- EBOOK MENCARI KAWAN DAN MEMPENGARUHI ORANG LAIN DRIVERS
- EBOOK MENCARI KAWAN DAN MEMPENGARUHI ORANG LAIN SOFTWARE
- EBOOK MENCARI KAWAN DAN MEMPENGARUHI ORANG LAIN OFFLINE
EBOOK MENCARI KAWAN DAN MEMPENGARUHI ORANG LAIN SOFTWARE
This study uses the partial least square (PLS) structural equation modeling (SEM) approach, a nonparametric method based on total variance, using the SmartPLS software 3.0.
This study aims to investigate the importance of social interaction on the effectiveness of online learning during the pandemic when social distancing norms are in place. The pandemic of COVID-19 has pushed most of the classroom learning to an online environment with which most of the people were not familiar. Overall, the current findings suggest that up-regulation of proactive control may characterize the beneficial effects of childhood motor skill-based physical activity on working memory. Bivariate correlations further indicated that, in the gymnastic group, increases in response accuracy from pre-test to post-test were correlated with increases in initial CNV from pre-test to post-test in task conditions with lower and higher memory loads. Moreover, significant increase from pre-test to post-test in the initial CNV was observed in the gymnastic group regardless of memory demands. The results revealed significant improvement of response accuracy from pre-test to post-test in the gymnastic group regardless of memory demands. Working memory performance was measured by a delayed-matching working memory task, accompanied by CNV-ERP collection.
The gymnastics group engaged in a gymnastics program whereas children in the control group were asked to maintain their typical routine during the intervention period. Children aged 7-10 years old were assigned to a gymnastics group (n = 26) or a wait-list control group (n = 24). The current study focused on the effects of an 8-week motor skill-based physical activity (i.e., gymnastics) program on the contingent negative variation derived from event-related brain potentials (CNV-ERP) during a working memory task in children.
EBOOK MENCARI KAWAN DAN MEMPENGARUHI ORANG LAIN OFFLINE
From this policy analysis, the paper identified some gaps that need to be addressed through the following recommendations 1) intensify FLO guidelines to meet the different needs and contexts of learners especially the marginalized 2) develop an EiE policy 3) improve teachinglearning by strengthening communication channels, formative assessment, and multimedia learning materials 4) provide offline and online options for SHS tracks 5) explore the use of videos, mobile training centers and flexible times of study. It examines the policies the Department of Education (DepEd) has initiated in continuing learning during the pandemic and providing education through FLOs using the INEE’s domain standards on EiE. This paper focuses on the effects of the COVID-19 outbreak on the K to 12 senior high school (SHS) program and the need to offer flexible learning options (FLOs) to upper secondary learners. In the public school system, the pandemic has not only disrupted schooling by shifting the beginning of the school year (SY) 2020-20201 at a later time, it has also necessitated a shift to alternative learning delivery strategies including the use of more flexible face-to-face, distance and blended learning. The novel coronavirus disease (COVID-19) pandemic has affected the basic education sector in the Philippines. Therefore, addressing the digital gaps among students in remote parts of Nigeria will be crucial to achieving the targets of SDGs, particularly SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030.
EBOOK MENCARI KAWAN DAN MEMPENGARUHI ORANG LAIN DRIVERS
Findings from the study identified a lack of ICT strategies and policies in Nigeria, socioeconomic status, poor internet connectivity, electricity, and a high poverty level as the primary drivers of digital gaps in remote communities. The study adopted a concurrent embedded mixed method design approach to collect data from rural secondary schools from 6 Nigerian states. To this end, this research study explored the digital gaps and needs of rural secondary schools in remote communities and its implications on e-learning across 6 Nigerian states, namely Kwara, Ekiti, Ebonyi, Bayelsa, Adamawa, and Kano during the COVID19 era. Though significant studies have been carried out on digital learning, there is currently a dearth of knowledge on students' digital gaps and needs in remote communities in Nigeria. Inequalities in digital access have impeded educational gains made towards achieving the Sustainable Development Goals (SDGs). For example, during the period of COVID19, schools were closed with no option of online learning due to a deficit of infrastructure around educational technologies. The COVID19 pandemic has contributed to a digital economy by emphasising the importance of digital infrastructure while exposing the digital gaps between countries and communities.
0 kommentar(er)
