Use of Mobile Learning Strategies and Devices for e-Portfolio Content Creation in Engineering Thermodynamics and Fluid Mechanics Classes: Student Perceptions

Bose, Devshikha; Pakala, Krishna

doi:10.18260/p.24978

Cited by 3 publications

(4 citation statements)

References 8 publications

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“…Selain itu, dengan menggunakan media pembelajaran berbasis mobile learning dapat meningkatkan hasil belajar siswa (Nimkoompai, Paireekreng & Chit, 2019). Penggunaan media pembelajaran berbasis mobile learning memungkinkan siswa untuk menerima umpan balik dari guru dengan mudah (Pakala & Bose, 2015). Pada saat diberlakukannya Pembelajaran Jarak Jauh (PJJ) di masa pandemi COVID-19 saat ini, media pembelajaran yang sering digunakan oleh guru berupa video, aplikasi, Virtual Reality (VR), Augmented Reality (AR), dan media pembelajaran berbasis digital lainnya (Hantoobi et al, 2021;Osadchyi et al, 2021).…”

Section: Pendahuluanunclassified

Pelatihan Pengembangan Media Pembelajaran Berbasis Mobile Learning Application (MLA) di SMK Muhammadiyah 2 Klaten Utara

Sari

Narimo

Ahmad

et al. 2022

Jur. Abd. Masy. Ind. (JAMSI)

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Perkembangan teknologi informasi dan komunikasi memberikan dampak yang besar pada sektor pendidikan. Pemanfaatan teknologi dalam proses pembelajaran menjadi salah satu hal yang harus dilakukan dengan diberlakukannya pembelajaran jarak jauh pada masa pandemi COVID-19. Faktanya, meski pembelajaran dilakukan secara daring, beberapa guru masih mengandalkan penggunaan Power Point untuk menyusun bahan ajar dan sebagai media pembelajaran yang digunakan. Hal ini menjadi masalah tersendiri, utamanya bagi guru SMK pada bidang keahlian akuntansi dan keuangan lembaga, karena materi akuntansi lebih banyak membutuhkan penalaran dan pemahaman. Dengan demikian, dibutuhkan media pembelajaran yang memudahkan guru dalam menyampaikan materi akuntansi sehingga siswa juga mudah untuk memahami materi yang diajarkan. Pelaksanaan kegiatan pengabdian ini dilakukan dengan metode pelatihan pengembangan media pembelajaran berbasis Mobile Learning Application (MLA) bagi guru. Hasil kegiatan membuktikan bahwa guru memiliki pengetahuan dan pemahaman yang meningkat dari yang awalnya memperoleh skor tes rata-rata 73.4% menjadi 81.5%. Maka dari itu, perlu adanya kegiatan pelatihan lanjutan untuk meningkatkan keterampilan guru, agar guru tidak sekedar tahu dan paham namun juga dapat mengembangkan sendiri media pembelajaran berbasis MLA.

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Section: Pendahuluanunclassified

Pelatihan Pengembangan Media Pembelajaran Berbasis Mobile Learning Application (MLA) di SMK Muhammadiyah 2 Klaten Utara

Sari

Narimo

Ahmad

et al. 2022

Jur. Abd. Masy. Ind. (JAMSI)

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show abstract

“…Disciplinary-based studies in physics (Hake, 1998;Watkins & Mazur, 2013), biological science (Eastwood, Sadler, Sherwood, & Schlegel, 2013;Kazempour, Amirshokoohi, & Harwood, 2012), chemistry (Carmel, Jessa, & Yezierski, 2015;Murphy, Picione, & Holme, 2010), mathematics (Kogan & Laursen, 2014;Love, Hodge, Grandgenett, & Swift, 2014), and engineering (Olakanmi & Doyoyo, 2014;Pakala & Bose, 2015) provide compelling evidence that active learning pedagogies have a positive impact on learners' conceptual understandings. An often cited meta-analysis concludes that traditional lecturing in STEM courses yields a 1.5 times higher course failure rate than active learning methods (Freeman et al, 2014).…”

Section: Review Of Literaturementioning

confidence: 99%

Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

Stieha¹,

Shadle²,

Paterson³

2016

The Journal of General Education

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Evidence-based instructional practices (EBIPs) have been associated with positive student outcomes; however, institutions struggle to catalyze widespread adoption of these practices in general education science, technology, engineering, and mathematics (STEM) courses. Further, linking EBIPs with integrated learning assessment is rarely discussed in the literature, even though principles of continuous course design for quality higher education assume the connection of learning outcomes, teaching practices, and assessment. This qualitative action research study documents faculty attempting to utilize EBIPs and authentic assessment when they were provided support and accountability over multiple semesters. We document participants' current practices and encourage shifts in both teaching and assessment practices targeting greater student success in STEM general education courses. Narrative data drawn from interviews and written reflection describe the impact of structured faculty observation and cross-disciplinary conversation on participants' pedagogical and assessment choices. The faculty participants' voices vividly illustrate our findings: incentives, reflection, mentorship, and collaboration over multiple semesters support changing pedagogical practices and integrating outcomes assessment. While STEM-based, the study findings are applicable across the general education curriculum.

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“…Additionally, SRSs require significant time commitments before class. Both the administrative setup and the creation of meaningful questions takes additional prep time, a valuable commodity for any instructor [3], [5], [35]. The post processing of the student scores and incorporation into an overall grade also requires additional administrative time that must be considered with an SRS.…”

Section: Challengesmentioning

confidence: 99%

“…Using these response devices requires a transition from interaction with the class content in the classroom to formulating a response and exercising fine motor control in inputting a correct answer [31]. BYOD SRSs mean that students have an internet capable device out in the classroom; many students will succumb to the temptations of the internet browser or social media and disengage with the classroom, the very thing that SRSs are intended to combat [8], [35].…”

Section: Challengesmentioning

confidence: 99%

Student Response System Best Practices for Engineering as Implemented in Plickers

Wood,

Nale,

Brown

2021 ASEE Virtual Annual Conference Content Access Proceedings

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He acquired a Bachelor's in Engineering Physics Summa Cum Laude with Honors followed by Civil Engineering Master's and Doctoral degrees from Texas Tech University. His technical research focuses on the intersection of soil-structure interaction and structural/geotechnical data. He encourages students pushing them toward self-directed learning through reading, and inspiring enthusiasm for the fields of structural and geotechnical engineering. Dr. Wood aims to recover the benefits of classical-model, literature-based learning in civil engineering education.

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Use of Mobile Learning Strategies and Devices for e-Portfolio Content Creation in Engineering Thermodynamics and Fluid Mechanics Classes: Student Perceptions

Cited by 3 publications

References 8 publications

Pelatihan Pengembangan Media Pembelajaran Berbasis Mobile Learning Application (MLA) di SMK Muhammadiyah 2 Klaten Utara

Pelatihan Pengembangan Media Pembelajaran Berbasis Mobile Learning Application (MLA) di SMK Muhammadiyah 2 Klaten Utara

Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

Student Response System Best Practices for Engineering as Implemented in Plickers

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