Experiential Learning for Preservice Teachers: Digital Book Clubs With Third Graders

Stover, Katie; Yearta, Lindsay; Harris, Caroline

doi:10.1080/21532974.2015.1055013

Cited by 21 publications

(22 citation statements)

References 11 publications

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“…Online learning needed creativity on the part of the teachers in order not to make it tedious (Ferri et al, 2020;Zhu et al, 2020). It was boring and monotonous only if the teacher just sat in front of the computer and delivered the materials (Satyawan et al, 2021;Stover et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Students and Parents’ Perceptions toward English Online Learning during Corona Virus Pandemic

Mongkaren

Pelenkahu

Liando

2021

JPBI

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E-learning dramatically changes the learning process. As a result, both teachers and students have to work hard to adapt to the process. In response to these changes, this study aims to analyze the perceptions of junior high school, senior high school, and parents regarding online learning. This study involved 44 parents, 24 junior high school students, and 20 high school students. Data were collected using two questionnaires. The data collected were analyzed quantitatively in the form of percentages. The results of data analysis show that junior high school students use computers/devices for online learning activities; however, they consider traditional methods (live class meetings) to be more appropriate than online learning. (2) High school students also use their computers/devices for online learning and have full support from their teachers, but they prefer traditional methods. They consider traditional methods more effective than online learning, and (3) parents prefer traditional methods over online learning. Therefore, teachers are advised to be creative in teaching online; parents are expected to continue to control their students' online learning. More research is needed so that more information about online learning can be obtained.

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Section: Discussionmentioning

confidence: 99%

Students and Parents’ Perceptions toward English Online Learning during Corona Virus Pandemic

Mongkaren

Pelenkahu

Liando

2021

JPBI

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“…Hull and Chaparro [27] explained that a digital book allows users to read the flipbook, an interactive three-dimensional book with pages that 'flip' or turn on the screen. Students can also complete assignments faster using the format of the collection schedule than the website format [28]. Based on Kucirkova, Littleton, and Cremin [6], some of the advantages that make digital books more attractive to teachers than conventional textbooks are because they are easy to obtain.…”

Section: Benefits Of Digital Booksmentioning

confidence: 99%

Learning Design on Social Studies Through Digital Book in Senior High School

Budiaman

Komarudin

Nuruddin

et al. 2021

Int. J. Interact. Mob. Technol.

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The diversity of Indonesian society, from ethnicity, religion, race, and class, is a social asset that harmony must be maintained. Multicultural education has an important role in maintaining this harmony. Prospective social science education teachers must have an attractive learning design in increasing understanding related to multicultural education. This study aims to see the effect of digital book learning design on multicultural education for prospective teachers. Researchers collaborated with students of the 2017 social science education study program, faculty of social science, Jakarta State University. Analysis of learning outcomes with two-way MANCOVA analysis with one covariate. The results show the interest in learning multicultural education, a significance value of 0.955 which is greater than 0.05, then H0 is accepted. The significance value obtained from all outputs is 0.000 which is smaller than 0.05, so H0 is rejected. So, it can be concluded that there is an effect of using digital book learning media on students' multicultural education

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“…Stover és munkatársai egy olyan online könyvklub működését elemzik, ahol hallgatók diákokkal együtt vett ek részt a könyvekről való közös gondolkodásban. Ebben a formában a pedagógushallgatók a diskurzusban kis csoportokat animáló, strukturáló szerepet is kaptak, azaz miközben az olvasás és a megosztás során saját tudásukat épített ék az adott témáról, a facilitátor-pedagógus helyzetét is átélhett ék, gyakorolhatt ák (Stover et al, 2016).…”

Section: Dobrova Zita -Szivák Juditunclassified

A szakmai könyvklub mint a pedagógusképzés sajátos tanulási környezete

Dobrova¹,

Szivák²

2020

TEL-hun

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A közös olvasmányfeldolgozás különböző formái, köztük a könyvklubok kiváló lehetőséget nyújtanak arra, hogy a pedagógusok folyamatos szakmai fejlődését annak bármelyik szakaszában támogassák: kapcsolatba kerülhessenek saját gondolataikkal, felismerhessék egy adott pedagógiai helyzettel kapcsolatos érzelmeiket, ráláthassanak viselkedésük, attitűdjük gyökereire, majd felismeréseiket megosztva közös jelentésteremtésbe kezdhessenek. Jelen írás először a könyvklubok módszertanának elemeit mutatja be, a szakmai könyvklubra mint a pedagógusképzésben is megjelenő, sajátos, progresszív elemeket tartalmazó tanulási környezetre tekint. A jellemzés tizenhat, az utóbbi húsz évben megjelent nemzetközi szakirodalom eredményeinek összegzése alapján készült. A bemutatás kitér arra, hogy ez a tanulási környezet hallgatóközpontú, lehetőséget nyújt a közösségi tudásépítésre, számol az érzelmek és a motiváció szakmai fejlődésben betöltött szerepével, segíti a horizontális kapcsolatok kiépítését a tudáselemek, a tanulási környezet és a tágabb társadalmi környezet között, illetve – végezetül –, hogy sikeresen támogathatja a pedagógushallgatók szakmai fejlődését.

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Experiential Learning for Preservice Teachers: Digital Book Clubs With Third Graders

Cited by 21 publications

References 11 publications

Students and Parents’ Perceptions toward English Online Learning during Corona Virus Pandemic

Students and Parents’ Perceptions toward English Online Learning during Corona Virus Pandemic

Learning Design on Social Studies Through Digital Book in Senior High School

A szakmai könyvklub mint a pedagógusképzés sajátos tanulási környezete

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