Digital Wet Laboratories: Transforming Biological Science with Engaging Blended Learning and Online Support

Grando, Danilla; Calonge, David Santandreu

doi:10.1007/978-1-4614-7366-4_9

Cited by 2 publications

(2 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the millennium era, the focal point of creating a workforce is through lifelong learning that prepares the future and social interests of the students (Bosanquet, Winchester-Seeto, and Rowe, 2010). According to Grando and Calonge (2014), a 21st century curriculum design that is ready to produce a workforce can be done through the provision of a digital laboratory. The facilities provided are the realities inside and outside the classroom so that students get learning experiences.…”

Section: Equal Qualifications Of Work and Professions In The Global Eramentioning

confidence: 99%

Blended Learning in Teacher Profession Education (PPG) of Germany Education as The 21st Century Teacher Training Model

Ardiyani

Wijayati

Hidayat

2020

JDR

View full text Add to dashboard Cite

This study aims to solve problems related to the policy of Teacher Professional Development (TPD) program. This research produces a syllabus of in-office TPD for the German language to solve problems faced in the field; it is necessary to provide provision and preparation for lecturers so that the preparation and implementation of learning have the same standards and goals and the percentage of pedagogic material is more than the professional content. Meanwhile the composition of the competency test is otherwise. In this study, a new policy of TPD is formulated based on 21st century competencies and 21st century learning models that have been successfully applied in Australia, namely a life skills-based learning approach, or known as life- based learning. This framework has become the flagship program for learning innovation at the State University of Malang. The research employed a research and development method that begins with problem identification or problem formulation. The syllabus design is created and developed based on performance and needs analysis, and oriented to the principles of teacher training in the 21st century. These principles are reflected in the syllabus which contains pegadodic competences, professional competence, the ability to use digital media through blended learning and digital-based learning. Based on the results of the validation by German learning experts and suggestions from users, it can be concluded that the PPG German syllabus design is feasible to use. Nevertheless, it is necessary to refine the time allocation according to the needs and clarity of evaluation and assessment.

show abstract

Section: Equal Qualifications Of Work and Professions In The Global Eramentioning

confidence: 99%

Blended Learning in Teacher Profession Education (PPG) of Germany Education as The 21st Century Teacher Training Model

Ardiyani

Wijayati

Hidayat

2020

JDR

View full text Add to dashboard Cite

show abstract

“…The global launch of MOOCs (massive open online courses) has posed a challenge to the education sector in recent years, and despite resistance and reluctance, new modes of delivery have had to be adapted to meet the needs of industry and students. Change is scary, but it is necessary, and university departments were frequently slow to implement necessary measures to improve learning and teaching practices in their institutions where the traditional lecture format is still the norm (Grando and Calonge, 2014). However, seemingly, every month a new university is announcing its entry into the massive open online courses (MOOC) market (Marshall, 2014).…”

Section: Introduction Of Massive Open Online Coursesmentioning

confidence: 99%

The digitalization of learning and teaching practices in higher education institutions during the Covid-19 pandemic

Jakoet-Salie

Ramalobe

2022

Teaching Public Administration

View full text Add to dashboard Cite

In the year 2021, the world was exposed to and is still facing a health pandemic, the Covid-19 pandemic. The modes of learning and teaching had to adapt to the unexpected challenges and multiple demands on education because of the turbulent waters of Covid-19. The situation remains fluid as there is an international and national escalation of the infection rates and as lockdown restrictions are lifted, institutions of higher education are having to re-shape and adapt the rigid learning and teaching approaches to be more flexible and provide solutions to these challenges. This article reports on the transformation of learning and teaching practices in higher education institutions in South Africa during the Covid-19 pandemic. The purpose of this article is to reflect on how the Covid-19 pandemic has changed the modes of learning and teaching, despite several challenges that are still prevalent in these spaces. The article employs a qualitative research methodology approach and uses desktop research as a data collection tool. The findings revealed that the learning and teaching spaces are evolving to adapt to the circumstances, irrespective of the challenges, as it is an ongoing transformative environment that should ensure that these challenges are not exacerbated.

show abstract

Digital Wet Laboratories: Transforming Biological Science with Engaging Blended Learning and Online Support

Cited by 2 publications

References 35 publications

Blended Learning in Teacher Profession Education (PPG) of Germany Education as The 21st Century Teacher Training Model

Blended Learning in Teacher Profession Education (PPG) of Germany Education as The 21st Century Teacher Training Model

The digitalization of learning and teaching practices in higher education institutions during the Covid-19 pandemic

Contact Info

Product

Resources

About