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Inovasi dan Adaptasi Pembelajaran di Konteks Pembelajaran Daring
Abstract
Perubahan paradigma dan jaman terus menerus terjadi dan ini harus disikapi dengan pola pikir inovatif dan adaptif. Saat ini, dalam proses pembelajaran, beragam perubahan muncul mulai paradigma pembelajaran berpusat pada siswa sampai literasi digital. Dalam situasi pembelajaran daring, kemampuan untuk mampu mengintegrasikan teknologi dalam proses pembelajaran secara tepat sangat penting. Pola pikir inovatif dan adaptif sangat diperlukan dalam hal ini agar proses belajar yang dirancang guru dapat selalu membantu semua pihak, utamanya siswa mendapat ruang-ruang belajar yang aktif dan bermakna agar siswa tetap selalu bisa meningkatkan kualitas belajar tanpa melupakan aspek sikap dan karakter.
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Emergency online learning has transformed today's learning while opening up opportunities and challenges, one of which is learning approach. This study aims to investigate students' learning approach in the English Education study program in emergency online learning. A mixed-method was employed using two instruments; R-SPQ-2F questionnaire and semi-structured interviews. The results of the instrument check showed that the R-SPQ-2F survey and interview guide were valid (.90) and reliable (α=.88). Calculated using Slovin formula, there were 302 respondents for this study. The survey data were analysed using R-SPQ-2F mean score analysis and interview data were with interactive model analysis. The results of the study indicate that the learning approach of students in the English education study program in the context of emergency learning tends to be deep. The interview results provide important information that the student approach is influenced by several supporting and inhibiting factors. This shows that the student learning approach is dynamic in adjusting to learning process. Policy makers, lecturers, and students need to consider aspects of this learning approach in the current emergency online situation for a more effective and meaningful learning process.
Teachers have the responsibility to help the student becomes an autonomous learner. However, in promoting learner autonomy, the teachers were faced with the challenges. This descriptive qualitative study aimed at describing the challenges in promoting learner autonomy in the 21st-century learning by EFL teachers, and the strategy in facing them. The data were collected through a semi-structured interview technique. Four qualified EFL junior high school teachers with at least five years of teaching experience were involved. The interview guideline was constructed based on the dimensions of policy constraints, institutional constraints, language teaching methodology, and learner’s background. The interviews were transcribed and categorized into the table of identification based on the four dimensions. Finally, the data regarding the challenges and the strategies were interpreted and the excerpts of the interview were provided. The result shows that the policy constraint identified in this study was due to the school zoning system, the institutional constraint was due to the unscheduled events, the language teaching methodology was due to the lack of knowledge of teaching strategy, and the different characteristics of students. Thus, in transforming the challenges into possibilities, some strategies were implemented such as initiating activities, applying collaborative learning, and having good planning and time management.
Learning on twenty-first century has influenced the use of technology especially as contextual learning media in the classroom. Moreover, digital generation students have already known the role of technology and have adapted it successfully. Therefore, it was very important to introduce attractive and active learning by using authentic activities and one
of these activities was called Mobile Assisted Language Learning (MALL). This learning brought the world’s information only to the students’ smartphone. In contrast to traditional learning in the classroom, the students did not fully gain knowledge in the classroom. In fact, the implementation of MALL could give students’ freedom to learn in terms of time and
place. The result of this research showed that students had obstacles in learning especially in terms of activities and the use of teaching media. Students needed authentic learning media that could improve their four skills.
Technology has become an integral part of teaching and learning in classrooms around the world. Teachers are nurturing 21st century learners who grow up with computers, gadgets, and internet access. Technology has been an extension of their lives, including their academic pursuits.
Technology is of much value for EFL learners. Technology has offered opportunities for learners to access wide-range information. Technology is strongly linked with learner autonomy, where students can learn independently in their pace or space. It also offers learners more opportunities to collaborate with friends.
When the information is not scarce for learners, teachers are challenged to create innovations and provide learners with exciting learning experiences through technology. We can enhance language learning through various digital media. Language teachers can use the Internet to access wealth range of authentic resources, materials, and tasks. Technology also allows teachers to communicate with students outside the classroom walls.
Designed for English language teachers and learners, this covers both theoretical and practical knowledge of using these technical media in language learning. Besides elaborating on a general overview of teaching media as well as its integration in language learning, the book also discusses some practical use of digital tools. Hopefully, this book can help EFL learners and teachers reap the benefits of technology in the classroom.
Taking into account the remaining baffling problem for many online pedagogical designers to choose such a Learning Management Systems (LMS) as a Student-Centered Learning Environment (SCLE), because of confusing large landscape of sophisticated educational tools and strategies offered by these systems as well. Hence, in this paper we present a Qualification and Selection study of LMS used as Student-Centered Learning Environments fostering Self-Regulated Learning in case of Project-Based Learning suitable for higher educational context. The aim of this study is helping online pedagogical designers to qualify, compare and select the convenient LMS used as SCLE according to their specific considerations, by adopting a flexible selec-tion/comparison mode based on the rating and weighting of a set of preliminary defined generic and specific criteria. Although, the study does not cover all of the most popular LMS but it remains applicable as a general method for qualifying and selecting such a Learning Management System.
Teachers’ capabilities to conduct classroom assessment and use assessment evidence are central to quality assessment practice, traditionally conceptualised as assessment literacy. In this paper we present, firstly, an expanded conceptualisation of teachers’ assessment work. Drawing on research on teacher identity, we posit that teachers’ identity as professionals, beliefs about assessment, disposition towards enacting assessment, and perceptions of their role as assessors are all significant for their assessment work. We term this reconceptualisation Teacher Assessment Identity (TAI). Secondly, in support of this conceptual work, we present findings from a systematic review of self-report scales on teacher assessment literacy and teacher identity related to assessment. The findings demonstrate that such scales and previous research exploring teacher assessment practices have paid limited attention to what we identify as essential and broader dimensions of TAI. We share our reconceptualisation and analyses to encourage others to consider teacher assessment work more broadly in their research.
This book is intended for practicing or aspiring faculty who are interested in a learner perspective. It can be used individually or collectively in orientations, graduate teaching seminars, and faculty development seminars. Recognizing that most college faculty learned to teach using the lecture method, and that while the lecture method is not exactly ineffective, this book claims there are many other teaching methods that have been proven to be more effective. It is these other methods, and the approach of teaching from the perspective of the learner, that the book discusses. In order to accomplish this task, the author asks for instructors to rethink their role and the role of their students in the learning process. Summarized are principles of excellent teaching that have been abstracted from decades of research and discussion about human learning. Nine chapters cover a formula for change, beginning with creating a paradigm shift on assessments. Other chapters include instruction on how to develop different kinds of student assessments that affect different kinds of student learning, using rubrics to provide feedback to students and using portfolios to support learning. Lastly, the book recommends ways to shift the focus from individual change to organizational reform, creating an institutional mindset that values learner-centered, constructivist teaching. (AF)
Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman's formulation of "pedagogical content knowledge" and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
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