A Socratic E-Learning Approach

As educators we are sure that students change as a result of the educational process. However, we are not always sure how students change and in what way we contribute to this change. This paper suggests (1) a conceptual framework that can be used to specify the nature and magnitude of change in the learning process, (2) how to operationalize our contrib ution in the learning process, and (3) how to implement the approach in the classroom. The paper concludes with a dis cussion of the benefits that accrue to both the instructor and the students.

While today's learning management systems (LMSs) provide lot of support for teachers to assist them in holding online courses, they typically do not consider students' individual differences in the composition and structure of courses. In this paper, we introduce a mechanism for extending LMSs' functionality to provide learners with courses that fit their individual learning styles, using adaptive sorting and adaptive annotation in order to highlight the learning objects (LOs) that support students' learning process the best. The mechanism enables teachers to add adaptivity to their already existing courses, using a flexible course structure in order to avoid limiting the richness of the learning resources and materials. Besides being flexible to teachers' needs, the adaptive mechanism aims at asking teachers for as little as possible additional effort when using it, requiring teachers only to choose the corresponding type of LO when creating an LO in the authoring tool of the LMS.

Objective: The Inquiry Based Learning model is one of the learning models that can be applied in today's learning process. In the process of learning not only the learning results are necessary values but also the thinking ability of the student should be taken into account. This Inquiry Based Learning model is a learning model that is centered on the student and requires the ability to think in finding a concept. Therefore, the author is interested in studying further on the implementation of Inquiry Based Learning in the learning process of physics. Method: The method used in this study is conducting a literature study of scientific journal articles, with data analysis using qualitative research. Results: Based on the research that has been done, it can be concluded that by implementing Inquiry Based Learning in the learning process of physics, can improve the learning outcomes and thinking skills of the pupils. So the model of inquiry based learning can be applied in the physical learning process in schools with the expectation of pupils more active in the process of learning and have improved learning results and have the ability to think to solve problems.

Mathematics is important for the academic life of students. The Fourth Industrial Revolution has transformed the Mathematics education landscape and how students learn mathematics. As such, students today use ICT as a tool to help them understand mathematics in easy way. This is because ICT has an increasing influence on the way students interact, learn and live. The advancement of technology has triggered a revolution in data generation by the devices used. Hence, learning analytics (LA) is very useful and significant in today's teaching and learning. LA is a fast growing area in academia and helps teacher on collecting, analysis, processing and visualization of data to help them understand students in deep. This study aimed at identifying the impact of LA in mathematics curriculum. Hence, this article was drawn from previous works of literature to create an overview of the issue pertaining to LA on primary level mathematics curriculum. The application of LA in Mathematics is effective in helping teachers to understand students' potential thus improving the overall quality of the teaching and learning process. The application of technology within this approach will enable teachers to build an effective learning process. In future, the application of the LA and GBL approaches in Mathematics is an approach that can be explored in-depth to assess its effectiveness to improve students' mastery in Mathematics.

The learning process at the tertiary level needs to go through a phase of transformation in line with the demand of the current situation. The implementation of teaching activities and assignments given should emphasize the aspect of human capital formation. In other words, students need to be provided with the concept of independent study, see the problems faced by society and be sensitive to changes taking place in society. This is because, after graduation, students will be in the community. Community groups in the workplace and communities outside the workplace. Aspects of skills acquired while studying at university will be a measure of the ability of students to provide the best service to their employers later. Teaching and learning today needs to be improved according to the changing times. The stigma of society's thinking defining that lecturer are only teachers should be added to lecturers as advisors of a project or assignment given to students. Based on this factor, a study was conducted to see how the implementation of Community Based Learning (CBL) in Community Service courses can be used as an effective teaching medium in building students' personalities. The design of the study was a survey study (cross-sectional survey) and the data obtained were analyzed descriptively based on the percentage obtained from the distribution of the questionnaire. Respondents involved in this study were 239 undergraduate students from various backgrounds and institutions of study namely Uitm, UUM UniKL, and UniSHAMS. The study focused on the impact and challenges aspects of students applying CBL in Community Service courses. The findings of the study found that the formation of student personality such as self–confidence, leadership attitude, critical thinking occurs when CBL is applied in the teaching and learning process. Although CBL successfully applied in teaching and learning, there were some students who had to face some form of challenge. Among the dominant forms of challenge are differences of opinion with group members, lack of cooperation by the community, and financial constraints. However, on the basis of commitment and responsibility, students can deal with the problems faced in a wise manner and eventually be able to complete the assigned tasks.

Education in today's pandemic requires better attention and readiness from both teachers and students. This diverse readiness also requires continuous learning and finding out to form the character of good students. In the present, students need to be continuously educated and understood related to character education. The purpose of this study is to describe how to instill the character of caring for the environment in schools and find out how teachers use devices as learning media during the Covid-19 pandemic. The method used in this research is descriptive qualitative. The results of the implementation of caring for the environment can be applied by school equipment to students, to foster and shape the character of students who are aware of the importance of preserving the environment and the importance of maintaining natural balance. The achievement of the environmental literacy movement is supported by teachers, school staff, and students and is equipped with optimal facilities to support the successful implementation of the optimal environmental literacy movement. The use of devices in the learning process is maximized as a substitute for the teacher in understanding the material for students. This is related to assessment because using online teachers also provides tolerance related to collecting and assessing assignments. The teacher always checks and warns students who have not collected the results of today's learning every afternoon, so that there is an opportunity for students who want to improve or even haven't done it. The diversity of learning platforms used is expected that the enthusiasm of students in learning will continue to exist so that they are not psychologically depressed too

The purpose of this research is to examine the prophetic values in the literature learning process and describe the results of implementing prophetic values in the education of Indonesian language and literature students. The data collection techniques used are interviews and observations. The approach used is descriptive qualitative and the research is conducted in the field. This research describes the data or events that are the focus, namely the character implemented in the interaction between lecturers and students during the learning process. The results of this research are the actualization of prophetic values in literacy learning in the form of behavior and speech. In literature learning related to behavior, several behaviors that indicate the actualization of prophetic values towards lecturers and students are found, including: a) arriving on time, demonstrating discipline in fulfilling tasks and responsibilities, b) polite and friendly attitude, which is a form of actualizing prophetic values in carrying out responsibilities as an Indonesian literature lecturer, c) motivating students to become hardworking individuals for a brighter future, d) organizing teaching materials based on research findings. In literature learning related to speech, several speeches that indicate the actualization of prophetic values towards lecturers and students are found, including a) Opening prayer with "Assalamualaikum warohmatullahi wabarokatuh," which means "May peace, mercy, and blessings be upon you from Allah," b) expressions that convey wonders related to imagination, feelings of sadness, joy, and admiration, and c) closing remarks expressing gratitude, praying, and bidding farewell. These speeches contain the hope that today's learning outcomes will have a far greater and more meaningful impact in the future.

The problem in learning today is that the skills of teachers in using varied media are not optimal so that the learning process seems less effective and efficient. In the learning process of Islamic Education in mawaris material, teachers are more dominant in using conventional media so that the learning outcomes of students are low. This study was intended to determine the effectiveness of the application of At-Tashil-based learning media in Islamic Islamic Studies learning material according to alumni of the High School Teacher Substantive Technical Training at the Aceh Religious Education and Training Center. This research uses a qualitative approach with a descriptive type. The data collection technique consisted of instruments, interviews, and observations. The data analysis technique was carried out in the data reduction phase, data presentation, and conclusion drawing. The results of the research findings indicate that the use of At-Tashil application-based learning media in Islamic Fiqh Mawaris learning for high school teachers seems effective in terms of use, ease, and accuracy of the results.

Today's learning and modeling environments mostly provide support for storing and presenting only results of learning and modeling processes, but not for the process itself. Since self-reflection, assessment, authoring and research are highly dependent on reporting this process information properly, we propose an intelligent approach for generating reports automatically based on the analysis of learning protocols.

Reviewed by: Plato's Socrates on Socrates: Socratic Self-Disclosure and the Public Practice of Philosophy by Anne-Marie Schultz Doug Reed SCHULTZ, Anne-Marie. Plato's Socrates on Socrates: Socratic Self-Disclosure and the Public Practice of Philosophy. Lanham, Md.: Lexington Books, 2020. x + 141 pp. Cloth, $90.00; paper, $39.99; eBook, $38.00 The subtitle aptly sums up the twin projects Anne-Marie Schultz sets for herself in this book. One project is a detailed analysis of episodes in Plato's dialogues where Socrates shares his emotional state and personal history, especially his educational experiences, with his audience. Throughout the book, Schultz considers passages familiar to Plato scholars but does so with an eye toward a neglected aspect of the dialogues, namely, "Plato's presentation of Socrates as a philosopher who tells personal narratives." Through careful attention to the text and in conversation with up-to-date scholarship, Schultz makes the case that Socratic self-disclosure is a widespread and significant feature of these dialogues. In doing so, she gives the reader plenty to think about regarding Plato's portrayal of Socrates and other characters, Socratic method, as well as other philosophical and dramatic elements of these passages. The other project concerns public philosophy. Schultz asks us to consider why Plato should present Socrates as a self-disclosing philosopher and what we, contemporary academic philosophers, can learn about (public) philosophy by appreciating this feature of Socrates' practice. Ultimately, she makes the case that we should see Socrates as a model for a public philosopher, one who draws people in by letting them in and encourages the creation of a philosophical community. The book has a clear and straightforward style. Each of the six chapters (along with an introduction and postscript) is well structured with connections that are legible to the reader. In chapter 1, Schultz looks at instances of Socratic self-disclosure in the Theaetetus and by building on the work of Holger Thesleff and Harold Tarrant explores the possibility that Socrates narrated an earlier version of the dialogue. This discussion is worthwhile in its own right, but Schultz also uses it to begin making the case that Socrates employs autobiography and shares his emotions in order to "bring the listener into the experience of philosophical reflection by portraying the learning process as perspective changing, as life changing." Chapters 2 and 3 turn to the Symposium. In chapter 2 Schultz explores Socrates' self-presentation in the dialogue, arguing that he shares [End Page 829] his experiences with Diotima to model what it is to be an eager and engaged student with the aim of drawing his fellow symposiasts to philosophy. Chapter 3 looks at three imitators of Socratic narration in the Symposium : Alcibiades, Apollodorus, and Aristodemus. In addition to continuing the investigation of philosophical self-disclosure, this chapter offers a rich discussion of the frame of the dialogue, a sustained treatment of Alcibiades' speech, and a reevaluation of the two characters who transmit the dialogue to the reader, making it a valuable contribution to scholarship on the Symposium. Chapters 4 and 5 look at Socratic self-disclosure in the Apology and Phaedo, respectively. These dialogues are well known for including Socratic autobiographies. Given that Schultz is explicit that her aim is not to determine the historical reliability of Socrates' narratives, she does not consider any tensions between Socrates' two intellectual autobiographies in these dialogues. Instead, she analyzes them along with other instances of self-disclosure in the dialogues in order to show that Socrates deploys them to exhort his fellow citizens to philosophy and to nurture his intimate community with the hopes of extending philosophical reflection into the future. In chapter 6 Schultz offers a helpful summary of the book and shares examples of contemporary practitioners of Socratic narrative and public philosophy. In doing so, Schultz herself exemplifies Socratic self-disclosure by sharing her own intellectual experiences, which she continues in the postscript to the book. With each chapter, I became more convinced of Schultz's central interpretative claim that Plato portrays Socrates as a philosopher who shares his experiences and emotions openly. At times, though, an interpretive question occurred to me: Should we always take Socrates...

In this chapter, there will be a presentation of how teaching models help teachers focus on different theories. The teaching model is a tool that will help teachers approach differentiated learning with students who have a diverse educational background. Teachers need to be aware of a diverse background and how to apply models for teaching different activities. If the correct model is selected teachers can use this to develop concepts based on objectives. The models may include instructional models, constructivism, problem-based, project-based, Socratic and inquiry based. Following are the key areas that will be discussed in this chapter; importance of a Teaching model, teaching model - (Glaser teaching model) – Looking at the objective, activity, assessment and reflection on improvements, information processing using a teaching model, Gagne's 9 stages of learning process to use in a Teaching model and conceptual models - take information, use it and respond to it (Instruction models, Constructivism, Problem based, Project based, Socratic Method, Inquiry based).

In today's learning approaches for engineering students, practical courses frequently complement traditional theoretical lectures. This practical element allows an early perspective into the real world of engineering, augments student motivation, and enables students to acquire soft skills early. This paper aims to demonstrate the usage of one of the ergonomics risk assessment (ERA) apps that has been learned in the class; which can also be used as an assessment aid in student’s practical sessions in the workplace. This apps has been evaluated for its effectiveness by a group of students in the classroom setting prior to be used in the actual workplace. Evaluation results show that this learning aid improves student’s communication skills and assists companies to improve their working conditions. Based on the effectiveness assessment, students find that this apps is really useful for their assessment as it provides fast calculation on the results and can store it in the drive. Based on the practical session in the workplace, the findings from the ERA apps show that the current working condition in this study is under medium ergonomic risk exposure level. Therefore, there is a need to improve the working condition by considering improvement on the workplace environment as well as interaction between worker and tools for maintenance. This app is indeed beneficial for practical engineering students as a peer learning process and for industry in terms of work place improvements. In conclusion, this paper describes how this risk assessment app helps induce student to think as an actual engineer and also to solve real-world tasks with limited resources.

Learning today takes place in various mixed forms - through practice, and personal connections, extending beyond the boundaries of traditional educational institutions. Many students navigate in different fields of knowledge throughout their lives. The specifics of non-formal and informal education are an important aspect of future professionals’ learning since formal education cannot encompass all such experiences. Blended learning combines formal and non-formal learning, face-to-face and online communication, guided actions and independent choice of path to achieve personal and social learning goals. Considering the pertinence of developing professionally oriented communicative competence among prospective English university teachers, the purpose of the study is to theoretically substantiate the content domain of blended learning (BL), including formal, non-formal and informal aspects. It is stated that in the narrow sense, the BL of prospective English university teachers is a purposeful process of transferring and assimilating knowledge, improving linguistic, speech, socio-cultural, educational and strategic competencies, enhancing students’ cognitive activities. BL should be a flexible synthesis of distance learning, complemented by direct interaction with the teacher and other students during traditional learning, which will significantly intensify the learning process, fostering independent learning and the individual learning trajectory of each student. In a broad sense, the BL of prospective English university teachers is a system of formal and non-formal learning that integrates with informal learning that is characterized by social experience and defined as a self-organized, individually cognitive activity. The study has used a set of theoretical research methods including analysis, systematization and generalization of the results from the scientific and pedagogical experience of Ukrainian and foreign scientists. The webinar is distinguished as an interactive form of organizing non-formal learning, incorporating a mixture of formal learning through practical exercises such as debates, the flipped learning model, the project method, the discussion method, the presentation method, etc.

This article aims to look at pedagogical issues and social issues arising in connection with the use of technology in teaching and learning today. Suggested learning environments that include learning strategies, learning theories, learning activities, learning designs and delivery platforms have been proposed by researchers to meet the 21st century learning that emphasizes active involvement of students, active learning, fun learning and collaborating with peers, sharing information with other partners, creative thinking and critical thinking as well as self-directed learning among students are also discussed. Implementation of ICT in the teaching and learning process of pupils will not only provide students with the stimulus to learning, but will also increase their academic interest and achievement.

Extracurricular activities are an integral part of today's teaching and learning process. It allows learners to develop positive character traits. It demonstrates how to cultivate discipline, commitment, and self-discipline tenacity, self-control, and a healthy regard for the school environment. This study investigated the effectiveness of extracurricular activities on students’ learning process in public secondary schools in Sikonge District, Tabora Region, Tanzania. The specific objectives were to identify the extracurricular activities performed by students; and to evaluate infrastructural facilities of extracurricular activities in aiding the learning process. The mixed approach research and a convergent parallel design were used in this study. The simple random and purposive sampling was used to select a sample of 100 respondents. Questionnaires and interviews were used to collect data. Validity and reliability of the instruments were ensured through content validation and a test-retest reliability procedure-respectively. Quantitative data was analyzed through descriptive statistics with the help MS-Excel while qualitative data was analyzed thematically. The major findings of the study revealed that there is a significant contributions of extracurricular activities in the learning process since extracurricular activities attract students to attend school; make learners physically and mentally fit and they increase confidence. Therefore, it is recommended that educational stakeholders should consider using professional teachers on different extra-curricular activities so as to ensure effective and efficient interplay among variables associated with extra-curriculum activities.