (informational support), were promoted. This implies that case method can support individual ways of coping with stress as well as create learning communities. The study adds to the limited research on ECE leadership education programmes by providing a new insight into how the case method can foster learning communities where participants can develop strategies to cope with work stress and thereby increase their well-being.

Examining Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) in Remote Teaching and Learning Modality

This study examined the teachers’ technological, pedagogical, and content knowledge (TPACK) in the remote teaching and learning modality. Specifically, it sought to find out if gender (male and female) and age groups (Gen Z, Millenial, and Gen X) have significant differences in the respondents’ TPACK skills and if their attendance in the in-service training could cause a significant change in the perceptions of the said skills. The study followed the quantitative survey research design. An adapted research instrument was used to evaluate respondents’ perceptions of TPACK abilities during the remote teaching and learning modality. The Mann-Withney u test was used to determine if the gender (male and female) would significantly differ in TPACK. While Kruskal-Wallis H test was used to analyze if the age groups (Gen Z, Millennial, and Gen X) show significant differences in the respondents’ TPACK skills. To assess a significant change in the respondents’ attendance in the in-service training, the McNemar change test was used. The study sample comprised 60 teachers from several public high schools in Makati City teaching remotely during the pandemic. Based on the results, gender did not show a significant difference in the TPACK abilities of the respondent. While no significant difference was established among the age groups regarding their TPACK skills, one domain (technological knowledge) of TPACK revealed significant results among the age groups. Moreover, it was also proven that respondents showed significant changes in their TPACK skills before and after attending the in-service training. Therefore, this study recommends creating learning communities among teachers of different gender and age groups to share their best practices during the remote learning setup to help improve others' TPACK skills. Also, it is recommended that the school administrations prioritize teachers’ professional development by providing them with vital training and seminars to improve the said skills.

How to Create Learning Communities to Increase Inclusion in Higher Education Using Appreciative Inquiry

In 2016, Kedge Business School in France sent two of its instructional designers, Olga Boura and Guillaume Laurie, on an Appreciative Inquiry course. Combining AI with their existing skills, they created a special one-day icebreaker course to welcome their students and create the conditions students would need to enhance their social development.

The impact of using book clubs among female teachers in their professional development in Saudi Arabia

Literature has extensively documented traditional conceptions of sustainable teacher professional development (PD). Recently, PD has promoted self-directed and small group opportunities that provide teachers with interactive and discussion-based social learning. For this reason, this research explores the effect of book clubs as a form of PD for teachers in Saudi Arabia. To do this, the researcher used qualitative design through narrative approach. Presenting the narratives of thirteen female teachers who joined a book club to share their experiences and exchange knowledge, this study demonstrates the value of using book clubs as an alternative learning tool for professional improvement. This research demonstrates that using a casual, inviting platform, book clubs successfully create learning communities by providing support and guidance and validating shared experiences. The research concludes with implications for using book clubs among teachers in Saudi Arabian schools, such as learning as a social act.

Using student‐based organizations within a discipline as a vehicle to create learning communities

Using student‐based organizations within a discipline as a vehicle to create learning communities

Islamic education governance towards independent learning

Along with the development of knowledge and technology, today demands changes in all sectors, especially in the country's governance of Islamic education. The author believes that today's updated education governance is the implementation of technology-based learning, such as a blended learning-based approach. For this reason, we have completed a series of data searches from many publications or literature that discuss the issue of Islamic education and also the issue of learning through learning. Furthermore, our data were analyzed using a phenomenological approach to explore scientific evidence relevant to this study, after getting the data and reviewing it with a coding system of evaluation data, interpretation, and drawing conclusions that answer the study questions. Based on the existing data and additional discussions of this study, we can conclude that learning Islamic education governance from a creative learning community to innovation in educational services based on a blended approach learning has turned out to be a very innovative solution where technology has been able to transform learning, especially in an era that is being disrupted by various crises. It is hoped that this salary will become an essential input for examining studies and educational issues in the future.

Reimagining American Education: Possible Futures

If the future of preK-12 education is going to be better than the past, then we need to rethink our fundamental assumptions about what we want from our schools and what we expect those schools to look like. Educators should embrace three core commitments in particular: 1) to treat students as learners whose agency is respected, whose diversity is embraced, whose selves are deeply known, whose joy is cultivated, and whose holistic growth is the paramount concern of the adults who care for them; 2) to promote learning that is purposeful, authentic, and connected to the broader human domains of which those learners are part; and 3) to create learning communities that enable deep relationships, cultivate democratic values and dispositions, and model the kind of society and environment we want to create.

Development of Teaching Modules for Operation and System Stability Courses as a Pilot Project for the Electrical Engineering Study Program Towards Independent Learning

The challenges of the future of education are increasingly complex. The position of educators in the era of the industrial revolution 4.0 tends to be a facilitator who provides the latest information regarding the development of science. Merdeka Learning is an independent and versatile higher education learning model designed to create an unrestricted creative learning community. This development research resulted in teaching material in the form of learning modules and videos for the Operations and System Stability course. The process of developing modules/teaching materials uses the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluating. The teaching materials developed are suitable for students to use based on the results of the formative test data and the Likert scale with 86%-100% being very good criteria. In the one-on-one trial, the percentage of expert eligibility was 94.5% for digital modules, and 92% for learning videos. In a small group trial taken from 7 TE 2017 and TE 2018 students, the percentage of eligibility results was 94% for digital modules, and 94.5% for learning videos. Meanwhile, in the field trials taken from 76 students of TE 2017 and TE 2018 the results of the feasibility percentage were 91% for digital modules and 90% for learning videos.

Countermeasures for improving the information leadership of principals from the perspective of technological change education

In recent years, my country's education informatization hardware construction has made rapid progress. In contrast, my country's primary and secondary school informatization leadership construction lags behind. With the in-depth advancement of education informatization projects, new terms, new methods, and new technologies such as micro-courses, WeChat, flipped classrooms, MOOCs, cloud computing, and big data continue to impact our traditional education and teaching concepts. What will be the transformation of teaching environment, teaching content, teaching evaluation methods, and innovative talents training mode. From the perspective of the application of information technology in the educational process and education to adapt to the changes and development of the information age, from the perspective of establishing a shared vision of informatization, supporting teachers' professional development, improving principals' personal information literacy, improving team information literacy, and proactively changing , seek external support. Starting from the requirements of a learning society and the concept of lifelong learning, it points out the necessity of improving the information-based leadership of principals. And on the basis of the constructivist learning concept, it proposes two ways to improve the informatization leadership of principals: self-directed learning and the creation of learning community. The principal is the key. Informatization leadership is one of the necessary qualities of the principal, and it is a comprehensive reflection of the informatization work ability.

Research of interaction of teachers and the potential of creating learning communities in educational organizations

Research of interaction of teachers and the potential of creating learning communities in educational organizations

Recommendations to support the mental health of the health workforce

Abstract EXPH members and Opinion collaborators The Opinion concludes with eight evidence-based recommendations, complemented by action points with EU-wide and Member-State relevance. The recommendations are addressed to policy makers and managers, as well as with mental health and occupational health practitioners. The focus of these recommendations to support the mental health of the health workforce is on fostering their mental wellbeing and the need to treat mental wellbeing as an organisational responsibility within the workplace. The recommendations address the roles of stakeholders at several levels (organisations, national authorities and EU). The action points detail the general principle described in each recommendation. Specifically, there is the need for appropriate guidance frameworks to be established, in some cases deserving legal status, to clearly establish mental wellbeing as an important workplace responsibility within organisations. This requires awareness and competencies by the leadership of organisations, which can be facilitated via education and training. To support promotion of mental wellbeing in SMEs, the use of common digital tools (to be developed) can be advantageous. In addition, workplaces must develop adequate mechanisms for early identification of factors influencing mental wellbeing and for referral to professional help when preventive efforts are not effective. The organisation, as opposed to the individual worker, is to be held accountable for worker wellbeing. Building and sharing knowledge on interventions that work via the creation of learning communities is recommended. The identification of best practices that are cost-effective require further evidence, which should be developed by overcoming methodological challenges. Lastly, a common EU-wide view of mental health care and its re-organisation is needed with emphasis on prevention and support of mental wellbeing in not only the health workforce, but the general population as a whole.