Brainstorming Method And Discussion To Increasing Social Skill By Students Learning Environment

The objectives of the research were to know the difference of the social skill improvement concerning the students' learning environment among students interaction and between students' teacher interaction that teaching learning used brainstorming method and discussion. This research used quasi experiment with factorial design. The interpretation sampling was probability sampling by using cluster random sampling. The collecting data technique used documentation, interviews, and social skill observation sheets. The first and sixth hypothesis testing were using two way variants while for second, third, fourth, fifth, an seventh were using t-test. The result of the research showed that there were difference increasing in social skills by observing the students learning environment seen from the students interaction among the students and between students and teacher who using brainstorming method and discussion.Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan sosial dengan memperhatikan lingkungan belajar siswa dilihat dari interaksi siswa dengan siswa dan interaksi siswa dengan guru yang pembelajarannnya menggunakan metode brainstorming dan diskusi. Metode penelitian yang digunakan adalah metode quasi experiment dengan desain faktorial. Teknik pengambilan sampel yaitu probability sampling dengan menggunakan cluster random sampling. Teknik pengumpulan data menggunakan dokumentasi, wawancara, dan lembar pengamatan keterampilan sosial. Pengujian hipotesis pertama dan keenam menggunakan analisis varian dua jalan sedangkan untuk hipotesis kedua, ketiga, keempat, kelima, dan ketujuh menggunakan t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan peningkatan keterampilan sosial dengan memperhatikan lingkungan belajar siswa dilihat dari interaksi siswa dengan siswa dan interaksi siswa dengan guru yang pembelajarannnya menggunakan metode brainstorming dan diskusi

Online vs. face-to-face discussions in a web-based research methods course for postgraduate nursing students : A quasi-experimental study

Background: Web-based technologies are increasingly being used to create modes of online learning for nurses but their effect has not been assessed in nurse education. Objectives: Assess whether participation in face-to-face discussion seminars or online asynchronous discussion groups had different effects on educational attainment in a webbased course. Design: Non-randomised or quasi-experimental design with two groups – students choosing to have face-to-face discussion seminars and students choosing to have online discussions. Setting: The Core Methods module of a postgraduate research methods course. Participants: All 114 students participating in the first 2 years during which the course teaching material was delivered online. Outcome: Assignment mark for Core Methods course module. Methods: Background details of the students, their choices of modules and assignment marks were collected as part of the routine course administration. Students’ online activities were identified using the student tracking facility within WebCT. Regression models were fitted to explore the association between available explanatory variables and assignment mark. Results: Students choosing online discussions had a higher Core Methods assignment mark (mean 60.8/100) than students choosing face-to-face discussions (54.4); the difference was statistically significant (t = 3.13, df = 102, p = 0.002), although this ignores confounding variables. Among online discussion students, assignment mark was significantly correlated with the numbers of discussion messages read (Kendall’s taub = 0.22, p = 0.050) and posted (Kendall’s taub = 0.27, p = 0.017); among face-to-face discussion students, it was significantly associated with the number of non-discussion hits in WebCT (Kendall’s taub = 0.19, p = 0.036). In regression analysis, choice of discussion method, whether an MPhil/PhD student, number of non-discussion hits in WebCT, number of online discussion messages read and number posted were associated with assignment mark at the 5% level of significance when taken singly; in combination, only whether an MPhil/PhD student (p = 0.024) and number of non-discussion hits (p = 0.045) retained significance. Conclusions: This study demonstrates that a research methods course can be delivered to postgraduate healthcare students at least as successfully by an entirely online method in which students participate in online discussion as by a blended method in which students accessing web-based teaching material attend face-to-face seminar discussions. Increased online activity was associated with higher assignment marks. The study highlights new opportunities for educational research that arise from the use of virtual learning environments that routinely record the activities of learners and tutors

Effort To Improve Student Achievement In Learning Through The Development Of Function Composition Method Of Discussion On The Approach To Contextual Teaching And Learning (CTL) In Class XI IPA 1 Salatiga Christian Senior High School 1

Learning mathematics in class XI IPA 1 Salatiga Christian Senior High School 1 needs to be improved because teachers are still learning that involves using the lecture method and mechanistic approach. Models of learning causes students to be passive in the learning process and do not understand the concept of the material being taught. As a result, many students lack an understanding of mathematical concepts in depth so that the average value achieved was still below the value of KKM is 70 and still below the overall limit of 75%, i.e. 54%. To improve student learning outcomes, improvements are needed learning math is to use the Contextual Learning Teaching approach for developing methods of discussion in learning about the composition of functions. The purpose of this research is to improve student learning outcomes through this method, especially the composition of functions. This type of research is Action Research Class consisting of 2 cycles. The results of Cycle 1 is the average value reached 73.2 and 77.4% achieved a complete limit cycle and the second is the average value reached 81.6 and 93.5% reached the limit to prove that a complete discussion on the method of approach, CTL can Improving student outcomes and activities. Keywords: Action Research class, Discussion Method, Contextual Teaching and Learning Approach, Composition Functio

Chalk dust in the law of inhibition

A discussion of the time at which an inhibition takes effect by reference to their character and traditional method of execution

Semi-supervised Learning based on Distributionally Robust Optimization

We propose a novel method for semi-supervised learning (SSL) based on data-driven distributionally robust optimization (DRO) using optimal transport metrics. Our proposed method enhances generalization error by using the unlabeled data to restrict the support of the worst case distribution in our DRO formulation. We enable the implementation of our DRO formulation by proposing a stochastic gradient descent algorithm which allows to easily implement the training procedure. We demonstrate that our Semi-supervised DRO method is able to improve the generalization error over natural supervised procedures and state-of-the-art SSL estimators. Finally, we include a discussion on the large sample behavior of the optimal uncertainty region in the DRO formulation. Our discussion exposes important aspects such as the role of dimension reduction in SSL

A conversation with Isca Wittenberg

This paper, based on a conversation with Isca Wittenberg, summarises the dialogue between her and the author and highlights the main points of their discussion, including the observational method, the role of the observer and the influence on clinical practice