Replacing lectures in conventional university courses by text‐based flexible learning can be a rewarding experience for the lecturer and students

Green, John

doi:10.1002/bmb.2005.494033032457

Cited by 4 publications

(2 citation statements)

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“…To get students involved in their own learning process is very important to change the passive condition of most universities systems of passive lectures as many other authors have discussed [7,8]. This article describes an experience wherein informal activities of CL were combined with short periods of lecturing.…”

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Cooperative learning combined with short periods of lecturing

Fernández-Santander

2008

Biochem Molecular Bio Educ

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The informal activities of cooperative learning and short periods of lecturing has been combined and used in the university teaching of biochemistry as part of the first year course of Optics and Optometry in the academic years 2004-2005 and 2005-2006. The lessons were previously elaborated by the teacher and included all that is necessary to understand the topic (text, figures, graphics, diagrams, pictures, etc.). Additionally, a questionnaire was prepared for every chapter. All lessons contained three parts: objectives, approach and development, and the assessment of the topic. Team work, responsibility, and communication skills were some of the abilities developed with this new methodology. Students worked collaboratively in small groups of two or three following the teacher's instructions with short periods of lecturing that clarified misunderstood concepts. Homework was minimized. On comparing this combined methodology with the traditional one (only lecture), students were found to exhibit a higher satisfaction with the new method. They were more involved in the learning process and had a better attitude toward the subject. The use of this new methodology showed a significant increase in the mean score of the students' academic results. The rate of students who failed the subject was significantly inferior in comparison with those who failed in the previous years when only lecturing was applied. This combined methodology helped the teacher to observe the apprenticeship process of students better and to act as a facilitator in the process of building students' knowledge.Keywords: Biochemistry, cooperative learning, lecturing, collection of questions, work plan.Lecturing renders students passive, silent, isolated, and in competition with each other. The main disadvantage of lecturing is that students' attention decreases during the teacher's exposition. When the lecture is long, the first few minutes are good for assimilation, but confusion, boredom, and a low level of assimilation sets in later on [1]. In most cases, lecturing is a process in which information passes from the notes of the lecturer to the notes of the student without passing through their minds.Several strategies can be used to get student participation and active learning. Cooperative learning (CL) 1 is a method of instruction that involves students working in teams to accomplish a common goal [2], under conditions that include the following elements: positive interdependence, team members are obliged to rely on each other to achieve the goal; individual accountability, teammates are held accountable for their share of the work; face-to-face promotive interaction, group members provide feedback, teaching, and encouragement to each other; development of collaborative skills; and group processing, team members periodically assess what they are doing and propose changes to work more effectively in the future. CL is an extensively researched approach to education that increases students' learning of subject matter and improves their attitudes...

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Cooperative learning combined with short periods of lecturing

Fernández-Santander

2008

Biochem Molecular Bio Educ

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“…Pembelajaran bahasa berbasis teks adalah salah satu cara efektif yang bisa ditempuh oleh guru dalam memudahkan penguasaan kompetensi kebahasaan pada siswa yang belajar bahasa, termasuk dalam belajar bahasa (Green, 2005), terutama dalam hal pembelajaran pemerolehan bahasa (Jeong, 2010). Metode ini sudah banyak dilakukan di beberapa negara di dunia, seperti yang dilakukan oleh , bandingkan dengan Partington, 2017Klimova & Hubackova, 2014;Visser & Fuji, 1996).…”

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Penggunaan Peranti Penghubung Antarkalimat dalam Teks Genre Naratif Buku Pelajaran Bahasa Indonesia SMA Kelas XI

Sirulhaq

Mahsun

Sukri

et al. 2021

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Abstrak: Dalam pembelajaran kekinian, penekanan dilakukan pada upaya kreatif pemanfaatan bahasa itu sendiri untuk tujuan-tujuan yang lebih praktis. Pandangan ini sering disebut sebagai pembelajaran bahasa berbasis teks. Seiring dengan berubahnya paradigma ini, salah satu kompetensi yang perlu diketahui oleh siswa Sekolah Menengah Atas dalam pembelajaran bahasa Indonesia adalah kemampuan memproduksi teks naratif, sebagaimana tertuang dalam silabus atau kurikulum 2013 (revisi 2017). Kemampuan memproduksi teks naratif itu sendiri tidak lepas dari kemampuan untuk menempatkan konjungsi, baik konjungsi antarkalimat maupun konjungsi antarparagraf. Ketepatan konjungsi antarkalimat maupun antarparagraf ini akan menjamin kekohesian dan kekoherensian paragraf itu sendiri, yang pada akhirnya akan melahirkan sebuah teks naratif yang baik. Akan tetapi, perlu kiranya untuk diperhatikan, apakah penggunaan konjungsi dalam buku pelajaran bahasa Indonesia dalam teks genre naratif sudah lengkap dan tepat atau tidak. Oleh karena itu, makalah ini bertujuan untuk mengelaborasi bentuk-bentuk konjungsi antarkalimat yang digunakan dalam teks genre naratif buku pelajaran bahasa Indonesia SMA Kurikulum 2013 (revisi 2017). Abstract: In contemporary learning, emphasis is placed on creative efforts to use language itself for more practical purposes. This view is often referred to as text-based language learning. As this paradigm changes, one of the competencies that high school students need to know in learning Indonesian is the ability to produce narrative text, as stated in the 2013 syllabus or curriculum (2017 revision). The ability to produce narrative text itself is inseparable from the ability to place conjunctions, both conjunctions between sentences and conjunctions between paragraphs. The accuracy of the conjunctions between sentences and between paragraphs will ensure the cohesion and coherence of the paragraph itself, which in turn will create a good narrative text. However, it is necessary to pay attention to whether the use of conjunctions in Indonesian language textbooks in narrative genre texts is complete and correct or not. Therefore, this paper aims to elaborate the forms of conjunctions between sentences used in the narrative genre text of Senior High School Indonesian language textbooks in 2013 Curriculum (2017 revision).

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