Dataset Information

Student perception data on online learning using heutagogy approach in the Faculty of Mathematics and Natural Sciences of Universitas Negeri Makassar, Indonesia.

ABSTRACT: One of the important things in the Industrial Revolution 4.0 era was online learning. Therefore, this article describes data about student perceptions related to online learning and data on how long students have been familiar with the internet, what devices are used, and what they are used for. This data includes all departments in the Faculty of Mathematics and Natural Sciences of Universitas Negeri Makassar (FMIPA UNM), Indonesia. The sample in this data are 250 students from various departments at FMIPA UNM. The data collection method used was a questionnaire. The results of this data collection we present some of the questions variables/items included in the dataset. The findings from the data show that about 75% of students of FMIPA UNM agree with the use of online learning. In general, the characteristics of students in every province in Indonesia are "similar" in terms of thinking related to online learning i.e. millennial students, moreover most students already use the internet as a primary need for learning, so this data has policy implications for higher education in Indonesia during the industrial revolution 4.0.

SUBMITTER: Rusli R

PROVIDER: S-EPMC6997495 | biostudies-literature | 2020 Apr

REPOSITORIES: biostudies-literature

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Student perception data on online learning using heutagogy approach in the Faculty of Mathematics and Natural Sciences of Universitas Negeri Makassar, Indonesia.

Rusli R R Rahman Abdul A Abdullah Helmi H

Data in brief 20200121

One of the important things in the Industrial Revolution 4.0 era was online learning. Therefore, this article describes data about student perceptions related to online learning and data on how long students have been familiar with the internet, what devices are used, and what they are used for. This data includes all departments in the Faculty of Mathematics and Natural Sciences of Universitas Negeri Makassar (FMIPA UNM), Indonesia. The sample in this data are 250 students from various departme ...[more]

PMID: 32025542

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Project description:BackgroundAdoption and use of effective, research-based instructional strategies (RBISs) for STEM education is less widespread than hoped. To promote further use of RBISs, the propagation paradigm suggests that developers work with potential adopters during the development process, and provide ongoing support after adoption. This article investigates the impact of a faculty online learning community (FOLC) as a professional development mechanism for supporting faculty adopting a research-based curriculum. A FOLC uses video conference technology and online platforms to connect geographically dispersed faculty with similar backgrounds (e.g., physics faculty) and supports their teaching development. In the context of a specific FOLC, this article seeks to determine the outcomes the FOLC achieves, and how.ResultsAnalysis of a FOLC meeting identified opportunities for rich, complex social interaction centered on the research-based curriculum. By functioning as a sounding board for ideas, a space to share experiences, a source of affective support, and a venue for troubleshooting, the FOLC mediates the achievement of a range of outcomes related to implementation of the curriculum. Survey results indicate that members feel a sense of community in the FOLC and that it provides encouragement through teaching challenges. Further results indicate participants' increased confidence in using the curriculum; familiarity with the curriculum structure and content; increased knowledge of pedagogical techniques; reflection on teaching practices in the curriculum; and use of pedagogical techniques aligned with the curriculum's core principles. Emerging evidence supports more distal outcomes, including student learning, persistence in using the curriculum, reflection in teaching practice across courses taught, and use of research-based pedagogy in other courses.ConclusionsThe propagation paradigm emphasizes the need for ongoing support for adopters of RBISs. The FOLC model provides participating faculty with ongoing support through participation in a community and is an effective support mechanism for adopters of a research-based curriculum. In this study, FOLC members are increasing their knowledge and use of pedagogical techniques in the curriculum-specific course and beyond. This is facilitated by the opportunities in the FOLC for troubleshooting, idea sharing, and receiving encouragement through challenges. This model has the potential to support adopters of additional educational innovations.Supplementary informationThe online version contains supplementary material available at 10.1186/s40594-020-00268-7.

Dataset Information

Student perception data on online learning using heutagogy approach in the Faculty of Mathematics and Natural Sciences of Universitas Negeri Makassar, Indonesia.

Publications

Student perception data on online learning using heutagogy approach in the Faculty of Mathematics and Natural Sciences of Universitas Negeri Makassar, Indonesia.

Similar Datasets

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