A Model of Women Literacy Preservation Through Koran Ibu Program

The effect of literacy education is often disappointing, because many participants do not practice their literacy so that it becomes dull. Government has done efforts to preserve literariness through Koran Ibu program. This program is an effort to improve women literacy which is implemented after basic and advanced literacy education through the activity of journalism. The research focus is the improvement of literacy ability of women through Koran Ibu using with case study method. The research's subjetcs are 20 housewives who have completed the basic and advanced literacy education program. The result of the research shows that participants significantly develops the literacy skills, it is indicated from that they are able to participate in Koran Ibu's rubrics with their literary works based on reportage and personal experience. The program is succesful due to the coordination among local participants (Lurah, Camat, PKK of local level), the cooperation with proper stakeholders (university and local tutor), the appropriate approach of adult learning, flexible implementation strategy but planned, and the routine evaluation

Emotional Responses to Computer-Based Training Materials in Education

This paper discusses the results of an experiment that examines how emotional responses influence student satisfaction ratings with computer-based training materials. A comparison between tutorial-based and a simulation-based training showed significant differences in student emotional responses, satisfaction and continuance. The authors caution educators to consider the benefits and limitations of more automated assessment and learning simulation tools versus traditional application-embedded tutorials, as additional layers of training automation may lower student ease-of-use and satisfaction ratings, and ultimately, their interest in the subject

Technology Effectiveness in Teaching Statistics: Best-Evidence Meta-Analysis

Evidence about technology effectiveness in supporting post-secondary students’ learning of introductory statistics concepts is inconclusive. Lacking in current investigations are considerations of the synergies between technology, content, and pedagogy that influence learning outcomes in statistics education. The current study used meta-analytic procedures to address the gap between theory and practice related to the best evidence of effective instructional practices in technology-enhanced introductory statistics classrooms. A conceptual framework based on the ADDIE model, TPACK, and constructivism guided the investigation of substantive study characteristics related to instructional design. Findings were based on 32 studies published between 1998-2018 that used quasi-experimental or experimental research designs and measured statistics achievement. Hedges’ g effect sizes were computed for each study used in the meta-analysis. Random-effects analysis revealed a small average effect of 0.23 favoring technology use over no technology control conditions. Mixed-effects results revealed instructional design characteristics that were significant moderators, favoring technology use. Concerning the learning context, significant effects were found among studies with undergraduate student samples (0.45), discipline-specific courses (0.31), and studies with learning goals associated with statistical literacy, thinking, or reasoning (0.42) and learning statistical skills/concepts (0.28). Regarding content, design, and duration, significant effects were found among studies covering descriptive or null hypothesis testing (0.74), that used technology designed by the instructor (0.30) and for a semester or longer (0.25). Significant effects for instruction implementation included the use of various learning tasks (0.33), students\u27 cooperative, collaborative, or collective engagement (0.38), use of scaffolding (0.36), and the use of technology with multiple functions for covering concepts (0.42). Concerning assessment, significant effects were found for studies using multiple formative assessment measures (0.34) and those using non-authentic assessments (0.28). Non-significant results were found for report and methodological characteristics, except for studies whose description of the instructional design process was somewhat replicable (0.36). Sensitivity analyses did not indicate publication bias. However, interpretation of meta-analysis findings should be made with considerations that findings are based mostly on studies with quality ratings of unclear risk of bias (63%). Findings are discussed in light of the literature. Implications and recommendations for future research are provided

Alexa, Can You Help Me Solve That Problem? – Understanding the Value of Smart Personal Assistants as Tutors for Complex Problem Tasks

In recent decades, the number of students per lecturer at universities has constantly risen. In these learning scenarios, individual lecturer support for helping students actively acquiring new knowledge is hardly possible. However, active student behavior is necessary for successful learning. Smart Personal Assistants such as Amazon’s Alexa or Google’s Home promise to fill this gap by being students’ individual tutors. In order to understand what students expect from Smart Personal Assistants as tutors and how they interact with them, we will carry out an experiment. In this research in progress paper, we present our experiment design, where we observe the individual interaction between students and a Smart Personal Assistant tutor and between students and a human tutor applying the same methods in both cases. Drawing on the concepts of parasocial interaction and trust, we derive hypotheses, present the Smart Personal Assistant development and explain the experiment process in detail

Far From a Trivial Pursuit: Assessing the Effectiveness of Games in Information Literacy Instruction

Objective – To determine whether playing library-related online games during information literacy instruction sessions improves student performance on questionnaires pertaining to selected research practices: identifying citation types and keyword and synonym development. Methods – 86 students in seven introductory English composition classes at a large urban university in the northeastern United States served as participants. Each class visited the library for library instruction twice during a given semester. In the experimental group students received information literacy instruction that incorporated two online games, and the control group received the same lesson plan with the exception of a lecture in place of playing games. A six item pre- and posttest questionnaire was developed and administered at the outset and conclusion of the two-session classes. The 172 individual tests were coded, graded, and analyzed using SPSS. Results – A paired sample t-test comparing the control and experimental groups determined that that there was a statistically significant difference between scores on pre-tests and post-tests in the experimental group but not the control group. Conclusion – Students who played the online games improved significantly more from pre-test to post-test than students who received a lecture in lieu of playing online games, suggesting that participating in games related to the instruction they received resulted in an improved ability to select appropriate keywords and ascertain citation formats. These findings contribute to the evidence that online games concerning two frequently challenging research practices can be successfully applied to library instruction sessions to improve student comprehension of such skills

Far from a Trivial Pursuit: Assessing the Effectiveness of Games in Information Literacy Instruction

Objective – To determine whether playing library-related online games during information literacy instruction sessions improves student performance on questionnaires pertaining to selected research practices: identifying citation types and keyword and synonym development. Methods – 86 students in seven introductory English composition classes at a large urban university in the northeastern United States served as participants. Each class visited the library for library instruction twice during a given semester. In the experimental group students received information literacy instruction that incorporated two online games, and the control group received the same lesson plan with the exception of a lecture in place of playing games. A six-item pre- and posttest questionnaire was developed and administered at the outset and conclusion of the two-session classes. The 172 individual tests were coded, graded, and analyzed using SPSS. Results – A paired sample t-test comparing the control and experimental groups determined that that there was a statistically significant difference between scores on pre-tests and post-tests in the experimental group but not the control group. Conclusion – Students who played the online games improved significantly more from pre-test to post-test than students who received a lecture in lieu of playing online games, suggesting that participating in games related to the instruction they received resulted in an improved ability to select appropriate keywords and ascertain citation formats. These findings contribute to the evidence that online games concerning two frequently challenging research practices can be successfully applied to library instruction sessions to improve student comprehension of such skills

Imagination in practice: writing studies and the application of hospitality.

The question of how to ethically teach, learn, and engage in an evolving world remains one of the most longstanding investigations in writing studies scholarship. Examining some of the most foundational frameworks for writing pedagogy reveals that their underlying motivations share common concerns for how to learn from and empower students. This dissertation builds from this trend and foregrounds the observations, stories, and experiences of consultants and writers at the University of Louisville’s Writing Center through a qualitative study that is informed by case study methodology and collaborative action research. I draw on primary data collected from one focus group with ten writing center consultants, ten recorded writing center consultations, ten post-consultation semi-structured interviews with consultants, ten post-consultation semi-structured interviews with writers, and thirty-eight mood inventory surveys to argue for the promising utility of “hospitality” as a theoretical framework to inform ethical writing pedagogy. More specifically, I utilize affect theory, listening studies, and strategic contemplation to make sense of how hospitality informed the experiences of writing center consultants and their writers and use hospitality as a framework to interpret the ethics of tutorial practice. The results of this project offer three major contributions. First, I argue that hospitality functions as helpful conceptual framework allowing tutors to acknowledge issues of power, authority, and expertise in their appointments and consider how to responsibly navigate these realities based on hospitality’s guiding ethics. Second, I suggest that hospitality’s underlying values of rhetorical listening and attention to the emotional aspects of learning and teaching proved influential in helping consultants cultivate more healthy and generative affective positions towards their writers. Finally, I offer implications to this research, suggesting hospitality’s applications in higher-education classroom contexts and well as a social praxis for writing studies scholars

Far From a Trivial Pursuit: Assessing the Effectiveness of Games in Information Literacy Instruction

Objective – To determine whether playing library-related online games during information literacy instruction sessions improves student performance on questionnaires pertaining to selected research practices: identifying citation types and keyword and synonym development. Methods – 86 students in seven introductory English composition classes at a large urban university in the northeastern United States served as participants. Each class visited the library for library instruction twice during a given semester. In the experimental group students received information literacy instruction that incorporated two online games, and the control group received the same lesson plan with the exception of a lecture in place of playing games. A six item pre- and posttest questionnaire was developed and administered at the outset and conclusion of the two-session classes. The 172 individual tests were coded, graded, and analyzed using SPSS. Results – A paired sample t-test comparing the control and experimental groups determined that that there was a statistically significant difference between scores on pre-tests and post-tests in the experimental group but not the control group. Conclusion – Students who played the online games improved significantly more from pre-test to post-test than students who received a lecture in lieu of playing online games, suggesting that participating in games related to the instruction they received resulted in an improved ability to select appropriate keywords and ascertain citation formats. These findings contribute to the evidence that online games concerning two frequently challenging research practices can be successfully applied to library instruction sessions to improve student comprehension of such skills