School is one of the centers for learning activities administered to develop students’ potential. Students can do various types of activities at school, such as : reading, writing, taking notes, ...asking questions, practicing, and expressing opinions. However, some schools administer the morning session and others administer the afternoon session. This study aimed to describe differences on the students’ learning activities at grade IV SD Negeri 147 Pekanbaru. The study was conducted through a qualitative method. Data were collected through observation while the techniques of data analysis were collecting data, reducing data, presenting data, and finally searching for conclusions. The results of this study showed that students attending the morning session performed more positive activities while students attending the afternoon session performed more negative activities. This research was expected to broaden the knowledge and insights of researchers in the field of education, particularly in students’ learning activities, and as a consideration for future researchers.
The number of immigrants and refugees in the United States is growing, yet many trainees and clinicians feel unprepared to manage the diverse needs of this population. This perspective piece ...describes the development of the Immigrant Partnership and Advocacy Curricular Kit (I-PACK) by the Midwest Consortium of Global Child Health Educators. I-PACK is an adjunct to the Consortium's sugarprep.org global health curricular materials. Using Kern's six-step approach to curriculum development, they developed eight modules in immigrant and refugee health that incorporate interactive learning activities. The I-PACK was launched as an open-access resource in September 2020. As of September 2021, the curriculum has been freely available at sugarprep.org/i-pack and downloaded from educators in 15 countries. The I-PACK curriculum can address a growing need in medical education to empower learners and clinicians to provide competent and compassionate care for immigrants and refugees.
This study aims to determine the effectiveness of project learning on student activity in chemistry innovative learning models courses. The research conducted used the experimental method. The ...results showed that students’ activeness in action was included in the successful category, which is 72.7%, and student activity in understanding the innovative learning model was included in the successful category, which is 63.6%. Student responses to project learning are included in the very successful category at 81.8%. The results of statistical research using partial regression correlation analysis techniques and multiple correlations show a significant positive relationship between project learning and learning effectiveness with a correlation coefficient (ry1) = 0.201. A significant positive relationship exists between student activities in innovative chemistry learning models and learning effectiveness with a correlation coefficient (ry2) = 0.759. There is a significant positive relationship between project learning and student activities and learning effectiveness with a correlation coefficient (ry12) = 0.769. Based on the results of these studies, it can be concluded that the effectiveness of learning can be increased through project learning and student activities.
A cyber-flipped course was conducted with the flipped classroom pedagogy by using a wholly online approach for all learning activities in asynchronous and synchronous class sessions. Literature ...suggests that traditional flipped courses can effectively enhance students' learning outcomes in comparison to non-flipped courses. However, conducting all asynchronous and synchronous learning activities using a wholly online approach has not been reported. This paper aimed to investigate how student engagement in four different types of learning activities affects their learning outcomes in a cyber-flipped course. Results show that the learning activities with the flipped classroom pedagogy can be successfully implemented and conducted in a wholly online course along with time and space flexibility for learners. This study also found that students who watched more pre-recorded video lectures tended to participate in the synchronous learning activities more actively and obtained a higher semester grade; higher completion of asynchronous learning activities had benefited students' understanding of the learning concepts. Furthermore, students who had a high level of readiness by attending synchronous class sessions on time and keeping their webcams activated had more frequent and proactive interactions with their peers and instructor.
More and more educators are adopting the flipped classroom approach (FC) in their teaching, which entails using video-based learning outside of the classroom and interactive group learning activities ...inside. The aim of this review is to offer a summary of research on the use of flipped classrooms in physics education. A comprehensive analysis of 30 journal publications focusing on flipped classrooms in physics education was conducted. The analysis delved into flipped learning activities and psychological constructs utilized in these studies. Results indicate that compared to traditional classroom approaches, implementing FC in physics education has a positive impact on student outcomes.
In this study, we designed a game‐based English as a foreign language (EFL) learning activity for junior high school students for the application of newly learned knowledge to the real world. The ...learning activity was combined with physical exercises such as walking. Smartwatches were used to help students create learning content during the learning activity and monitor their physical activity. We aimed to explore how learning activity supported by smartwatches can facilitate cognitive processes such as Remembering (i.e., remembering new knowledge), Understanding (i.e., understanding new knowledge) and Applying (i.e., applying acquired knowledge in new situations). We also explored student learning experiences during the smartwatch‐supported language learning process. Our results showed that the posttest student's cognitive processes level was significantly higher than that of the pretest. From the interviews, we found that the students’ learning experience can be categorised into EFL learning, physical exercise, smartwatch usage, learning satisfaction and problems. The results revealed that the learning activity supported by smartwatches was useful for language learning and physical exercise, and the students were satisfied with their learning experiences. The students used smartwatch functions such as texting, recording, sharing and monitoring their language practice in the real world. Based on our results, we suggest designing real‐world language learning activities supported by smartwatches as they may facilitate cognitive processes from a basic to a higher level because they enable students to learn new knowledge and apply it in everyday life.
Practitioner notes
What is already known about this topic?
Acquiring new knowledge in class and then applying it to the real world is important.
Smartwatches have the potential to facilitate cognitive processes associated with language learning.
Exploring learning experiences is important in technology‐assisted language learning.
What this paper adds?
An understanding of how smartwatch‐supported language learning facilitates cognitive processes.
A presentation of student learning experiences in a smartwatch‐supported language learning environment.
Our study design and results might serve as a starting point in the research area of smartwatch‐supported learning.
Implications for practice or policy
The design of learning tasks requires applying newly learned knowledge to the real world and combining it with physical exercise.
To make learning experiences more successful, we need to design relevant and meaningful tasks.
The use of our proposed eight‐step approach will make learning experiences fruitful.
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