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EduLine: Journal of Education and Learning Innovation
Published by Yayasan Ahmar Cendekia Indonesia
ISSN : -     EISSN : 27756173     DOI : https://doi.org/10.35877/454RI.edulinev1i1
Core Subject : Science, Education,
Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other
The EduLine: Journal of Education and Learning Innovation is devoted to publish research papers, reviews, case studies and short communications in the field of Education and Learning. The scope of the journal includes: Applications and Integration of Education Assertive and Assistive Educational Technology AV-communication and other media Blended Learning Campus Information Systems Collaborative on-line Learning Computer Aided Assessments Content Repositories Course Design Cross-Cultural Education Data Envelopment Analysis Design and Technologies Design and Technologies Digital Classrooms Education History Education Science Educational Development Educational Theory E-leaning: Academic Participation and Freedom E-Learning Effectiveness and Outcomes E-learning Evaluation and Content E-Learning Platforms E-Learning Strategies E-learning Technologies Emerging and Best Practices Evaluation of e-Learning Knowledge Management Learner Autonomy Learning Content Management Systems Marketing and Promoting e-learning Mobile Learning Multimedia in e-learning Organization Learning Partnerships in e-Learning Philosophies of Education and Educational Approaches Portals and Virtual Learning Practices and Cases in Education Psychology Education Self-learning Integrated Methodology Social Benefits of e-Learning Sociology Education Systems and Technologies in Education Technology Adoption and Diffusion of e-learning Virtual Learning Environments Web-based Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
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Search results for , issue "Vol. 1 No. 1 (2021)" : 14 Documents clear
Language Policy vrs Language Reality in the Ghanaian Classroom: A Study of Colleges of Education Kojo Fenyi; Enoch Mensah Awukuvi; John Andoh; Francis K Pere
EduLine: Journal of Education and Learning Innovation Vol. 1 No. 1 (2021)
Publisher : Lembaga Penelitian dan Pengembangan Teknologi dan Rekayasa, Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (356.966 KB) | DOI: 10.35877/454RI.eduline391

Abstract

This descriptive qualitative study attempted to understand, explore and report the occasions and reasons for which a tutor or a student would use the native language in the second language classroom in a national language policy context, like Ghana, where such practice is disallowed. To use the L1 in the L2 classroom or not has been an ongoing debate in Applied Linguistics and Teaching English as Second/Foreign Language (TESL/TESOL, TEFL), in that, while a group insists on a strict monolingual English-only ESL classroom, another group thinks a reasonable quantity of L1 and appropriate use of same in the ESL classroom could actually facilitate the teaching and learning of English. Data collection instruments were participant observation and semi-structured interviews. Participants were 13 language tutors and 53 second-year language specialism students, all from four Colleges of Education, and selected through purposive sampling. Results revealed that L1 is used as functional strategy in the L2 classroom, and serves various reasons; empathy, classroom management, identity, lack of comprehension, nurturing bilingualism. It is recommended, therefore, that, the national language policy of Ghana which limits the language of classroom instruction to English be made lax enough to allow for some appreciable amount of the L1 to aid ‘understanding’, which is the bedrock of education.
Critical Environmental Factors Affecting Learning in College of Education Ahmadu Bolanle Folami; Ahmad Saeed Riaz; Majeed Olayori Musolihu
EduLine: Journal of Education and Learning Innovation Vol. 1 No. 1 (2021)
Publisher : Lembaga Penelitian dan Pengembangan Teknologi dan Rekayasa, Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (544.705 KB) | DOI: 10.35877/454RI.eduline400

Abstract

Learning environment in modern day Nigeria has not been friendly with both learners and teachers and this has created a lot of vacuum in the learning process. This study discusses the critical factors affecting learning environment. This study identifies certain factors like environmental, social, intellectual that inhibit the effective participatory of students in a learning environment. The study adopted triangulate research method and about 227 participants were involved in the administration of the questionnaire for study. The data collected from the questionnaires administered were presented through frequency percentage counts. Chi-square(X2) analysis was used for testing the hypotheses to justify the outcome of the study. Our findings, shows how much learning influence environments have on the students’ success. It also reveal that students who learn in conducive environments effectively receive the adequate knowledge and performance required of them. The study concludes that critical factors such as cultural, social, environmental etc. have negative influence on the learning environment. We recommended that learning environment in nook and crannies of the world should be given appropriate facilities and attention to make it a conducive environment for learners and as well pane way for students to have freedom to express their feeling and connections of knowledge passed across by the educators.
Efforts to Improve the Science Knowledge of Early Children through the Exploration Approach of the Surrounding Environment in B 5-6 Years Old Group in TK Tumbuh Kembang Anak Makassar Andi Rezky Nurhidaya
EduLine: Journal of Education and Learning Innovation Vol. 1 No. 1 (2021)
Publisher : Lembaga Penelitian dan Pengembangan Teknologi dan Rekayasa, Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (284.857 KB) | DOI: 10.35877/454RI.eduline418

Abstract

Children's scientific knowledge is still underdeveloped, this is due to several factors including the learning process is rarely done outside the classroom. Then encourage educators to develop it through the Approach method of Environmental Exploration Approach. The Environmental Exploration Approach Method is one of the methods used to develop children's science knowledge. This study aims to develop children's science knowledge through an environmental exploration approach method. This type of research is Classroom Action Research (CAR) which focuses on classroom situations. Based on the results of data analysis and discussion in cycle I and cycle II, it can be concluded that the exploration approach method for the surrounding environment can develop children's science knowledge in group B in TK Tumbuh Kembang Anak Makassar. This can be seen from the increase in children's science knowledge, students who develop very well in the first cycle with indicators that children can explore the surrounding environment reaching 27.27%, while the indicator of children being able to name the objects observed in the environment reaches 18.18%. Then in cycle II, the indicator of children being able to explore the surrounding environment reached 81.81%, while the indicator of children being able to name the objects observed in the environment reached 81.81%.
Teachers’ Experiences in Online Teaching and Learning Modality Leadean Jay A. Capacio; Gilbert A. Celesio; Genesis B. Naparan
EduLine: Journal of Education and Learning Innovation Vol. 1 No. 1 (2021)
Publisher : Lembaga Penelitian dan Pengembangan Teknologi dan Rekayasa, Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (500.51 KB) | DOI: 10.35877/454RI.eduline399

Abstract

This study explores Teachers' Experiences in Online Teaching and Learning Modality. The participants were selected private school elementary teachers in Pagadian City offering Online Modality in School Year 2020-2021. The study was based on the interpretivist paradigm since the researcher used social skills to construct knowledge and meaning. Case study was utilized. Teachers' experiences include perception, way of delivering instruction using online platforms, struggles, adjustments, and suggestions for improvement. The study is supported with data from multiple sources: Interview Guide Questions, Principals’ Evaluation Form, and Researcher’s Checklist. Participants perceived online modality as agent of continuity of learning, and challenging. It showed that Zoom teleconferencing is the preferable online platform to use. The participants’ struggles were power interruption, poor internet connectivity, computer technology operations, imposition of classroom management, lack of preparation, and getting used to another personal work-schedule. The participants' adjustments pointed to acceptance of situation, self-exploration, asking teaching materials, and knowledge-skill support from the school. The participants and principals' responses led to attending trainings regarding Online Teaching Methodology in general. Based on the findings, the researcher recommends to the outmost possibility that there may be ICT trainings, provision of upgraded internet connectivity and gadgets, reducing workload and class size.

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