Целеполагание как основа разработки курса

The goal of learning course forms in order to it correspond to requirements and appears as a base component that is defines structure, course content, leaner activity, check forms. It is safe to say that correctly described goals in work program are a quality rate of it and learning course at al

E-Learning Model for Equivalency Education Program in Indonesia

with the emergence of e-Learning, governments provide opportunities for online learning, whether formal or informal.  However, most of e-learning systems in Indonesia have been used at formal education environments, today. Therefore, this study proposes an E-Learning model to support non-formal education in Indonesia. This model is called as E-learning for the Equivalency Education Program (E-LEEP) model. The E-LEEP consists of three components: User, Education Program, and Monitoring. The user will be students and tutor. The education program includes Package A,  Package B,  and Package C  for elementary school, junior  high school, and senior  high school respectively. The monitoring will be used by institution and stakeholders. Each component will support the needs of students programs in e-Learning environment, in order to achieve the goal learning

Expectations of Field Supervisors in Kenya: Implications for Community-based Human Service Practicums

Community-based learning (CBL), which provides opportunities for undergraduate students to develop disciplinary and work-related knowledge and skills, is increasingly becoming an integral component of higher education. Similar to other countries, there is a widespread belief among employers in Kenya that there is a mismatch between university programs and labour market demands. In order to enhance the employability of graduates, many departments at a Kenyan university have incorporated work-integrated experiential learning opportunities such as practicums in the educational experience for undergraduate students. The aim of this article is to describe the expectations of field supervisors in host organisations participitating in a community-based human services program at a Kenyan University. Fifteen purposively sampled field supervisors participated in individual face-to-face interviews that included questions about their understanding of the department’s expectations of student learning activities during practicums, knowledge of the academic preparation of students in the program and challenges associated with the supervisory role. Six field supervisors exhibited some level of understanding of the expectations of their role in working with practicum students, while nine field supervisors indicated unclear expectations of the students’ practicum experience. Thematic analysis revealed key themes related to: (1) student abilities, learning goals and their contributions to the host organisations, and (2) the academic program of study and academic support available from the university faculty or staff to field supervisors. The results of our study revealed a lack of clarity around practicum expectations for most of the field supervisors interviewed and insufficient preparation of the community-based organisations to host a practicum student. Several recommendations are identified to clarify the expectations of community partner organisations and the staff providing student supervision to ensure benefits for both students and the host organisation. Results from this study can be used to inform the development or improvement of practicum opportunities focused on producing a skilled workforce

Organization of content for a self-instructional program for the construction of a blouse

The purpose of the study was to organize the subject matter for a self-instructional program for the construction of a simple blouse. The organization of content for the program included the analysis of construction procedures into component skills which must be mastered by the student in order to construct a blouse; the selection of procedures to be submitted to the writers of a self-instructional program; the grouping of procedures into learning units suitable for programming; the development of a logical sequence of learning experiences within each unit; and the development of a logical order of units. The procedure for attaining the objectives of this study included an analysis of construction procedures recommended in selected published material, the construction of experimental blouses, interviews with in-service teachers, and consultations with an accepted authority in the field of clothing construction

First-year Experience Course: Problem Solving, Inquiry, and Integration

In an effort to address academic deficiencies outlined in recent studies, Virginia Tech’s College of Natural Resources and Environment redesigned its first-year experience class to fit their activities into three components of activities: problem solving, inquiry, and integrative learning. The problem solving component required students to define a problem, identify problem-solving strategies, and propose solutions and hypotheses. The inquiry component of the first-year experience included selecting a research topic, learning how to access information about the topic, learning how to evaluate existing information about the topic, and deciding which information to use to achieve desired results about the topic. The final component of the program, integration of learning, connected different programs of study with in-class learning and outside experience. This component also stressed exploring the relationship between student’s self and their learning experiences. To evaluate these three categories, the Motivated Strategies for Learning Questionnaire and the Information Literacy Test surveys were administered to the students at the beginning of the semester and the end of the semester in order to evaluate student growth in each category, as well as students’ own self-awareness. Quantitative analysis of these two surveys illustrates the effectiveness of the assignments associated with each component. Knowledge gained from the redevelopment of the class, quantitative analysis of the surveys, and plans for additional amendments to the class will be shared during conference proceedings

Studi Evaluatif Pelaksanaan Program Pembelajaran Berbasis Tematik Di Tk Shanti Kumara II Kelurahan Sading Mengwi Badung

Penelitian ini bertujuan untuk mengetahui efektivitas pelaksanaan program pembelajaran berbasis tematik ditinjau dari komponen konteks, input, proses dan produk. Penelitian ini termasuk penelitian evaluasi, Efektivitas masing-masing faktor sesuai dengan model CIPP (konteks, input, proses dan produk). Subjek penelitian ini adalah siswa, guru, komite, orang tua siswa TK Shanti Kumara II Kelurahan Sading Mengwi Badung. Data dikumpulkan dengan menggunakan kuesioner dan lembar observasi. Data dianalisis dengan analisis deskriptif. Hasil analisis menunjukkan bahwa pelaksanaan program pembelajaran berbasis tematik pada pada TK Shanti Kumara II Kelurahan Sading Mengwi Badung tergolong efektif dilihat dari komponen konteks, input, proses, dan produk dengan hasil (+ + + +). Artinya; pada komponen konteks efektif, pada komponen input efektif, pada komponen proses efektif, dan pada komponen produk efektif. Pelaksanaan program pembelajaran berbasis tematik perlu mendapat perhatian penuh sehingga berdampak positif terhadap produk, yakni perilaku dan kemampuan dasar siswa terus meningkat. Berdasarkan temuan tersebut dapat disimpulkan bahwa pelaksanaan program pembelajaran berbasis tematik pada TK Shanti Kumara II Kelurahan Sading Mengwi Badung tergolong dalam kategori efektif. Untuk itu perbaikan-perbaikan, baik dari konteks, input, maupun proses sehingga selalu dapat menghasilkan produk yang sesuai dengan tujuan pembelajaran berbasis tematik. Kata Kunci : studi evaluasi, pembelajaran berbasis tematik, perilaku, kemampuan dasar This research was conducted in order to figure out the effectiveness of the implementation of thematic based learning program considered from the components of contexts, input, process and product. The effectiveness of each factors were analyzed conformed to CIPP (Context, Input, Process and Product) model. The subjects of this research were students, teachers, committees and students' parents of Shanti Kumara II Kindergarten in Sading Village, Mengwi, Badung Regency. Data were collected through questionnaires and observation sheets. Data were analyzed by descriptive analysis. The results of data analysis showed that the implementation of the thematic based learning program on Shanti Kumara II Kindergarten in Sading Village, Mengwi, Badung Regency was categorized effective considered to the components of context, input, process and product with result (+ + + +). Which meant: it was effective in the component of context, effective in the component of input, effective in the component of process and effective the component of product. The implementation of thematic based learning program needed full attention therefore affect effectively toward the product that was the improvement of students' behavior and basic competence. Based on the above findings, it can be concluded that the implementation of thematic based learning program in Shanti Kumara II Kindergarten Sading Village, Mengwi, Badung regency was categorized effective. Hence, improvements were needed in terms of context, input and also process therefore produced product that fulfilled the aim of thematic based learning.keyword : evaluative study, thematic based learning, behavior, basic competenc

THE PRINCIPAL STRATEGY IN IMPROVING TEACHER PERFORMANCE Case Study Of Sma Bina Nusantara Semarang

The principal strategy is an effort to improve the performance of teachers in the learning process while the performance is something to be achieved, demonstrated achievement and employability of a person. The teacher is the most influential component of the creation process and the quality of educational outcomes. The results of the study showed that: (1) The SWOT analysis is a step undertaken by the Head of Bina Nusantara High School in order to find a strategy that will be done in improving the performance of teachers. (2) The strategy used Head Bina Nusantara High School in order to improve the quality of teacher competency standards is a strategy S - O (strenghts - Opportunity), which is a strategy where the powers that be maximized to capture the opportunities that exist. (3) The programs that are relevant to the principal strategies in improving the performance of teachers in Bina Nusantara High School Semarang is the responsibility through mentoring programs, programs of learning activities, program evaluation process of learning, discipline teacher training programs, teacher mentoring program commitments. Keywords: Strategy, Principal, School, Teacher, Performanc

Spanish L2 Students’ Perceptions of Service-Learning: A Case Study from Ecuador

This article examines students’ perceptions of the relationship between the service-learning component of a four-week study-abroad program in Ecuador and the development of their linguistic and cultural competency. The data come from two sources: (1) students’ responses to a survey composed of Likert-scale and rank-order items and (2) student journals written for an introductory translation course after the completion of several service projects relative to dental care and hygiene. The quantitative survey solicited students´ perceptions of the effectiveness of the service-learning component and other characteristics typical of study-abroad programs. In general, students perceived a positive relationship between their participation in service-learning projects while abroad in Ecuador and the development of their linguistic and cultural proficiency. Analysis of students’ reflective journals concerning the service-learning experience resulted in the identification of several themes within the areas of language-related and culture-related learning, contributing to the discussion around the complexities of acquiring linguistic and cultural knowledge through International Service-Learning (ISL)

Incorporating Experiential Learning into the Accounting Curriculum: Best Practices and Lessons Learned from a Recently Implemented Curriculum

This paper offers best practices for implementing an experiential learning component into an accounting curriculum in order to provide multiple experiential learning opportunities that are “for credit.” Sometimes employers may not be able to provide internship opportunities to students, or students may not be able to dedicate the required amount of time to obtain an internship in accounting. Recognizing this reality, we recommend implementing an on-campus alternative that would provide students the experiential learning opportunity they need through the Volunteer Income Tax Assistance Program (VITA) for course credit. For students transitioning into the job market, this experiential learning opportunity provides participation incentives, offers practical experience that aligns with the AICPA framework, and focuses on the development of communication skills