LEARNING ACTIVATORS TO ENERGIZE SELF-STUDY USING COMPUTER-ASSISTED MODULE (CAM)

The maturity in attitude of learning amongst students in higher education is marked by the right choice in making decision during learning. Students make decision in every step of learning process from deciding to attend a class or leaving the examination hall. The decision is well influenced by motivation. During a decision making in learning using Computer-Assisted Module (CAM), students have the power to choose when, where, and how to study. The power is again closely related to motivation. But what would their motivation be when reacting to difficulties? What are the activators to keep them active and motivated when using CAM? Therefore, the focuses of this study are to identify students’ tendency in managing CAM; to determine their preferences in CAM; to obtain their reflections on learning using CAM. In this study, students were provided with a Computer-Assisted Module for topic Enzyme. The module contains adequate notes and questions that are aligned with the learning outcomes of the topic. They were given set of questions to provide their feedback on the learning activity. There were five aspects asked: managing CAM, comprehension, motivation, acceptance and preference. All responses were based on their perceptions. From those findings, learning activators are identified. These activators are useful information for curriculum designer to consider in their CAM designing as well for those who are in the open distance learning curriculum design field. Learning activators will help students to stay motivated and thus making not only right but good decisions

Transfer of Learning

A key characteristic of effective education is that students are able to retain and build on the information, skills, and values they learn in their work in later courses and in the world. Doing so is known as transfer of learning. Ultimately, for law students that means they are able to transfer what they learn into the work they do as professionals. Best Practices for Legal Education did not delve deeply into the educational literature on transfer of learning. Underlying its preparation for practice theme, however, was an implicit recognition that both individual law teachers and law schools as institutions must educate students in a manner that facilitates transfer. Law teachers know all too well the challenges of achieving transfer: students often deny having encountered a legal doctrine that was unquestionably covered in another class. While this phenomenon raises other important questions, such as to what extent and for how long do students retain information conveyed in the classroom, it also potentially raises the question of transfer of learning. Even if students remember the information in its initial context, can they draw on it in a new one? Transfer is a core issue for effective teaching and learning, especially in the context of professional education where students are expected to be able to use their skills–even if the skills in question are solely the analytical ones supposedly taught in the conventional law school classroom–when they encounter new problems. Yet, until recently, how to create conditions that will lead to transfer has been a neglected question in legal education. Transfer of learning is critical if law schools intend to educate skilled professionals, but the research suggests that achieving transfer is neither easy nor automatic. Thus, for both the individual teacher and law schools responding to the call to either improve or truncate legal education, it is a best practice to attend to educational strategies to improve transfer of learning, both from individual courses and the curriculum as a whole.https://digitalcommons.law.uw.edu/faculty-books/1007/thumbnail.jp

TEACHING INNOVATION BY USING TASK BASED LEARNING

This study is concerned on the notion of using Task-Based Learning for teaching English Integrated Skills to the students of the first semester of English Department, Mulawarman University. In fact, most students have minimum knowledge and ability on English skills when they attend the class for their first semester. They also have lacks knowledge on grammar and limited vocabulary. The other factors determine the students’ success in learning a language are teaching methods, teachers’ competence on language and pedagogy, school environment, facilities and media. The limited and lacks of those factors cause unsuccessful in learning a language. A teaching innovation is necessary to be applied to the students in order that the students are able to know well about the language knowledge and theory, all at once, they can practice it although it is just in the classroom situation. The writer intends to introduce and try out the method of Task-Based Learning to the students while they are learning English. Task based learning is a different way to teach languages. It can help the student by placing her in a situation like in the real world. A situation where oral communication used is essential for doing a specific task. Task-based learning offers the student an opportunity to do exactly meaningful tasks or activities.  The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The writer is interested to describe on how the Task-Based Learning is and what activities can be applied to teach English by using this method. This study produces some kinds of activities to teach English based on the topics which the activities on each topic is divided into three phases. Actually, it is the product of doing design and development research. It produces the teaching instructional model which applies Task-Based learning that can be utilized for teaching integrated skills. Keywords: task-based learning, phases of learning, integrated skill

Will the Metaverse be Impactful?

In the whirlwind that is the blockchain and cryptocurrency space, it is easy to get swept up and lost in what is valuable and what is not valuable in the space. This report intends to explore and increase the understanding of blockchain technologies, primarily the emerging metaverse and its use cases, and to demonstrate a better understanding of where this emerging market can create value. Although blockchain has received negative publicity (due to market speculation and price volatility, as opposed to the real value of the systems), the metaverse is a blockchain centric reality with use cases as of today. The community is seeing faster adoption of metaverse and virtual reality environments than other blockchain projects, simply due to its functionality and adoption status. In this report, I will detail the state of the art as we are seeing it today, including but not limited to meetings, land contracts, stores, major companies\u27 outlook in this new reality, marketing endeavors, and other industrial uses. Engage Virtual Reality will provide many of the insights I found on both the desktop and Oculus headset versions. The metaverse is also host to many learning opportunities and classroom applications, which will be detailed on its own for the purpose of this research report. VictoryXR and Engage will be the programs employed to attend virtual class sessions, meetings, and other academia related disciplines. As I explore the metaverse with my advisor Daniel Conway, I will outline all experiences with him, and whether I found there to be shortcomings in these interactions or what excelled. Later, we will build our own program to demonstrate the ease in which anyone can utilize these applications (I have minimal coding knowledge but will be able to construct these environments). And finally, I will give my expectations for the future of this “second world”. This will include where I would continue in the study and what would need to be addressed to move forward. Throughout the process, the underlying question is this: Is it all useful and/or valuable

Motivation in Student Retention: A Phenomenology of Non-traditional Undergraduate Students in Online Learning

The purpose of this transcendental phenomenology study was to understand the experiences of non-traditional undergraduate students taking online courses at a public or a private university in Virginia. The self-determination theory, which guided this study, explained the motivated behaviors of intrinsic and extrinsic needs that affect the determination in non-traditional students completing a task. Self-determination theory provided the theoretical framework to answer the central research question for this study as well as the sub-questions: (1) What are the lived experiences of non-traditional students while taking online courses at a public or private university in Virginia? (2) What influences non-traditional students at a public or private university in Virginia to persist in online learning? (3) What motivates non-traditional students at a public or private university in Virginia to attend online education? (4) What strategies would help drive non-traditional students at a public or private university in Virgnia to complete their online education? This study used a qualitative transcendental phenomenological design where two public universities and one private university were contacted, but due to the lack of participants from the public universities, all 13 participants came from a private university in Virginia. The data was collected through a screening questionnaire, questionnaire, semi-structured interview, and a journal prompt. The interviews were transcribed. The results provided four themes: self, online experiences, motivation, and strategies of non-traditional student’s experiences with taking online classes at a public or private university in Virginia. The study’s findings showed that there is a need for administrators and faculty to improve non-traditional students’ online retention