4,775 research outputs found

    Learning Management PAI Based on E-Learning at University

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    The development of science and technology has a positive impact on the world of education. Various types of learning media, such as computers and internet networks, are the key to implementing e-learning learning. This study uses a qualitative descriptive approach. This study aims to describe and analyze the planning, implementation, and evaluation of e-learning-based learning. The results of the research are 1. Planning for PAI learning management based on e-learning at Billfath University Lamongan through creating student and lecturer accounts teachers designing PAI learning based on E-Learning by preparing Semester Implementation Plans (RPS), developing learning materials.2. Implementing E-Learning-Based PAI Learning activities at Billfath University Lamongan include registration of E-Learning accounts for lecturers and students, E-Learning learning process 3. Controlling E-Learning-based PAI learning at Billfath University Lamongan through formative, summative, and formative evaluations, the lecturer gave the task to the students to conclude the material on the methodology of Islamic Religious Education by using an oral test. At the same time, the summative evaluation is carried out at the end of the semester, namely the mid-semester examination (UTS) and the final semester examination (UAS). Controlling E-Learning-based PAI learning at Billfath University Lamongan through an evaluation of the formative method. The lecturer assigns students a task to conclude the methodology of Islamic Religious Education by using an oral test

    Evaluation of a tool for Java structural specification checking

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    Although a number of tools for evaluating Java code functionality and style exist, little work has been done in a distance learning context on automated marking of Java programs with respect to structural specifications. Such automated checks support human markers in assessing students’ work and evaluating their own marking; online automated marking; students checking code before submitting it for marking; and question setters evaluating the completeness of questions set. This project developed and evaluated a prototype tool that performs an automated check of a Java program’s correctness with respect to a structural specification. Questionnaires and interviews were used to gather feedback on the usefulness of the tool as a marking aid to humans, and on its potential usefulness to students for self-assessment when working on their assignments. Markers were asked to compare the usefulness of structural specification testing as compared to other kinds of support, including syntax error assistance, style checking and functionality testing. Initial results suggest that most markers using the structural specification checking tool found it to be useful, and some reported that it increased their accuracy in marking. Reasons for not using the tool included lack of time and the simplicity of the assignment it was trialled on. Some reservations were expressed about reliance on tools for assessment, both for markers and for students. The need for advice on incorporating tools in marking workflow is suggested

    MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report appendices

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    This document contains the appendices to the main report, which presents case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers

    Big data for monitoring educational systems

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    This report considers “how advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sector”, big data are “large amounts of different types of data produced with high velocity from a high number of various types of sources.” Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the “macro perspective on governance on educational systems at all levels from primary, secondary education and tertiary – the latter covering all aspects of tertiary from further, to higher, and to VET”, prioritising primary and secondary levels of education

    Assessment and Development of Communicative Skills in English: A Case Study of 1st Year Undergraduate Students Learning English As Their Major

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    This article discusses the unique experiences and methods of independent examination of the level of communicative (specifically receptive and productive) English language skills of the first year undergraduate students studying English as the first foreign language in a Russian university, who previously passed the Unified State Exam (USE) in English. The results analyzed came from the tests the students took at the beginning of their first academic year. This study attempts to lay the foundations for the transition to level-oriented learning or to introduce differentiation in groups where students’ levels range widely – from A1 to C1. The assessment of the English language proficiency of students studying Philology, Linguistics, Foreign Regional Studies, and Pedagogy was carried out in the format the B2 First Cambridge exam (FCE). The results of the assessment were used to analyze their level of language knowledge and language skills according to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). A number of typical mistakes made by students were revealed, based on which the students as well as their teachers were offered a number of recommendations to improve each of the skills

    Assessment and Development of Communicative Skills in English: A Case Study of 1st Year Undergraduate Students Learning English As Their Major

    Get PDF
    This article discusses the unique experiences and methods of independent examination of the level of communicative (specifically receptive and productive) English language skills of the first year undergraduate students studying English as the first foreign language in a Russian university, who previously passed the Unified State Exam (USE) in English. The results analyzed came from the tests the students took at the beginning of their first academic year. This study attempts to lay the foundations for the transition to level-oriented learning or to introduce differentiation in groups where students’ levels range widely – from A1 to C1. The assessment of the English language proficiency of students studying Philology, Linguistics, Foreign Regional Studies, and Pedagogy was carried out in the format the B2 First Cambridge exam (FCE). The results of the assessment were used to analyze their level of language knowledge and language skills according to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). A number of typical mistakes made by students were revealed, based on which the students as well as their teachers were offered a number of recommendations to improve each of the skills
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