Validation of blended learning model of applied mathematics through schoological networks for learning in new normal era in vocational education

This study aims to determine the feasibility of a model of blended learning applied mathematics using Schoology for vocational education. Research using the 4D model development method includes: Define, Design, Develop, and Disseminate, conducted at the Politeknik Negeri Bali. Data was collected using a validation sheet and student response questionnaire sheet. Data were analyzed descriptively. As a result, the design of applied mathematics blended learning using Schoology achieved: feasibility level of 84.91% (high enough), practicality 78.84% (quite practical), and compliance was 88.02% (very high). Blended learning applied mathematics is very appropriate to be used as a model of learning in vocational education. Feasible to use as a learning strategy in vocational education in the new normal era. Needs to be refined and the development process can be continued to the stage of test effectiveness, program evaluation, and dissemination

Improving Assessment and Evaluation Strategies on Online Learning

ICLI is an annual International Conference on Learning Innovation (ICLI) hosted byUniversitas Negeri Malang, Indonesia in collaboration with the Islamic Development Bank (IsDB) and Indonesian Consortium for Learning Innovation Research (ICLIR) as well as Univerisiti Teknologi MARA Cawangan Perlis, Malaysia serving as co-organizer this year. The conference aims to gather researchers, practitioners, students, experts, consultants, teachers and lecturers to share their insights and experiences on research not only in constructing innovations in learning but also the knowledge of learner’s capability. The learners who are characterized as creative and competent by having the ability to understand what they have learned and capable of taking initiative and thinking critically. In addition, ICLI is organized on the basis of the trend in the 21st century, categorized by the increasing complexity of technology and the emergence of a corporate restructuring movement. This book is the proceeding of ICLI 2021, containing a selection of articles presented at this conference as the output of the activity. Various topics around education are covered in this book and some literature studies around specific topics on learning and education are covered as well. This proceeding book will be beneficial to students, scholars, and practitioners who have a deep concern in education. It is also futuristic with a lot of practical insights for students, faculty, and practitioners, and also a description of the Indonesian educational system in today’s era

Post-pandemic impact: E-learning crack-up and English learning quality

This study delved into the impact of the E-learning crack-up on the learning process during the pandemic to the post-pandemic learning process and the quality of English learning during face-to-face learning. This study applied qualitative research methods. The researchers selected six students from class XI-1 and one teacher at SMAN 1 Nunukan to participate in the interview session. In the data collection process, documents, observations, and interviews as research instruments were implemented. The researchers analyzed research data through three phases: data condensation, presentation, and conclusion verification. From the data analysis, the researchers found that E-learning crack-ups in the learning process during the pandemic affected students' learning processes. This is evidenced by the results of student interviews, which stated that they were still trying to adapt to the learning process in the post-pandemic period. However, based on the observations and document reviews, the researchers also found that the students' adaptation process during the post-pandemic learning period was excellent because it was supported by an exciting learning process and the implementation of Kurikulum Merdeka at Nunukan 1 Public High School. Thus, the quality of learning at SMAN 1 Nunukan is outstanding

Inclusive Intelligent Learning Management System Framework - Application of Data Science in Inclusive Education

Dissertation presented as the partial requirement for obtaining a Master's degree in Data Science and Advanced Analytics, specialization in Data ScienceBeing a disabled student the author faced higher education with a handicap which as experience studying during COVID 19 confinement periods matched the findings in recent research about the importance of digital accessibility through more e-learning intensive academic experiences. Narrative and systematic literature reviews enabled providing context in World Health Organization’s International Classification of Functioning, Disability and Health, legal and standards framework and information technology and communication state-of-the art. Assessing Portuguese higher education institutions’ web sites alerted to the fact that only outlying institutions implemented near perfect, accessibility-wise, websites. Therefore a gap was identified in how accessible the Portuguese higher education websites are, the needs of all students, including those with disabilities, and even the accessibility minimum legal requirements for digital products and the services provided by public or publicly funded organizations. Having identified a problem in society and exploring the scientific base of knowledge for context and state of the art was a first stage in the Design Science Research methodology, to which followed development and validation cycles of an Inclusive Intelligent Learning Management System Framework. The framework blends various Data Science study fields contributions with accessibility guidelines compliant interface design and content upload accessibility compliance assessment. Validation was provided by a focus group whose inputs were considered for the version presented in this dissertation. Not being the purpose of the research to deliver a complete implementation of the framework and lacking consistent data to put all the modules interacting with each other, the most relevant modules were tested with open data as proof of concept. The rigor cycle of DSR started with the inclusion of the previous thesis on Atlântica University Institute Scientific Repository and is to be completed with the publication of this thesis and the already started PhD’s findings in relevant journals and conferences

E-learning as a complementary mechanism to teach political science – between the void of the classroom and the demands of an online generation

Online teaching has occupied a prominent place in the training process of new generations, whether through formal models of education and training, or through informal education and training. The pandemic caused by the SARS-COV-2 coronavirus has had an effect on the way societies function, having produced the need to adapt work and educational contexts to the demands associated with physical distancing. This paper derives from a reflection that takes into account the pedagogical dimensions associated with the context of the classroom, with the need to adapt training to the online model, at a time when digitalization occupies a leading place in the western way of life. For this purpose, the teaching experience in the academic year 2020/2021 at the University of Beira Interior is based on a characterization of the pedagogical models associated with Political Science teaching.Онлајн настава је заузела истакнуто место у процесу обуке нових генерација, како кроз формалне моделе образовања и обуке тако и кроз неформално образовање и обуку. Пандемија изазвана вирусом корона утицала је на начин функционисања друштва, произвевши потребу за прилагођавањем радног и образовног контекста захтевима повезаним са физичким дистанцирањем. Овај чланак произлази из рефлексије која узима у обзир педагошке димензије повезане са контекстом учионице, са потребом прилагођавања обуке онлајн моделу, у време када дигитализација заузима водеће место у западном начину живота. У ту сврху, наставно искуство у академској 2020/2021. години на Универзитету у Беири Интериор заснива се на карактеризацији педагошких модела повезаних са наставом политичких наука.info:eu-repo/semantics/publishedVersio

The Use of Social Media Technology in Educational Research at COVID-19 Time: Accounts and Problems

The Covid-19 outbreak has impacted research since the government employs social distancing and physical distancing. As a matter of fact, the data collection process should use technology. This article aims to reveal the use of social media technology as a research tool during the pandemic time. This study focused on the potential and challenges of using social media in the educational research field. Basically, social media can be freely used by various circles, both in terms of cost and time spent. In addition, looking at the economic conditions during the declining Covid-19 pandemic, making social media can be used as an alternative tool compared to other technological platforms. Based on these facts, the authors are interested in studying social media as an alternative research tool in favor of the Covid-19 policy. This study revealed the high potential of social media use (Youtube, Instagram, and WhatsApp) in educational research. The low-cost feature of social media made this alternative should be considered although having some challenges. This study promoted social media as one of the alternative troubleshooting educational researches during the COVID-19 period. The research hopefully contributed to the development of technology for research at the limitation of the COVID-19 pandemic

Investigating the Institutional Blended Learning Adoption Framework in Higher Education

There are limited studies that concern the institutional policies and issues of blended learning adoption. By using a case study, this study explores blended learning implementation and three main issues of adoption. The issues are “institutional strategy, structure, and support that portrayed the stages of the blended learning adoption. The data indicated that the blended learning implementation of learning increases the involvement use of technology by the learner. But there is still no proportionality in the enforcement between F2F and online learning goals and activities. The data were obtained by observation, semi-structured interview, and documentation. Based on the result, the institution under investigation still in stage 1 (awareness/exploration stage) of the blended learning adoption stage. By doing the research on the three participants who adopt blended learning, it can be concluded that the institution has not met the requirements for implementing blended learning at higher stages because many aspects have not been fulfilled and need to be improved for future implementation. Therefore, the researchers expect that this research can be a reference regarding aspects that must be fulfilled for better implementation

A School of Choice: A Case Study of an Instructional Learning Model in a Public School System

This case study focused on the understandings of the administration and teaching staff with regard to the implementation and student academic growth of the B-L Upward program. The understandings were formed from data collected through structured, face-to-face interviews. The questioning of the staff members assisted in determining an understanding of the instructional model of the B-L Upward program. The experimental nature of the B-L Upward program allowed students, primarily those graduating from eighth grade and heading into high school, to choose an alternative to the traditional secondary learning environment. The current case study is an examination of the B-L Upward program through the interview process involving the administrative and teaching staff with regard to program implementation and student academic growth. Four members of the administrative staff directly responsible for the management of the B-L Upward program and eight members of the teaching staff currently employed at the school were interviewed regarding their understandings of the BLU program. The case study approach provides a detailed picture of the understandings of these staff members. Recommendations for practice and for the continuation of further research were included at the study’s conclusion

Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action

Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession. Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers – in their own voices – indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations. This book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching