Student-oriented Learning Environment Research Articles

ANALYSIS OF CHALLENGES AND STRATEGIES FOR HISTORY TEACHERS IN INTEGRATING INFORMATION TECHNOLOGY TO SUPPORT LEARNING AT SMAN 14 MEDAN

This research aims to analyze the challenges faced by history teachers in integrating information technology into the history teaching process, as well as identify effective strategies to overcome these challenges. The research method used is interviews and observations of a number of history teachers who have actively used information technology in their teaching. The research results show that some of the main challenges faced by history teachers include limited access to technology, uncertainty in selecting appropriate digital content, and a lack of adequate training in the application of technology. However, the research also identified several effective strategies that history teachers have used to overcome these challenges, including ongoing training and professional development, collaboration between teachers to share resources and experiences, and adapting curricula to account for technology integration. The implication of this research is the need for greater support from schools and the government in providing adequate access to technology and contextual training for history teachers so that they can effectively integrate information technology into history learning. The implementation of the strategies adopted by history teachers at SMA 14 shows their commitment to overcoming the challenges of integrating technology in history learning. In the face of limited access to technology, teachers have been active in utilizing training and professional development to improve their skills in using technology. Collaboration between teachers also provides a platform for sharing experiences and ideas for facing common challenges. Curriculum adjustments are the main basis for ensuring that history learning remains relevant and interesting for students in this digital era. By utilizing technology in lesson plans and developing interactive learning materials, teachers have created a dynamic and student-oriented learning environment. The impact of this strategy can be seen in increasing students' understanding of historical material and their skills in using technology.

Development Of An E-Learning Model Using CMS Moodle During Covid 19

Every aspect of life, particularly the field of education, has seen a change in orientation as a result of the COVID-19 pandemic. Education is changing, and distance learning can help. In-person interactions are no longer the main focus. The purpose of this study is to use the CMS paradigm to create an e-learning model. In addition, the paradigm of teacher-oriented learning has given way to student-oriented learning. Students are now positioned as learning subjects rather than as learning objects in this student-oriented learning environment. These days, there are a lot of learning resources available, and e-learning involves the use of technology (the internet). Through the use of the Internet, intranet, or online media, educational resources can be made available to students through e-learning. further networks of computers. Given that computer technology is used by educators, students, and educational institutions to carry out teaching and learning activities, e-learning has become essential for the academic community. Software for online and website-based learning activities is known as Moodle-based e-learning media. This medium takes the form of an online course presentation tool where instructors can post lesson plans, instructional videos, PowerPoint presentations, discussion boards, and tests pertaining to certain journal articles.

An Evaluative Study on VISOLE—Virtual Interactive Student-Oriented Learning Environment

Virtual Interactive Student-Oriented Learning Environment (VISOLE) is a constructivist pedagogical approach to game-based learning. It encompasses the creation of a near real-life online interactive world modeled upon a set of multidisciplinary domains, in which each student plays a role in this “virtual world” and shapes its development. With sophisticated multiplayer simulation context and teacher facilitation, VISOLE aims at providing opportunities for students to acquire subject-specific knowledge in a multidisciplinary manner as well as sharpen their generic skills for problem solving. With a combination of quantitative and qualitative methods of inquiry, an evaluative study on VISOLE was conducted in Hong Kong, involving the deployment of VISOLE in 16 schools (with 254 students and 28 teachers). Notwithstanding, the positive quantitative findings (the students' advancement in the knowledge and problem-solving generic skills concerned) of the study, the qualitative data revealed that some phenomena which emerged during the VISOLE process impeded the students' learning process. On the other hand, some of the teachers, who also observed the same impeding phenomena, initiated or suggested some new interventions to mitigate these phenomena. The findings threw light on the issue of how to enhance the current design of VISOLE.

Achieving diversity in nursing through multicontextual learning environments

Attempts to increase diversity within the nursing profession have resulted in the admission of more ethnically diverse students into nursing education programs. However, traditional curricular and pedagogical practices seen in many nursing programs do not accommodate the learning needs of diverse learners. Nurse educators are encouraged to adopt learner-centered pedagogical approaches and embrace multicontextual learning environments. The purpose of this article is to describe the concept of multicontextuality and to introduce an exemplar of a multicontextual learning environment that has been recently developed and implemented in an undergraduate nursing program. The virtual community, known as The Neighborhood, presents nursing concepts in a rich personal and community context through stories and supplemental multimedia. The perceived benefit is enhancement of conceptual learning in a student-oriented learning environment.

FARMTASIA: an online game-based learning environment based on the VISOLE pedagogy

Virtual interactive student-oriented learning environment (VISOLE) is a game-based constructivist pedagogical approach that encompasses the creation of an online interactive world modeled upon a set of interdisciplinary domains, in which students participate as “citizens” to take part cooperatively and competitively in shaping the development of the virtual world as a means to construct their knowledge and skills. FARMTASIA is the first online game designed using the VISOLE philosophy, encompassing the subject areas of biology, government, economics, technology, production system and natural environment. The “virtual world” deployed is a farming system covering the domains of cultivation, horticulture and pasturage, situated in a competitive economy governed by good public policies. The design and implementation of FARMTASIA pursue three vital principles. The first one is to make the game as realistic as possible so that students can learn in a near-real life environment; the second one is to inject motivational elements so that students can sustain to learn and acquire various knowledge and skills with the game; and the third one is to make easy for teachers to conduct various VISOLE facilitation tasks. According to our exploratory educational study, we show evidentially that positive perceptions and an advancement of subject-specific and interdisciplinary knowledge appeared among the students who participated in VISOLE learning with FARMTASIA.

Dissonance in Student Learning Patterns: When to revise theory?

This study focuses on the issue of theoretically incongruent learning patterns found among subgroups of students. The longitudinal study was done among first year university students in a student-oriented learning environment. Students completed the Inventory of Learning Styles (ILS) twice, once in the first, and once in the third trimester. This inventory assesses learning strategies, learning orientations and learning conceptions. Students' learning patterns in the third trimester were far more dissonant than in the first trimester. Data for two subgroups of students were analysed separately. Both groups showed learning patterns dissonant from theory, especially in the relations between orientations and conceptions on the one hand, and learning strategies on the other hand. This raises the question that, when dissonant patterns are observed among groups of students that do not conform to what is expected theoretically, when is it necessary to revise theory and when can real dissonance be confirmed? After revising theory, dissonant patterns may disappear, because they no longer deviate from what can be expected theoretically.

The Disruptive and Transformative Potential of Hypertext in the Classroom: Implications for Active Learning

This article describes a further extension of a strategy to move from a teacher-oriented to a student-oriented learning environment through the use of “collaborative hypertext.” Students were trained in the use of MidasWeb, a Web-based environment for the organization, storage, and retrieval of hypertext documents and images. Over the course of the term students worked in teams to construct their MidasWeb sites by developing the underlying conceptual frameworks for their subject areas and uploading documents. The results of questionnaire surveys of the students suggest that the MidasWeb exercise did achieve our objective of disrupting the traditional relationship between teacher and student to create a more student-centered environment. The more students became involved in the exercise the more they felt empowered with respect to the subject matter of the course and took responsibility for deriving meaning from the information they had obtained. In addition, the experience encouraged them to think about the subject matter across interdisciplinary lines. Because the MidasWeb exercise was structured as a group activity, the effectiveness of the team coordinators had an impact on the success of the teams as well as the nature of the learning experience of the individuals involved. Although the MidasWeb exercise was a successful application of digital technology to classroom learning, it was not a resounding success, because the impact on the students in the course was not uniform. While a substantial majority of them found MidasWeb to be very involving and moved toward student-centered learning, approximately one third of them, especially students who were uncomfortable with computer technology, did not benefit fully from the exercise. This suggests that in the future more time should be spent on training, and that MidasWeb needs to be made more user friendly for unsophisticated users.