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Computer Science
Medicine

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Progress toward a comprehensive teaching approach to the FAIR data principles

Summary We evaluate recent efforts to further the effective teaching of FAIR data principles by examining existing and developing educational frameworks focused upon FAIR, training initiatives that have informed teaching on FAIR skills' topics, and a number of key sources for discovering FAIR training materials and how much those sources provide descriptive information about the materials. FAIR4S, providing a coherent description of skills and competencies, is analyzed by target audience using the description of actors found in a European Open Science Cloud ecosystem report and by comparison of the coverage and extent of description of educational and training materials available from the list of sources for finding such materials. Our analysis elucidates the importance of linking resources to FAIR-related educational frameworks, providing consistent descriptions of them using a community-based metadata scheme, and developing an instructor community of practice where ideas and methods can be shared on how to teach FAIR data skills.

INTRODUCTION
The FAIR (findable, accessible, interoperable, and re-usable) data principles, published in 2016, are a set of guiding principles proposed by a consortium of scientists and organizations to support the reusability of data given their rapid and unprecedented volume, complexity, and speed of creation. 1,2 The guidelines have been adopted by research institutions worldwide, yet implementation of the FAIR principles has been slow. Since its inception, FAIR principles have increasingly been adopted as a generic set of principles to enable data sharing as well as reusability. The implementation of the principles themselves entails a wide range of skills that will need to be employed by individuals working in many different roles (including data specialists) to ensure data meet FAIR implementation standards for discrete communities. Training will need to be delivered to individuals, often referred to as data stewards, 3 who can be defined as those involved in making data FAIR and keeping it FAIR. Data stewards may be researchers, data scientists, data curators and librarians, data and repository managers at various levels, as well as those working in policy development and who may be involved in gov-ernment, academia, and industry sectors. 4 The range of audiences and skills needed presents unique challenges from a training perspective as the training needs to be delivered to individuals from many disciplines, although effetctive materials developed for one discipline can potentially be transferred to many other disciplines, and also adapted to localized language and cultural needs.
As it is, both formal education (institutionalized, intentional, and planned) and informal education (differentiated from formal education by its defining characteristic as an addition, alternative and/or complement to formal education within the process of lifelong learning of individuals), 5 and continuing professional development (CPD; intentional maintenance and development of the knowledge and skills needed to perform in a professional manner) 6 training in FAIR standards and skills is still very much in development, although this is likely to change rapidly in the near future. There have been a number of initiatives that have moved the training of FAIR forward (these are covered in the section, ''training initiatives''). The initiatives described have informed an important next step in the effective training of FAIR data skills.
THE BIGGER PICTURE There are a variety of initiatives in teaching, training materials, and educational frameworks to inform the teaching of FAIR skills. FAIR4S as an educational framework gives a good overview of the necessary skills. No one source of training materials gives a complete overview of the necessary materials. There is a need to provide a method to annotate materials to make them more findable.
In order to best accommodate FAIR principles in data skills training, the skills needed should be clearly defined within an educational framework, particularly one that links skills with competencies. Such a framework provides guidance to those building curricula and courses on what learning objectives, learning outcomes, and performance assessment criteria should be envisaged and can then be included in corresponding curriculum frameworks. The educational frameworks that have already been developed cover aspects of FAIR-related skills and provide a coherent description of the skills to make data FAIR and keep data FAIR, particularly in the detailed description of skills found in the FAIR4S project. 7 Training initiatives An increasing number of domain-specific training initiatives and events with coverage of FAIR-related topics have come into play recently. These training initiatives and events have informed efforts to establish educational frameworks for FAIR.
The Carpentries 8,9 (https://www.carpentries.org) is the merger of three separate but related activities: Software Carpentry, Data Carpentry and Library Carpentry. It provides introductory training in a variety of topics, such as the command line, Git, Python, and R. In the Library Carpentries strand, 10 training to library and information-related roles are associated with topics such as data cleaning. A specific lesson in FAIR data is in development. The Carpentries lessons are highly structured and are available from the Carpentries site. Each course will typically be less than a day to run. Typical Carpentry events run up to 2 days. They have an excellent instructor training program with a strong emphasis on improving pedagogy.
The Top 10 FAIR Data & Software Things 11 is a collection of short documents on various aspects of FAIR standards that was created by means of a global crowdsourcing event.
The Research Bazaar (ResBaz) 12 is a series of 2-3-day events run globally that cover a number of topics with a similar emphasis on coding skills and other topics, such as machine learning. In 2020 they introduced a specific section on training FAIR skills.
In ELIXIR, a working group in FAIR training has been active since 2018, 13 and the group is working on (1) best practices in teaching the FAIR principles and (2) making training materials FAIR (https://f1000research.com/posters/8-856).
The CODATA-Research Data Alliance (RDA) schools in research data science (https://github.com/CODATA-RDA-DataScienceSchools/TaskGroup) are 10-day schools to provide foundational training in data science skills for early career researchers (ECRs) with an emphasis on supporting ECRs from low-and middle-income countries. A wide variety of topics are covered that are highly relevant to FAIR, including Carpentries skills, open science research data management (RDM), machine learning, visualization, and computational infrastructures. Versions of the schools for European ECRs and data stewards and in specific domains are currently being rolled out in collaboration with FAIRsFAIR.
OpenAire provides a community of practice (https://www. openaire.eu/cop-training) for training coordinators that aims to map out the training activities of various pan-European and European Open Science Cloud (EOSC)-related initiatives. The goal of the community of practice is to strengthen instructors' training capacity by improving alignment, sharing experiences and good practices, and initiating cross-infrastructure training activities.
GO FAIR (https://www.go-fair.org/) is an initiative to develop FAIR services by allowing the initiation of ''implementation networks'' (INs) to focus on implementation of and training on FAIR. At present, there are INs covering a large range of different domains, including data stewardship. Many of these INs will deliver their own training with coordination from GO FAIR's training focus, in one of the GO FAIR ''pillars'', called GO TRAIN 14 (https://www.go-fair.org/implementation-networks/overview/).

Educational frameworks
Research data skills are currently being explicated for a number of different disciplines, including data stewardship, knowledge engineering, and data science. A variety of different educational frameworks in these areas have developed important insights that have informed the descriptions of those skills. Specific examples are the DigCurV Skills Framework 15 and a competency-based curriculum framework presented by the University of North Texas, 16 which focusses on digital curation specialists; the Global Open Data for Agriculture & Nutrition Network (GODAN) curriculum on open data and RDM for agriculture and nutrition researchers and data specialists (https://www. godan.info/documents/curriculum-open-data-and-researchdata-management-agriculture-and-nutrition); the Belmont Forum's Data Skills Curricula Framework, 17 for researchers in global environmental change research; and the EDISON Data Science Framework for research and industry. 18 A more thorough review of assorted sources can be found on the EOSCPilot Skills and Capability framework document (https://www. eoscpilot.eu/sites/default/files/eoscpilot-d7.3.pdf).
While these educational frameworks have proved useful, they are not frameworks specifically focused upon learning FAIR data skills per se. A more recently developed educational framework, the FAIR4S framework (Framework for FAIR Data Stewardship Skills in Science and Scholarship), is targeted toward those wishing to acquire FAIR data skills (see https://eoscpilot.eu/ themes/skills). An additional competency framework is being developed by the FAIRsFAIR project, which provides a more detailed breakdown of FAIR skills and is in part informed by FAIR4S. 19 These represent present efforts in educational frameworks specifically for FAIR skills that the authors have found evidence for.
FAIR4S is a FAIR data stewardship skills and capability framework for science and scholarship designed to help research communities and research institutions implement RDM and FAIR stewardship in the open science and data science context. The FAIR4S framework, co-authored by the third author of this paper, was developed in the context of the EOSC project EOSCpilot. The framework responded to an identified need to develop skills and education in RDM, data stewardship, and data sciences. 20 Taking this cue, FAIR4S framed the implementation of FAIR principles as a shared responsibility requiring a synthesis of relevant competences associated with data management, data stewardship, and data sciences.
FAIR4S was initially drafted through a mapping exercise, drawing on existing frameworks. The starting point was a core group of 11 data handling competencies identified for undergraduate-level information professionals, and collectively ll OPEN ACCESS termed digital information literacy skills. 21 These core competences were mapped to a simple data life cycle used in the RISE (research infrastructure self-evaluation) model for planning research data services, 22 resulting in nine skills areas. This in turn was used to identify related competences from two sources: the EDISON competence framework for data science, 23 and a crowdsourced list compiled by the Research Data Alliance interest group on Education and Training in Data Handling. 24 A synthesized list of 79 main topics, organized in the nine skills areas, was published, then iteratively refined through workshops in which trainers in data management were asked to identify priority topics. These workshops also identified two further sources: European Comission Open Science Policy Platform (OSPP) Open Science Career Assessment Matrix (OS-CAM), 25 and Dutch Techcentre for Life Sciences (DTL) Data Steward competence framework. 26 The OS-CAM was used to check that the framework reflected research activities considered necessary for open science. The DTL framework, developed in parallel, was used as a validatory check. Following further internal review, a final workshop was held involving researchers and data stewards in prioritizing 10 key skills from those listed in FAIR4S.
A summary of the FAIR4S framework scope is given in Table 1. A more detailed summary is provided in the supplementary information.

Sources for training materials
For those seeking training resources on topics related to the FAIR principles, research data skills in general, and RDM, there are a number of options already available that pull together information about these kinds of resources. Ranging from catalogs and registries to educational service providers and portals, these training material sources provide the means for FAIR and RDM learners to find both formal and informal training resources aimed at various target audiences and subject disciplines, many of which exist under a variety of open source licenses. As there are a variety of different terms used to describe these options, we will use the generic term ''source'' for any one of them.
The sources listed here have been selected using the following criteria: (1) They cover topics relevant to FAIR and make explicit reference to FAIR according to the FAIR4S categories. (2) Are oriented toward relevant communities, e.g., research domains. (3) Attempt to collate materials from a variety of different resources. (4) Target different audiences associated with research life cycle or research production workflow; for example, researchers, data stewards (see Figure 1).
Given the rapid development of training resources, it is important to not only describe those sources developed at the present moment, but also future sources that may come into play, on each of the criteria above. Taking the target audiences first, these need to align with consensus views of the actors and stakeholders involved in implementing FAIR principles. One such view is shown in Figure 1, relating to the EOSC. 20 Existent and future sources of training materials offer both FAIR data skills seekers and instructors many opportunities to discover training materials of interest, but the extent to which these sources provide consistent, searchable descriptions could be improved. In particular, the descriptions do not often include links to educational frameworks such as the skills framework presented by FAIR4S. In addition, the descriptions for the materials vary quite a bit in terms of the information provided and often do not include important information that helps those searching not only discover training materials but also judge whether the materials are appropriate for their learning goal and objectives. In this section, we provide (1) a narrative describing what these sources cover and how they approach the information they offer; (2) a comparative table that shows how the information the sources provide map to the skills and competencies framework of FAIR4S, and whether they offer descriptions of target audience, learning objectives or educational themes, and knowledge level expected for the target audience.

Sources narrative
In 2016, a collaborative group of Earth science organizations launched the Earth Sciences Information Partners (ESIP)-hosted and Institute of Museum and Library Services (IMLS)-supported Data Management Training Clearinghouse (DMTC) at http:// dmtclearinghouse.esipfed.org. The DMTC provides a searchable registry of information on curated training and educational resources that covers topics related to research data skills and RDM. The DMTC uses the Learning Resource Metadata Initiative (LRMI) metadata scheme, which is maintained by the Dublin Core Metadata Initiative 28 and built upon the extensive vocabulary provided by Schema.org 29 for the resources included in that registry. The materials range from links to full online courses (Massive Open Online Courses [MOOCs]) that provide the opportunity for certification to short courses that make both presentation slides and verbal representations of the slides available for download and re-use. The foci of these resources include capacity building on data skills important during all phases of the research and data WDS members and non-members. This resource guide provides information on the Core Trustworthy Data Repositories requirements to which a training resource refers, the types of materials included, whether a fee is required for access, and other information. While many of the resources in the guide have also been added to the DMTC mentioned above, more information about the training resources guides and the resources identified in it can be found at https://www.icsu-wds.org/services/trainingresources-guide/training-resources-guide.
The Belmont Forum Data Management Toolkit (https://bfe-inf. github.io/toolkit/bp&s-root.html) offers links to basic, practical data management training materials, including MOOCs, professional certifications, and virtual or live trainings. The materials are designed for an audience that is relatively unfamiliar with data management concepts. Users can search for materials on the basis of professional role, geographic region, organization, or subject.
The DataONE Skillbuilding Hub (https://dataoneorg.github.io/ Education/) provides a comprehensive set of modules that are related to all phases of the data life cycle. The emphasis for these materials is to explain and promote best practices. Teachers, trainers, and users are encouraged to use what they find or contribute what they have developed and can ELIXIR, the European data infrastructure for the life sciences, offers the Training Portal TeSS (https://tess.elixir-europe.org/). TeSS aggregates life-sciences-specific training materials and events produced by a variety of providers and makes them searchable by author, keyword, difficulty level, target audience, and tool. TeSS scrapes the information automatically so no manual input is needed. Furthermore, TeSS supports the bioschemas metadata schema (https://bioschemas.org/), and is also connected to the FAIRsharing resource on data and metadata standards, and data policies (https://fairsharing.org/).
The FOSTER (Facilitate Open Science Training for European Research) portal at https://www.fosteropenscience.eu/ provides an extensive list of materials on open science, RDM, text and data mining, and responsible research and innovation.
EIFLnet (Electronic Information for Libraries) provides materials targeted to countries in Africa, Asia Pacific, Europe, and Latin American on topics such as data licensing and open access at http://www.eifl.net/.
LIBER Europe is an organization that works toward providing materials on digital skills useful for researchers and librarians at https://libereurope.eu/strategy/digital-skills-services/digitalskills/. Resources include a DMP (Data Management Plan) Catalogue, a Job Description Repository, and a number of webinars on topics such as copyright and RDM.
EOSC-Pillar provides an RDM Training and Support Catalogue (https://www.eosc-pillar.eu/rdm-training-and-support-catalogue) that is described according to the FAIR4S framework The catalog provides online searchable resources for data stewardship and RDM support, targeting data stewards and professional support groups in Austria, Belgium, France, Germany, and Italy.
There are number of FAIR-specific resource sources being planned for development in the near future. These include the FAIRsFAIR collaboration (https://www.fairsfair.eu), which aims to supply practical solutions for the use of the FAIR data principles throughout the research data life cycle. One of the many goals of FAIRsFAIR is to develop a competency center in FAIR standards to provide links to materials. Another project, FAIRplus (https://fairplus-project.eu/), plans to provide training modules as part of its fellowship program. The EOSC Executive Board Skills and Training Working Group provides a description of professional roles necessary for FAIR, 27 the need for competence centers, and the provision of metadata for training materials aggregated from providers of training sources across the landscape.

RESULTS
Analysis of current training material sources As noted above, FAIR4S provides a means to map out what is covered in the developed guides. Key words and phrases from the category text listed in detail in Table 1 of the appendix were used to search for relevant materials in the developed guides. For example ''visualisation'' as a key word provides results in the DMTC and hence is labeled here as having overlap with the Expose and Discover category. Variants of key words (e.g., ''visualization,'' ''visualize'') were also used. It is important to note that this does not indicate how thoroughly a category is covered. For example, ''ontologies,'' which is another key word in that Expose and Discover category, does not return results from the DMTC. Furthermore, this analysis does not attempt to collate what fraction of the total number of materials listed in the sources match up with a specific key word or the depth to which the materials review the topic. Likewise, we take a liberal approach to including sources in the different properties; e.g., target audiences. We say yes to a source if it has some overlap with the criteria. With respect to target audiences, we performed a search of each of the actor terms described in Figure 1 and have listed them in the field.
The findings are summarized in Table 2.

Data and code availability
No code was developed for this paper. The data that have been gathered are in Table 2.

DISCUSSION
The training of FAIR-related skills has made significant progress since the term was first coined in 2016. We note that this progress has not been driven by any one centralized effort but rather through multiple, often coordinated activities. We anticipate that further steps in this area will continue to have this characteristic, particularly as more research domains engage with the FAIR principles. Further FAIR-related training development will, undoubtedly, be related to training activities for RDM, data preservation, and data science. While training will exist that is entirely focused on FAIR skills, that training is and should continue to be taught within the context of the areas mentioned above as well as from the perspective of specific research domains. Despite the progress described above, training in FAIR-related skills will need to be scaled up considerably in the near future. While much effort has been expended by the organizations and projects already mentioned, still more needs to be done in several areas:

Adaptation of skills frameworks into curricular frameworks
Promising educational frameworks such as that of the FAIR4S framework, which provides a broadly described but encompassing description of the set of skills deemed necessary to make and to keep data FAIR need to be adapted. A next logical step would be to develop a FAIR-focused curricular framework that can be applied to both formal and informal training materials, and to training events. A framework such as this would substantially improve the ability to search the sources of training materials for FAIR-related skills in order to build a coherent training program. Efforts in this direction are being carried out by the terms4FAIRskills initiative (https://terms4fairskills.github.io). Related efforts toward harmonization of the competences for FAIR data stewardship are being undertaken in the FAIRsFAIR project, which plans a FAIR Competence Framework for Higher Education that will map to and synthesize FAIR4S, EDISON, and other sources described in this paper.

More consistent and complete descriptions
It would be very helpful if the description of both training materials and training events could be done more consistently by the sources of those training materials and events so that they are more discoverable but also provide information important for making decisions about which materials or events to choose. As we see from the analysis in Table 2, the DMTC, FOSTER, and EOSC Pillar address all of the categories, while each of the other sources addresses one or more of the categories. In terms of the other information for a training material searcher, the target audience to which a resource is directed, the Belmont Forum, TeSS, the EOSC Marketplace, and EOSC Pillar do note the audience. The DMTC notes the educational framework to which the resources apply (when applicable) as well as the audience to which the resource is targeted (such as researcher or data librarian). In those cases there is good coverage of certain actors, such as research or data research infrastructure (RI) support professional but much less for others such as citizen or EOSC enabler. Likewise EOSC Pillar can give information on the intended audience. Two sites provide information on expertise level expected from the learner (EOSC Pillar and TeSS). One site gives the resources' learning objectives (DataONE).
It is important to note this does not imply that these sources are necessarily providing a complete and in-depth coverage of these skills. Furthermore, no one source consistently provides other important information, such as an indication of the level of the training material, for which target audience they are intended, and the specific learning objectives of the materials. Of course, materials' creators have a role to play here as well. Given the fact that training material creators do not always include the design context for their resource by describing learning objectives, expertise level, and target audiences, for example, it is not surprising that this information is not often available to include explicitly within resource descriptions. Efforts to improve the lack of consistent description are being made by the Research Data Alliance's Education and Training on Handling Research Data Interest Group (ETHRD IG), which has two subgroups focusing on recommending both minimal metadata and extended documentation for learning resources (https://www.rd-alliance.org/group/ education-and-training-handling-research-data-ig/wiki/ethrdig-focus-group-materials). The latter effort aims to identify a common set of metadata fields drawn from the disparate standards developed in the open educational resources (OER) community, and based on analysis of use cases for learners, trainers, and other stakeholders. This should enable a more harmonized adoption of common metadata by content creators/adapters and by catalogs and registries.
Other guidance that trainers can follow are the steps described by Garcia et al. 13 to make the training materials they create FAIR, particularly as they evolve with use or adaptation.

Expanding the target audiences
As different domains adopt FAIR principles, there needs to be a greater range of materials created that are relevant to those domains. Likewise, existing materials are generally drawn from For those resources with a target audience, the following keys from the actors described in Figure 1 are used: R, researcher; C, citizen; PM, policy maker; DL, data librarian; DC, data curator; DS, data steward; E/T, EOSC educator/trainer; RI, data RI support professional; RSE, research software engineer; DA, data scientist data analytics; EE, EOSC enabler.

OPEN ACCESS
high-income countries and there need to be more examples drawn from low-and middle-income countries. Also at this point, most materials are created in English, and there is great need to either translate or create materials in other languages. This will need to be carried out in higher education and research institutions, but also in the context of both formal and informal CPD training for data professionals. Given the need for robust tools and processes to make data FAIR, it also makes a great deal of sense to work more closely with business, non-governmental, and governmental organizations to adapt educational frameworks, including curriculum, competency, and skills and capabilities frameworks, hands-on training, and FAIR-enabling tools, to the workflows and data they produce. Adding a non-academic context to the FAIR training equation will increase the chances of varied audiences, but hopefully one or more of the educational frameworks will have enough success to eventually allow for similar approaches to common problems. For example, given the need for persistent identification throughout the application of FAIR principles to data, a common understanding of which entities need identification (and why) could be shared with discussion happening more frequently instead around which identifier schemes to use (per domain and/or data format). Ideally, FAIR training and education topics and approaches will become as ubiquitous as topics and methods for teaching statistics or linear algebra.
Developing a FAIR community of practice for instructors Another facet of critical importance to facilitate the standard teaching of FAIR skills is the development of a widespread community of practice of FAIR trainers. The initial efforts supported by OpenAIRE (previously cited) are very promising, although the difficulties associated with collaboration over many time zones and geographic locations must be taken into consideration. Realistically, it may be necessary to develop communities of practice for groups of related disciplines, such as those of the life sciences, or of Earth sciences, but communication among them on core issues related to effective and inspirational capacity building for data skills and successful adaptation to localized language, cultural, and geographic regional needs that include FAIR data principles, methods, and tools would help move this field forward toward the development of community-based standards. In addition, it would be very helpful for both instructors and learners to have more training opportunities, such as training events, but also to provide hands-on opportunities to learn and demonstrate competencies for both current and aspiring data professionals. Of special importance are the needs for opportunities (and further research and tools) to better enable research data to be interoperable and re-usable, particularly using machine-actionable methods. The number of tools available to do this 30,31 will continue to expand.

Conclusion
For FAIR training and education topics to become more standard, there needs to be a clear understanding of the skills required. Thanks to efforts such as FAIR4S and others mentioned above, that understanding is becoming more widespread. In addition, rich collections of educational materials are becoming available to use. Finally, multiple initiatives currently exist and will develop, hopefully, to provide training re-sources and learning opportunities that will inform appropriate and effective pedagogical methods in this area.
This paper provides an outline of the resources to teach FAIRrelated skills. In particular, it has reviewed the educational frameworks that are relevant for FAIR-related skills, sources for educational materials, and domain-independent training being provided in this area.

ACKNOWLEDGMENTS
H.S. acknowledges the support of the Research Data Alliance to attend their plenaries.


The Effectiveness of Blended Learning for New Generation Learning Materials to Train Science Process Skills

The development of the ICT has influenced various fields of life, including the development of teaching materials for undergraduate students of elementary school teacher programs of a distance university. This research aims to describe the effectiveness of blended learning of the new generation of science learning materials for science process skills. This research implements a quasi-experimental type of research. Respondents in this research were 56 students in the UT Regional Office area of Jember East of Java Indonesia. The results showed the students' mastery of science process skills and learning outcomes in natural science learning materials in both moderate and high categories. Student responses showed great interest in the science content, the teaching materials, and the learning atmosphere. The constraints faced in blended learning are the internet network to support the ICT-based tutorials and the challenge to change the habit of using printed science teaching materials during teaching within blended learning.

Introduction
The natural sciences generally cover three basic science fields, namely physics, biology, and chemistry. Science learning is essentially a product, process, and application [1]. As a product, science is a collection of knowledge and a set of concepts and concept charts. As a process, science is used to research objects, discover and develop scientific products. As an application, science theory will give birth to technologies that can provide convenience for life [2]. The learning model is a pattern or plan that has been planned in such a way and is used to arrange the curriculum, organize the subject matter, and give instructions to the instructors in the class [3]. The learning model is a whole series of presentations of teaching material that covers all aspects before, during, and after learning, by the teacher and all related facilities that are used directly or indirectly in the learning process. The science learning model illustrates how science learning is carried out. Nowadays, various learning models have been developed by experts [4]. Some of the learning models are specifically designed, such as the blended learning of the new generation of science learning materials for science process skills. Blended learning is a learning facility that combines a variety of ways of delivery, teaching models, and learning styles, introducing various choices of media dialogue between the facilitator and the people who are taught. Blended learning is also a combination of direct teaching (face to face) and online teaching, but more than that as an element of social interaction [5].
Science learning in elementary schools is intended to provide opportunities for students to naturally develop curiosity, develop the ability to ask and seek answers to natural phenomena based on evidence, and develop scientific thinking. An essential aspect that teachers must consider in implementing science learning in elementary schools is to involve students in learning to develop their thinking abilities actively. Science learning begins by paying attention to students' initial conceptions/knowledge that is relevant to what will be discovered [6]. Learning activities are designed through various real activities with nature. Practical experience activities with life can be done in the classroom or laboratory with teaching aids or directly in the open. Through actual activities with life, students can develop process skills and scientific attitudes such as observing, trying, summarizing the results of actions, and communicating the conclusions of their activities. Science learning activities are also designed as much as possible to allow students to ask questions. By asking, children will practice expressing ideas and responses to the problems they face so they can develop science knowledge [7].
Science Process Skills is an approach that emphasizes facts and conceptual methods used in science learning that is based on the steps of activities in testing something that is usually done by scientists when building or proving a theory. The process can be defined as a complex set of skills that scientists use in conducting scientific investigations. The scientific process or method is a great concept that can be broken down into several components that must be mastered if the person wishes to carry out research and development in his field [8]. Science is taken from the Latin word Scientia, which means knowledge. Scientists develop theories, among others, through process skills with a scientific approach. The science process skills that must be developed include (1) observation, (2) classification, (3) interpretation, (4) prediction, (5) hypothesis, (6) controlling variables, (7) planning and carrying out research, (8) inference, (9) application, and (10) communication [9]. The necessary skills of the scientific process for the elementary school level include observing, classifying, measuring, communicating, predicting, and inferring [10]. Children's process skills are observing, trying to understand what is seen, using new knowledge to predict what will happen, and testing the truth of the prediction [11]. Undergraduate students of elementary school teacher programs need to have science process skills. Students who want to improve their science process skills should be accustomed to learn more by themselves so they can discover concepts, scientific principles, and develop creativity in solving scientific problems whose implementation is guided by an intensive tutor.
The 21 st -century competencies that need to be achieved by students are related to high-level cognitive integrated technology. The development of information and communication technology can be used as a learning medium. One result of the development of information and communication technology is the Internet [12]. The rapid growth of information and communication technology requires all parties to develop themselves and adapt and go with the flow by utilizing technology in all activities [13]. Utilization of Information and Communication Technology (ICT) in learning initially tends to be a piece of information or a portion of information whose structure has not been carefully studied following the curriculum [14]. The utilization of the ICT by education practitioners is also without an adequate pedagogical basis, so its effectiveness varies greatly. Several research findings report that the use of ICT has produced inconsistent results [15]. This contradictory result is partly due to the low strength of the ICT-based learning resources used and the inaccurate integration strategy in learning.
Blended learning is one of the learning modes that has attracted the attention of many interested parties in the field of education in the 21st century [43,44,45]. Blended learning is learning that combines faceto-face learning with e-learning [16]. It is a new concept in learning where the delivery of material can be done in class and online [17]. A good combination of face-to-face teaching is the one where teachers and students meet face to face and through online media that can be accessed at any time. Therefore, it is more flexible in terms of time, environment, and media. There are several keys to implementing learning using blended learning, namely live events, self-learning, collaboration, assessment, performance support materials [18]. Direct learning is carried out by students together as a face-to-face situation (instructor-led instruction) which is carried out at the same time and in-class condition. This type of learning is also carried out by students at the same time with different classes (virtual classes). Direct learning patterns are still the main guide in certain learning conditions. Thus, certain design patterns need to be applied to direct learning in accordance with the goals and needs [19]. This pattern can also combine the theories of behaviourism, cognitivism, and constructivism that support learning that involves thinking activities and student skills. Self-paced learning is a combination of independent learning that allows participants to join in learning anytime and anywhere. The teaching uses a kind of concept or learning materials for independent learning. The design is text-based or multimedia-based (interactive-based video, animation media, simulation, images, audio, or a design combination). These learning materials, in the current context, can be delivered online (via the web or through mobile devices in the form of streaming audio, video, and e-books) or offline (on CD, and in print) [20]. In this research, the development of a new generation of science learning materials for the elementary school teacher programs refers to blended learning [21], [22].
Universitas Terbuka (UT) applies a distance and open learning system. The term distance means that learning is not done face to face directly. Instead, it uses the media, both print media (modules) and nonprint media (audio/video, computer/internet, radio broadcasts, and television). UT students are expected to be ready and able to carry out learning independently [23]. Based on the analysis of needs and relevant theoretical support, the researcher conducted an innovation, namely the "Blended Learning of New Generation Science Learning Materials for Science Process Skills." Teaching materials developed are integrated with the ICT so that students who are familiar with the use of the internet will like this learning. Students who are familiar with printed teaching materials will enjoy this learning because blended learning encourages students to be good at using computers and the internet, and the material presented. Blended learning is a combination of traditional classroom learning with technology-based learning [24]. It provides the best opportunity for learning from class transition to learning. Blended learning involves class (or face-toface) and online learning [25]. This method is very effective in increasing the efficiency of the implementation of the independence of UT students and allows increased discussion or review of information outside the classroom. Thus, blended learning is an appropriate integration strategy in learning. In particular, distance learning systems need media support and online learning resources.

Methodology
This research is a quasi-experimental type of research. This type of quasi-experimental approach is more helpful for researchers to see the causal relationship of various existing situations. This study used one group pre-test -post-test design. The researcher made direct observations of a group of subjects with two conditions that were carried out without a comparison group so that each subject was a control class over itself.
The sample in this research were 56 undergraduate students of elementary school teacher programs at the Universitas Terbuka (UT) who were taking science learning courses in elementary school. Respondents conducted a tutorial in the Jember Regional Office area as a representation of the East Java region. Students who filled out responses are participants who carry out tutorial models of blended learning science learning courses in elementary school.
This research applies the results of the development of a model that is blended learning of new generation science learning materials. The materials include topic 1 (Learning Theory), topic 2 (Strategy and Media), and topic 3 (Process and Results Evaluation). The design of the mixed model used in the science learning tutorial in elementary school combines online, offline, and print learning materials and resources in the tutorial process. This study applies an inquiry learning procedure. The tutorial process goes through stages (1) Orientation; (2) Formulate the problem; (3) Formulate a hypothesis; (4) Collecting data/information; (5) Testing hypotheses; (6) Formulate conclusions.
The research data were collected through tests, observation, and response questionnaires. Observation of student activities is carried out during the tutorial process to measure process skills, i.e. (1) observation, (2) classification, (3) interpretation, (4) prediction, (5) hypothesis, (6) controlling variables, (7) planning and conducting research, (8) inference, (9) application, and (10) communication. The effectiveness of the blended learning of the new generation of science learning materials is supported by learning outcomes that are evaluated after the implementation of the model. Student learning outcomes after following the tutorial are known with Bloom's revised taxonomy consisting of analysing, evaluating, and creating [26]. After the tutorial ends, students fill in the responses using detailed questionnaires whose contents have levels. The Likert scale is used to describe student responses to the implementation of learning.
The percentage analysis of N-gain score ranges for description as follows: (1) high: the percentage is> 66.67%; (2) moderate: the percentage is <66.67% and ≥ 33.33%; and (3) low: the percentage is <33.33%. Student learning outcomes improvement can be said to improve according to the N-gain formula (post-test score -pre-test score) / (100 -pretest score) [27]. Therefore, set of the N-gain criteria is as follows: (1)

Results and Discussion
This research produces data on the results of the implementation of the blended learning of new generation science learning materials. Data consists of science process skills, learning outcomes, and student responses to tutorials. In this research, science process skills, when following a blended learning tutorial, were obtained by asking several questions covering the effectiveness of undergraduate students of elementary school teacher programs before and after the tutorial process and the category of science process skills through a tutorial using blended learning. Process skills in learning science in elementary schools can be seen in Figure  1., Table 2., Table 3., and Table 4. Figure 1. shows the percentage of N-gain criteria for student learning outcomes components in 2 testing groups using the tutorial model of blended learning new generation science learning materials. The rate of N-gain teachers who get high criteria in the analysis component reaches the most significant number compared to other parts. The highest rate is achieved in analytical skills. Most students can analyse learning theories to overcome the problems of science learning in natural science class. For example, the results of the student analysis on Piaget's approach that has a vital role in improving the understanding of elementary students.
The latter generally have the wrong answer when answering science knowledge. Piaget's theory of schemata explains that children's mental structures and ways of thinking can be developed with two bits of knowledge, namely, the knowledge of objects and events around them and the knowledge of how to do things. Students are quite capable of evaluating science teaching models and methods in elementary schools. They are quite capable of assessing science teaching models and methods in primary schools. For example, students can evaluate the teaching process used to convey material about floating and sinking objects. They use the inquiry learning model and do a demonstration in the form of a picture of events. Teachers can use the ICT by showing video events to students. Most students can create science teaching and learn in elementary schools quite well. For example, students can compile learning plans comprehensively by applying appropriate models and methods. The teacher conducts an assessment aimed at determining the level of student learning achievement as well as feedback for improving the learning process carried out using relevant instruments [28]. The assessment process when applying blended learning requires the ability to combine various types of assessments, for example, tests, non-tests, and authentic tests [29]. Designers should consider mixed assessments of online and offline processes [30]. They are thus providing the convenience and flexibility of participants learning to follow or make the assessment. Table 2. shows the percentage of science process skills criteria for undergraduate students of elementary school teacher programs in the two testing groups. The rate of science process skills that have high criteria in components A1, A2, and A9 reaches a large number compared to other components.   shows that the implementation of the blended learning of the new generation of science learning materials is sufficient for training the science process skills of students. Most indicators of science process skills have been achieved in either category. However, several indicators state the medium category. Progress is happening in the world of communication, and information technology raises new opportunities and challenges in the world of education. Unique opportunities that arise include broader access to more precious multimedia content and the development of new learning methods that are no longer limited by time and space [31]. On the other hand, advances in technology with a variety of digital innovations that continue to develop also present new challenges for education providers to continue to adjust the education infrastructure with these new technologies. Collaboration is an activity that combines both educators and students, both of which can cross schools/campuses. Thus, the designer of blended learning must be in the form of collaboration, both between peers or collaboration between students and educators through possible communication tools such as chatrooms, discussion forums, e-mails, websites/weblogs, and mobile phones [32]. Of course, collaboration is directed to the construction of knowledge and skills through social processes or social interactions with others, which can be for the deepening of the material, problem-solving, and project-based learning. Performance support materials, if we want to combine face-to-face learning in class and virtual face-to-face learning, pay attention to the resources to support it whether or not it is available [33]. Table 3. shows the average initial learning outcomes of each student obtained after implementing various teaching methods as routine learning in the 2 testing groups. Student's early learning results show that they do not meet standards well. The average results of the implementation of the blended learning new generation science learning materials in Table 3. show an increase.  Table 3. shows the average initial learning outcomes of each student obtained after a tutorial with tutors who implemented various teaching strategies as routines in the two testing classes. Student learning outcomes indicate the level of Ngain is dominated by the medium level in the three components of learning outcomes. A student will take learning activities seriously if he is interested in these activities, and is aware of the teaching material being studied that can help achieve the expectations he wants [34]. Relevant support also shows that blended learning is effective in improving student learning outcomes [35]. The learning system at the UT requires students to have quite high learning independence. Students are required to research lecture materials independently as well as other learning services such as face-to-face tutorial services. The ability of students to use the media or learning resources properly, correctly, and not encounter many difficulties will determine the success of their learning [36]. In contrast, some students are not successful in taking the exam as a result of their lack of readiness in learning and their lack of ability to utilize available learning resources.
In the distance learning system as implemented at the UT, the perseverance in attending lectures can be shifted into determination to use the learning resources available at the UT and various relevant learning resources available on the Internet, as well as perseverance in fulfilling and doing individual tasks that are given. For this reason, students must organize and use a learning environment that genuinely supports their learning activities. With the support of an adequate learning environment, interest, passion, joy, and smooth learning will be guaranteed, and not much time is wasted so that learning activities will be active [37]. By the form of the distance learning system, students conduct learning activities by dealing directly with the media; in this case, the leading learning media are printed media in the form of modules. Besides using printed media modules, other media are also used, such as audio cassette media and other supporting books.
The results of students' responses to the process of the blended learning of the new generation of science learning materials are shown in Table 4. Students demonstrate a positive response to the tutorial they have done. Student responses are based on the science process skills they have experienced, the learning outcomes, and the blended learning processes that have been passed, and the ICT-based tutorials in general. Table 4. concludes that the response predominantly stated in the tutorial was using blended learning of the new generation of science learning materials for elementary school teacher programs helping students practice science process skills. Besides, recommendations for applying this model in science learning tutorials in elementary schools are also supported by students. The success of online learning also requires students who are self-directed, self-regulated, self-disciplined, and comfortable with written communication to have information-sharing characters and have technical skills [38]. Blended learning is a combination of learning delivery strategies that take advantage of online and face-to-face learning. Although blended learning offers great hope for improving the effectiveness of education, this delivery strategy must be supported by student characteristics. High interest in the application of blended learning is a definite starting point for the implementation of blended learning. A positive attitude and perception towards learning is the first focus of the five dimensions of active learning. Without positive attitudes and perceptions of education, students will not make optimal efforts in learning [39]. Distance learning is the training given to participants or students who do not gather together in one place regularly to receive lessons directly from the instructor [40]. Specific detailed materials and instructions are sent or made available to participants who then carry out tasks to be evaluated by the instructor [41]. In reality, the instructor and the participant can be separated not only geographically but also in time. Distance learning allows participants to take classes anytime and anywhere. Distance learning will enable them to adapt their education and training to other responsibilities and commitments, such as family and work. It also provides an opportunity for participants who may not be able to research because of limited time, distance, or funds to participate. Distance learning can be beneficial, especially for participants who are more mature and have strong motivation to pursue success, and are happy to be entrusted with the process of learning independently [42].

Conclusion
The research shows that the blended learning of the new generation of science learning materials is useful to improve the science process skills of undergraduate students of elementary school teacher programs at the Universitas Terbuka. Also, the effectiveness of this model is supported by student learning outcomes to improve mastery of concepts related to learning theory, strategies, and evaluation of science learning in elementary schools. The effectiveness of the implementation of blended learning shows that this model is easily applied in the tutorial. Student responses also showed student acceptance in following the blended learning tutorial. Students have positively perceived the blended learning of the new generation of science learning materials, and this perception needs to be maintained through good design. Although some students say blended learning has the potential to be confusing, online discussions are believed to help them learn. Students have very high confidence in blended learning. This belief will help them determine if blended learning is well designed. This indicates that internet-assisted education that they have experienced is felt to be unsatisfactory, but they still have high expectations that blended learning will be sufficient.

Implications
From the findings, discussions, and conclusions of this research, the following things can be recommended. The blended learning of the new generation of science learning materials is a tutorial model for students that effectively improve science process skills. The implementation of the model needs to be designed by both the tutor and the students when viewed from the current state of facilities and infrastructure in Indonesia. Besides, this research has a weakness that is not yet able to be carried out on a broader scale on the territory of Indonesia, which is an archipelago. The limitation happens because of the limited time, energy, and available funds.


Augmented Reality Trends in Teaching English Tenses: The Case of Non-English Education Students

The purpose of this study was to examine a classroom action research about using augmented reality media to improve non-English students’ tenses mastery. The study was carried out in two cycles and each cycle consists of four stages, including plan, action, observation, and reflection. The participants of the study were a class of students of economic education study program, faculty of teacher training and education at a public university in Jambi who were taking English subject. The data of the study were taken from a test and observations in collecting the data. The results of the data analysis indicated that there was an increase from the first cycle to the second cycle. Moreover, the research results showed that: 1) augmented reality created a good atmosphere in the teaching and learning activities; 2) augmented reality made the students understand the use of tenses easily; and 3) the students became more active and attractive in the teaching and learning activities. It can be concluded that the use of augmented reality can improve students' tenses mastery.

IRJE |Indonesian Research Journal in Education| |Vol. 5| No. 2|Dec|Year 2021| Introduction
It is undeniable that, as a global language, English is used as a tool of communication in the world of trade and commerce. Accordingly, having good knowledge of English is very important to make communication in business become more effective and to get success in any career as well. In line with the importance of English, it becomes one of the compulsory subjects at economic study program at universities. In order to be able to communicate effectively, and to get a good career after finishing their study, all students of economic program should master English including the use of English tenses. The mastery of English tenses is very important to make communication become more effective since they are the most important parts of English language. When people want to say or speak something, or to write a sentence clearly to other people, they need to use the appropriate form of tenses. The use of appropriate forms of tenses will help others to be able to get the clear idea of the speakers or the writers. Tense is a verb form that indicates the time when an action, event, or state takes place (Swan, 2005). English language has three main time divisions-past, present and future expressed by the tenses. Each tense is subdivided to express other aspects within its general time. For example, adding -ed to the verb "talk", to form "talked", indicates that the event showed by the verb took place before the present time. Another example, using the -ing form indicates that an action is completed or still ongoing, as in "We are discussing an interesting topic of business." However, English typically uses the "-ing" form of verbs to indicate ongoing processes, as in "They are building an office." However, the researchers found that most students in a class of Economic Education Study Program at the research site were not able to use the appropriate tenses when undertaking spoken or written communication. For example, a student wrote "I will going to the market." He used the wrong verb to show the action that he will do in the future time. Another example, a student wrote "I do not send you my report yesterday." He actually had to use did rather than do in that sentence. For that condition, it was important to improve students' mastery of English tenses by implementing a classroom action research (CAR). It is a scientific and systematic approach to investigation that enables teachers or lecturers to find effective solutions to problems they confront in everyday life (Stringer, 2007).
Students' mastery of English tenses can be supported by using teaching media in the process of teaching and learning. Teaching media will help teachers to deliver learning materials to students to reach certain learning goals and help students to understand learning materials easily. Arif (2003) says that media are an intermediary tool or delivery of messages from the sender to the receiver of the message. In other words, learning media is a tool used to deliver teaching materials from the teachers to the learners. In order to solve the problem, our research team decided to use technology media, namely augmented reality.
Recently, the development of information and technology enables people to obtain information easily. Augmented reality is one way that can be used to send information to others in an interesting way by utilizing the development of Science and Technology and it is one of the newest movements that appears as a result of the dominance of technology particularly mobile application, in the last few year. Augmented reality (AR) is a technology that combines two-dimensional and or three-dimensional virtual objects into a real IRJE |Indonesian Research Journal in Education| |Vol. 5| No. 2|Dec|Year 2021| three-dimensional environment. So it can be concluded that augmented reality (AR) is the emergence of holographic characters that are one with the real world. With augmented aspects and features, it can enhance learning abilities like problem -solving, collaboration, and creation to better prepare students for the future. Therefore, AR provides students with opportunities to deepen their knowledge within several areas, including reading, working with numbers, spatial concepts, playing, content creation, real life environments and scenarios. The purpose of this study was to examine a classroom action research about using augmented reality media to improve non-English students' tenses mastery. This study was expected to give some benefits to English teachers as it can be references for them when teaching English to non-English students. Overall, this study was conducted to explore the following research question: How do augmented reality media improve students' tenses mastery?

Basic tenses in English
Doing communication is very important in everyday life, at work, and nearly any time people interact with each other. People need to communicate to know and understand other people, to build relationship, and to share information. Communication is built by using sentences. An effective communication is indicated by sentences with appropriate tenses and elements. There are three basic tenses in English; they are simple present tense, simple past tense, and simple future tense. While there are two elements of a sentence, they are phrases and clauses. Phrases ware two or more words that function as a group while clause is a part of a sentence which contains a subject and a verb usually joined to the rest of a sentence by using conjunction (Swan, 2005).
Phrase is a grammatical unit that is needed to build a clause. There are 5 types of phrases: verb phrase, noun phrase, adjective phrase, adverb phrase, and prepositional phrase. Verb phrase is a phrase that functions as a predicate, e.g. have come, had thought, was left, will be climbing. Noun phrase is a phrase that functions as an object or noun, e.g. a good flight, his crew. In the example, the noun phrase is a noun and is preceded by a determiner or adjective.
Noun phrases can also be pronoun. Adjective phrase is a phrase that functions as an adjective, e.g. so busy, very late. Adjective phrase is a phrase that contains adjectives and can also be described with levels such as very and so. Adverb phrase is a phrase that serves as a description, e.g. very quickly, almost certainly. The adverb can also be preceded by a description of the level, for example, almost. Prepositional phrases are a phrase that functions as a preposition, e.g. after lunch, on the aircraft.
Clause is a syntactic unit that is above the unit of phrase and below the unit of sentence, in the series of predictive words. This means that in the construct there are components in the form of words or phrases that function as predicates, and the others function as subjects, objects and so on (Chaer, 2009 Sentence is a group of words that expresses a statement, command, question, or exclamation. It consists of one or more clauses and usually has at least one subject and one verb. In writing form, a sentence is begun with capital letter and ended with a full stop (.), question mark (?), or exclamation mark (!). Types of sentence are simple sentence, compound sentence, complex sentence, sentences with relative clause and compound complex sentence. Simple sentence is a sentence that is built by a clause, for example: The little boy laughed. Compound sentence or a combined sentence is a sentence that is built from two clauses put together with a conjunction such as for, and, nor, but, or, yet and so, for example: Jane put the glass vase on the table and her mother picked it up. Complex sentence or compound sentence is a sentence consisting of main clauses and derivative clauses, for example: Harry was only of teen when his mother sent him away to school. Sentence with relative clause is a sentence with derivative clauses that add information to the noun phrase, for example: I brought the cookies that are on the plate.Compound complex sentence is the combination of compound and complex sentences. This sentence has at least two main clauses and one derivative clause, for example: I'll leave a message for the plumber (Main Clause) but I'm not sure (Main Clause) that he'll get it (Dep. Clause).
Based on the use of function of the predicate, sentences are divided into two, namely verbal sentences and nominal sentences. Verbal sentence is a sentence which predicate is a verb, for example: She is sleeping. Verbal sentence can be divided into positive verbal sentence the so called affirmative sentence, negative verbal sentence, and interrogative verbal sentence. While nominal sentence is a sentence that is predicated not by a verb, but of a noun, an adjective, a number, a pronoun, or an adverb, for example: I am a doctor. Like verbal sentence, nominal sentence is also divided into positive nominal sentence, negative nominal sentence, and interrogative nominal sentence.

Augmented reality media in language learning
In consequence to the development of technologies and the immensity of smartphones, mobile-assisted language learning has been developing fast. Much research was conducted, including Rosell-Aguilar (2017), Zhang and Pérez-Paredes (2021). They promoted the use of mobile tools in English language education, like WeChat-instant messaging applications (Wu, 2017(Wu, , 2018 and self-developed learning software (Wang et al., 2009). As various existing augmented reality software relies on the use of mobile technology, it is considered one type of mobile learning (Greenwood & Wang, 2018). To be more specific, augmented reality in English language education can be grouped into the scope of mobile-assisted language learning, which enables the continuity or spontaneity of access and interaction across various language teaching and learning contexts (Kukulska-Hulme & Shield, 2008). Other than conventional classroom learning, Augmented Reality can combine the real scene perceived by the learner with the virtual scene which is generated by mobile devices, so as to build a semi-realistic world and to intensify students' motivation to learn a foreign language (Liu & Tsai, 2013).
Augmented reality is a term used to describe the form of real objects produced in a computer. It is "a combination of technologies that superimposes computer-generated content over a real word environment" (Wang et al. , p. 1391, which interactively connects the real and the virtual worlds and appears at three dimensions (Azuma, 1997). An augmented reality application can contain various functions, both for interaction or display (Bacca et al., 2014). One example of the augmented reality is when we are in a museum that uses the application contained in the museum, we can scan the barcode at the base of the statue and the application will show images of the statue with fully interactive descriptions. Ward (2012) states that augmented reality can also be used to display museum maps that show different works, this allows us to follow maps of these locations.
Augmented reality is a system that combines the real world and computer graphics. Husni and Rokhmat (2008) and Amin and Govilkar (2015) say that the purpose of augmented reality is to add real-world understanding and information where the augmented reality system takes the real world as a basis and combines several technologies by adding contextual data so that one's understanding becomes clearer. Meanwhile, augmented reality is a technology that can be exploited in current developments so that the information contained can be well absorbed.

Methodology
This research was conducted to solve students' problems in using English tenses and was carried out in accordance with the stages of the cycles in the classroom action research (CAR). CAR is a method of finding out what works best in teachers' own classroom so that they can improve the quality of the process of learning and students' achievement as well. The function of CAR as a tool is to solve the problem in the classroom and as in service training. Doing a CAR allows teachers know a great deal about good teaching in general (e.g., Ab Aziz et al., 2012;Ajipramuditya, 2013;McKeachie, 1990;Chickering & Gamson, 1987;1996). This study began from lecturer's reflection of the learning process and students' learning achievements and the result of the reflection were used as the basic data to plan the research. The process of reflection takes with a cycle to follow the steps such as teach, self-cases the effect of our teaching, learning, consider new ways of teaching that can improve the quality of learning practice. The lecturers and the researchers, then, set some plans of the study and they continued to the next stages: acting, observing, and reflecting stages. The stages above were carried out repeatedly and continuously until a certain quality of success can be achieved (Wibawa, 2004).
This study was conducted at the economic education study program, faculty of teacher training and education at a public university in Jambi. The students learnt English as a compulsory subject at their program conducted in the the first semester. They were fresh graduates from senior and vocational high schools. In the learning process, they had different abilities in learning the materials. In conducting the study, the lecturer and researchers collaborated in a team work. In this way, it was hoped that the validity of the data collected could be reached. This study needed collaboration since it had the capability for exchanging ideas across disciplines learning new skills, access to finding higher quality of result, benefit, and personal factors such as fun and pleasure. Collaborative research can be defined as researchers indulge themselves toward coordination between researchers, institution, organizations, and communities.
There were two types of data taken in this study, including students' achievements in learning English tenses and the description of the situation, condition and process of learning activities during the study conducted. Students' achievement is the measurement of the amount of academic content a student learn in a given time schedule. Each instruction level has specific standards or goals that educators must teach their students properly, students' levels of self -efficacy, self-control, motivation, and impact levels of achievement. The data were collected through participant observation.
There were two techniques used in this study, namely qualitative analysis and quantitative analysis. Quantitative analysis was used to analyze the data of students' achievement, while qualitative analysis was used to analyze the data collected from observations. Data analysis was carried out through the following stages: 1) classifying the data to make it systematic; 2) reducing and omitting irrelevant and unnecessary data; 3) comparing data that had been classified; and 4) interpreting the data. To avoid subjectivity, researchers utilized triangulation. The pre-and post-test can be a valuable diagnostic tool for more effective teaching. The function of pre-and post-test can be the following ways to identify the best student in the classroom, topics which the students already know, topics which the students don't know and have not learned.

Findings and Discussion
Based on the results of observation and field notes of four-week implementation of the action, it could be concluded that the use of augmented reality can motivate students to focus on teaching materials. This is because the use of augmented reality in teaching English is still a new issue. In other words, by using the media of augmented reality, students' attention can be more focused on the materials learned and become an effort to increase their understandings of lecture material, and through practicing it also increases their ability to use tenses properly and correctly. Even so, the research team found that the results achieved were good. Therefore, further efforts should be made in the use of media. Oral exercises in the form of language games are very useful to motivate students. The term of "language games "refers to the models of a primitive language that invents to clarify the working of language in general. Hadfield (2004) defines a game as an activity with rules, a goal and an element, not only for the language practice they provide, but also for the therapeutic effect they have. According to Richard-Amato (1998) games are divided into non-verbal games, boardadvancing games, word-focus games, treasure hunts, and guessing games. They can be used at any stages of a class to provide an amusing and challenging respite from other classroom activity about their English class. In oral exercises, some activities were given, including Jigsaw, role play, information gap, simulation and contact assignment. However, the implementation was not really like what had been formulated in the planning stage.
At the planning stage, oral exercises were set for each topic given in the form of language games. Structured writing exercises as an online homework were given in the form of assignments and the students had to fill in the blank in the specified time. This exercise could also motivate students to use online technology to communicate in writing. Therefore, it was also determined that in the second cycle, this kind of training was also continued. To be similar with the first cycle, the second cycle also took place over 4 weeks and also went through four stages consisting of planning, action, observation, and reflection.
After completing the second cycle, in the following week, the English post-test on tenses took place to figure out the progress achieved. The post-test results showed the average score was 90. The research team again discussed all actions observed in this round with several parties involved in the economic education study program environment. From the results of the discussion, it could be concluded that there was an increase in students' learning motivation and this indicates an increase in understanding and using English tenses correctly both in oral and written forms. The result of the post-test significantly increased.
Thus, it can be concluded that the use of augmented reality media as well as of oral exercises and structured writing exercises were able to motivate students to pay attention to lectures. It also increased students' understanding and ability in using tenses correctly, both oral and written forms. The results of the pre-test looking at the ability of students were very unsatisfactory. The pre-test mean score showed that the average of the pre-test score was 35. Also, there was an increase of motivation to paying attention to lessons, understanding, and using tenses correctly, both oral and written forms. It turned out that the observations showed an increase in motivation and understanding, and this was supported by the results of the post-test which showed a significant increase in ability. The average score of the test in the first cycle was 68 and 90 in the second cycle. The average score of this post-test showed an increase of 22 points, a very sharp increase. The post-test data of cycle 1 and 2 can be seen in the table below: Mean ( X ) = 68 and 90 The increase of the students' ability to use the correct tenses can be seen from the pre-test answers. Most students were less aware of the use of the 2nd tense verbs in the past tense form. From the data of post-test answers, students' mistakes have been considerably reduced. In connection with the use of augmented reality media and LED/In-focus TV, this activity had become very interesting. Besides, it also saved time so that lecturers spent plenty of time to pay attention to and interact with students. The lecturers were able to control the class better; choose transparency/impressions; stop when someone asked or continued with the explanation; arrange the order of transparency or replay what needs to be among those previously shown; and observe student reactions. Based on the results of the study, the use of augmented reality media among students was effective enough to improve students' tenses mastery. Before and after using augmented reality media in learning tenses, the students' accuracy and mastery were significantly different.
In addition, through verbal exercises using language games and structured writing exercises, tenses exercises emphasized more on consciousness-raising rather than practices. This type of classroom activity, according to Fotos and Ellis (1991), is more effective in improving grammar skills, including tenses. This is supported by the acquisition of the language being studied because grammar teaching is equipped with situational tasks so that grammar knowledge not only become mere knowledge, but also enable students to be able to use it properly, both in oral and written forms. Students can participate interactively and interact with knowledge more authentically. They can also become active learners and are able to interact with their learning environment.

Conclusion
The conclusion of the study can be drawn as regards to describe how the use of augmented reality media improves students' tenses mastery. English is important in the world of trade and commerce. So it becomes one of the compulsory subjects at the research site. Some problems occur in English learning including students' mastery of tenses. This study showed that students' tenses mastery can be improved by teachers through a classroom action research by using augmented reality media. For the students' achievement, the result of data analysis showed that the mean score in the first cycle was 68 and increased to 90 in the second cycle. Moreover, the results showed that: 1) augmented reality created good a atmosphere in the teaching and learning activities, 2) augmented reality made the students understand the use of tenses easily, and 3) the students became more active and attractive in the teaching and learning activities.

Disclosure statement
No potential conflict of interest was reported by the authors.


s2fieldsofstudy: Education Psychology

text:
The (un) Fruitful Training

: Training is an essential HR function. Organizations impart training to make sure that their employees stay updated and up-skilled for the tasks assigned or to be assigned. To this end, it be-comes important to give training based on certain criteria to assess the training needs. Whenever the training need assessment is not done properly, the context of training jeopardizes. The following case study is meant to be used as a supplement to teach the training need assessment. The case highlights the importance of training need assessment and how issues crop up when need assessment is not done appropriately.

Theoretical Underpinning
In today's dynamic environment, organizations are on their toes and they expect their employees to be faster, smarter and well-equipped to handle the challenges posed by the environment. In the context of any academic institution, especially higher education institutions, faculties need to be updated on recent trends, ongoing research in their field of interests and alike things so that they can contribute effectively to the development of own and students. Research [1], found that unable to attend to the training needs of faculty members have an adverse impact on the quality of educational delivery.
Training of the staff is one of the ways to keep them updated, motivated and improve their level of performance [2]. It will also help in increasing the productivity and improve growth rate of business [3]. To be effective, training needs should be uncovered to understand what will contribute the best to the individual, the department and the organization as a whole. [4]. A study, [5], highlighted that training need assessment played a positive role in improving employees' performance. An author [6] opined that training needs assessment points the areas where training programmes are most required. This permits the organization to apportion funds for training and development where they will have the greatest impact, thereby providing a positive return on the firm′s investment. Similarly, another author [7], also emphasized that training needs assessment ensures that "the right training is delivered to the right people in the right way, and for the best results".
Training need assessment could be done through organizational analysis (present or future requirements of the organization), HR Audit (analyzing individual employee's development plans/ supervisors' inputs), Task Analysis (the work at hand), Performance analysis as available through performance appraisal and Mandatory training (based on legal requirement/ Training policy) [8,9] (HR-Guide LLC (2018), egyankosh (n d)) Nusrat Parvin et al.

The Case Situation
Dr. Singh was heading the premier management institute. The institute offered undergraduate and post -graduate management programmes. The institute employed around 15 full time faculties.
Before Dr. Singh, institute was known but was not doing well. Dr. Singh and his team brought about a transformation and not only increased the number of seats but made the institute more visible to its stakeholders. He was a strong proposer of raising the standard of faculty inputs through motivating faculties to attend conferences, seminars and faculty development programmes and for these he needed funds. He believed that this will help faculties in better academic delivery to students and also in their PhD. or research work.
Dr. Singh had a word from management that if the admissions reach to a certain level, then management will allocate a definite fund for development of faculty staff. He also convinced management that this fund will be used in motivating faculty to do research, presenting their work in national and international conferences, attending faculty development programmes (FDP) and similar activities. These activities will not only help develop the faculty but will also help in networking at academia and industry level and help in brand building of institution.
Dr. Singh fulfilled his promise of admission to management and inturn management also granted funds (though not whole heartedly). Dr. Singh within the limitation of funds started sending faculties to primer institutions for attending conferences and specially FDPs. At one point of time on an average one faculty was attending a FDP every week. While choosing the faculty for any programme, Dr. Singh had a simple idea -he will circulate the information received of conference/ FDP amongst the faculty members and asked their desirability to participate. If more than one faculty showed interest then a 'decision by mutual consensus' was arrived at.
This practice continued for a year and things apparently looked well until, few faculty members started complaining of biasness and politicking in selection of faculty member for FDP and conferences. According to them 'favourite faculty members' were given preference and in some cases the information was not even floated to others and a decision was arrived at within the 'closed cabin'. Teachers also started questioning the way training need assessment done was by Dr. Singh in selecting the teacher for a training programme. They were of opinion that need assessment was neither based on subject the faculty member taught or intended to teach nor the research interest and candidates are chosen randomly. The so-called practice of circulating the notice of training / conference is carpeting the sending of "dear ones" to such programmes.
The matter was reported to management with 'proofs'.

Discussion Questions
Q.1. How should training need assessment be done to select the 'suitable' member of staff for training?
Q.2. What should management do after receiving the complaint with 'proofs'?

Background
The case is intended to highlight the aspect of Training Need Assessment (TNA) as a part of training and development efforts by organization. TNA assures that right content is delivered to the employee who actually needs it. This will ensure that training brings in the desired changes or results which will further help in training evaluation. The teacher should motivate the students to look into the references cited in the manuscript to help students get better understanding of TNA and related aspects.

Target audience
This caselet is meant for students at undergraduate or post graduate level, studying HR as a subject. It should be used as a supplement to teach Traning Need Assessment.

Leading the discussion
The case clearly states that Dr. Singh's TNA was not based on the subject the faculty taught or was being prepared for -this could be an allegation too. Because if this was the case, then how was a faculty chosen for training? Even if we assume that the choice of faculty was purely based on 'favoritism', then the training organization should have raised an objection to this. For example, a HR faculty send for training programme of digital marketing. The next aspect could be why would a faculty member go for a subject that was not related to his field or subject area of his/her specialization because that will be wastage of efforts and time.

Q & A •
Q.1. How should training need assessment be done to select the 'suitable' member of staff for training?
The first answer may be obvious -the faculty should be chosen based on the subject taught or area of specialisation. However, the further question to ponder over -Institute will have multiple faculties with same specialisation -then how should a 'suitable' person be chosen? One criterion could be seniority in the reverse order -junior faculty needs more training. The other could be student feedback third willingness of faculty member and fourth could be random and fifth could be taking a choice and if two faculty members show inclination towards the same programme then either a mutual consensus or a simple toss (may be) -this was already in practice as per the case.
• Q.2. What should management do after receiving the complaint with 'proofs'?
If Management finds the 'proofs' to be valid, then it must ask Dr. Singh to set up a fair system of TNA based on one of the above criterions or mix or two criteria. Dr. Singh should also be asked to ensure that all faculty members are trained / everyone gets an equal opportunity to attend the training programme and if any favoritism exits then it should be undone immediately and no such complains or issues should ever come up.

Conclusion
The educator should highlight the issues / problems that could surface because of inappropriate TNA -i. e. wastage of time, money, efforts, morale and being trained for the sake of training.

Issues that cropped up during the class
During the discussion of the second question, students started suggesting the correction in training need assessment is one aspect but management should also look in the 'proofs' provided and if found valid should initiate action against Dr. Singh for politicking, inappropriate use of resources and de-moralizing employees.