Full Text Available There are no settled concepts in the field of learning in later life. The paper begins by suggesting that generalised statements about older people’s learning are suspect and that the way in which we talk about it shifts over time. In particular, there is a range of claims about methods of learning and teaching appropriate to older people but most have little support from empirical research. The paper then focuses on the evaluation of a small innovation project, funded by national government, at Lancaster University, 2009-10. The project sought to involve members of a local University of the Third age group in learning activity on the nearby university campus, partly using undergraduate teaching provision. It aimed to test ideological reservations within the U3A group about association with a public institution of higher education and about mixing the ‘purity’ of self-help learning for older adults, in the British U3A tradition, with more formal methods of learning. The outcomes of the project evaluation suggested that most older learners participating valued their opportunity to use university learning resources and that the British U3A ideology did not inhibit them from doing so. It also suggests that the University benefited from the presence of the older learners and that the surrounding community potentially might have done. A brief discussion of implications for intergenerational learning, community cohesion and marginalised older people follows. The paper concludes that British universities should and, perhaps, could relate more dynamically and emphatically with the provision of opportunities for learning in later life.
Dahl, Kari Kragh Blume
This article explores four Kenyan primary school teachers’ life-stories and narrative learning through living and telling stories about their lives from 2000 to 2011, and what this means for their relation to the teaching profession. Evidence suggests that narrative learning manifests as altered...... professionalism ‘in’ and ‘through’ the stories teachers tell about their lives and depends on ruptures in lived life, followed by periods of transition in life-stories. Teachers also learned narratively by recounting their life-stories. Thus, narrative learning is an important learning site and a resource...... for professional development in addition to pre-service teacher education....
Tammeorg, Priit; Mykkänen, Anna; Rantamäki, Tomi; Lakkala, Minna; Muukkonen, Hanni
Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life environments and aims to teach skills required in the professional world. We target one of the major limitation factors for optimal trialogical learning in university settings, inefficient group work. We propose a course design combining effective group working practices with trialogical learning principles in life sciences. We assess the usability of our design in (a) a case study on crop science education and (b) a questionnaire for university teachers in life science fields. Our approach was considered useful and supportive of the learning process by all the participants in the case study: the students, the stakeholders and the facilitator. Correspondingly, a group of university teachers expressed that the trialogical approach and the involvement of stakeholders could promote efficient learning. In our case in life sciences, we identified the key issues in facilitating effective group work to be the design of meaningful tasks and the allowance of sufficient time to take action based on formative feedback. Even though trialogical courses can be time consuming, the experience of applying knowledge in real-life cases justifies using the approach, particularly for students just about to enter their professional careers.
Chilkoti, Geetanjali; Mohta, Medha; Wadhwa, Rachna; Saxena, Ashok Kumar; Sharma, Chhavi Sarabpreet; Shankar, Neelima
Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students' satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students. We conducted a questionnaire-based, cross-sectional survey among 118 1 st -year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students' satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students' satisfaction levels between the two teaching methods. Data were collected and scores regarding the students' satisfaction levels between these two teaching methods were analysed using a two-sided paired t -test. Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method ( P < 0.05). Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.
Esteves, Micaela; Fonseca, Benjamim; Morgado, Leonel; Martins, Paulo
The emergence of new technologies such as three-dimensional virtual worlds brings new opportunities for teaching and learning. We conducted an action research approach to the analysis of how teaching and learning of computer programming at the university level could be developed within the Second Life virtual world. Results support the notion that…
This study of a large sample (n = 3035) examined relationships between study-related burnout and components of the teaching-learning environment, achievement motivation and the perceived meaning of life. The overall model, tested with structural equation modelling, revealed that the factor of the teaching-learning environment correlated with both…
Abbie Brown; William Sugar
Second Life is a three-dimensional, multi-user virtual environment that has attracted particularattention for its instructional potential in professional development and higher educationsettings. This article describes Second Life in general and explores the benefits and challengesof using it for teaching and learning.
Brown, Abbie; Sugar, William
Second Life is a three-dimensional, multi-user virtual environment that has attracted particular attention for its instructional potential in professional development and higher education settings. This article describes Second Life in general and explores the benefits and challenges of using it for teaching and learning.
Anne D Souza
Full Text Available Background: Out of hospital deaths due to cardiac arrest would commonly occur because of the lack of awareness about the quick and right action to be taken. In this context the healthcare students undergo training in basic life support. However the lay persons are not exposed to such training. The present study was intended to train the auto drivers, the basic skills of basic life support by the medical and nursing students. Students got an opportunity to learn and teach the skills under the supervision of faculty. Methods: A total of fourteen students, 20 auto drivers of Manipal were included in the study population. The session on one and two rescuer cardio pulmonary resuscitation and relieving foreign body airway obstruction was conducted by the trained students for the auto drivers under the observation of the faculty. Prior knowledge of the study population was assessed by the pre-session questionnaire followed by a post-session questionnaire at the end of the session. The skill evaluation was carried out using a checklist. Results: The auto drivers participated in the session, gained required skills of providing basic life support. The students who trained the study population opined that they got an opportunity to teach basic life support which would help them build their teaching skills and confidence. Conclusion: The lay persons attaining basic life support skills have a high impact on the management of out of hospital cardiac arrest victims. Involving the healthcare students as instructors makes an innovation in learning.
Houser, Rick; Thoma, Steve; Coppock, Amanda; Mazer, Matthew; Midkiff, Lewis; Younanian, Marisa; Young, Sarah
Teaching ethical reasoning is considered an important component of the undergraduate learning experience. A recent approach to teaching using experiential learning is through virtual worlds such as Second Life. We discuss how ethics may be taught using experiential learning in the virtual world of Second Life. Participants in the class in this…
Gregory, Alexander; Walker, Ian; McLaughlin, Kevin; Peets, Adam D
We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education. In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later. Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p teach and actively teaching may have independent positive effects on peer teacher learning outcomes.
Jokinen, Pirkko; Mikkonen, Irma
This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.
The traditional approach of teaching optimization problems in calculus emphasizes more on teaching the students using analytical approach through a series of procedural steps. However, optimization normally involves problem solving in real life problems and most students fail to translate the problems into mathematic models and have difficulties to visualize the concept underlying. As an educator, it is essential to embed technology in suitable content areas to engage students in construction of meaningful learning by creating a technology-based learning environment. This paper presents the applications of technology-based learning tool in designing optimization learning activities with illustrative examples, as well as to address the challenges in the implementation of using technology in teaching and learning optimization. The suggestion activities in this paper allow flexibility for educator to modify their teaching strategy and apply technology to accommodate different level of studies for the topic of optimization. Hence, this provides great potential for a wide range of learners to enhance their understanding of the concept of optimization.
Perkins, Rosie; Aufegger, Lisa; Williamon, Aaron
Music is increasingly recognised as important in facilitating healthy ageing, yet little is known of what musicians themselves learn when they teach older adults. This article reports the practices of the "Rhythm for Life" project at the Royal College of Music in the UK, in which conservatoire students taught 10-week programmes of group…
Rana, Jasmine; Burgin, Susan
Challenge: Clinical and research responsibilities often leave little or no time to plan thoughtful teaching encounters with trainees. This "Teaching & Learning Tips" series is designed to be an accessible guide for dermatologists who want to improve their teaching skills. It is comprised of 12 articles about how to enhance teaching in various settings informed by research about how people learn and expert-derived or data-driven best practices for teaching. The series begins with a review of principles to optimize learning in any setting, including cognitive load theory, active learning strategies, and the impact of motivation and emotion on learning. It transitions into a practical "how to" guide format for common teaching scenarios in dermatology, such as lecturing, case-based teaching, and teaching procedures, among others. Herein, we kickoff the series by unpacking assumptions about teaching and learning. What does it mean to teach and learn? © 2017 The International Society of Dermatology.
Full Text Available The focuses of this research is on parents’ expectation of the teaching and learning Islamic Education among students of SDLB N Ungaran. The subject is Islamic Education teachers and the parents of students in SDLB N Ungaran. The methods of data collections are observation, interview and documentation. The technique of data analysis is inductive analysis. The result shows that the teaching and learning Islamic Education among students of SDLB N Ungaran is generally almost the same with the teaching and learning Islamic Education among students of general school. The difference is only in the psychological aspect. The majority of parents’ expectation of the teaching and learning Islamic Education is the same: in order the students can understand and apply the subject of Islamic Education in their everyday life so that they can become the righteous children. The factors that support the teaching and learning Islamic Education among students of SDLB N Ungaran are the Islamic Education teachers’ patients and meticulous, cooperation between parents, teachers and the school, the extracurricular subjects which are suitable with the students’ talent and ability, and teachers’ creativity in teaching and learning. The factors that hinder the teaching and learning Islamic Education are inefficient and ineffective time (not suitable with the students with physical disabilities, using the same curriculum with the curriculum in the general school, the low quality teachers, and the lack of teaching and learning facilities.
Baldwin, Lydia J L; Jones, Christopher M; Hulme, Jonathan; Owen, Andrew
Feedback is vital for the effective delivery of skills-based education. We sought to compare the sandwich technique and learning conversation structured methods of feedback delivery in competency-based basic life support (BLS) training. Open randomised crossover study undertaken between October 2014 and March 2015 at the University of Birmingham, United Kingdom. Six-hundred and forty healthcare students undertaking a European Resuscitation Council (ERC) BLS course were enrolled, each of whom was randomised to receive teaching using either the sandwich technique or the learning conversation. Fifty-eight instructors were randomised to initially teach using either the learning conversation or sandwich technique, prior to crossing-over and teaching with the alternative technique after a pre-defined time period. Outcome measures included skill acquisition as measured by an end-of-course competency assessment, instructors' perception of teaching with each feedback technique and candidates' perception of the feedback they were provided with. Scores assigned to use of the learning conversation by instructors were significantly more favourable than for the sandwich technique across all but two assessed domains relating to instructor perception of the feedback technique, including all skills-based domains. No difference was seen in either assessment pass rates (80.9% sandwich technique vs. 77.2% learning conversation; OR 1.2, 95% CI 0.85-1.84; p=0.29) or any domain relating to candidates' perception of their teaching technique. This is the first direct comparison of two feedback techniques in clinical medical education using both quantitative and qualitative methodology. The learning conversation is preferred by instructors providing competency-based life support training and is perceived to favour skills acquisition. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.
The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first
Nguyen The Dung
Full Text Available Blended learning (B-learning, a combination of face-to-face teaching and E-learning-supported-teaching in an online course, and Information and Communication Technology (ICT tools have been studied in recent years. In addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. As it has been a matter of concern of the universities in Vietnam today, deep studies related to this topic is crucial to be conducted. In this article, the process of developing online courses and organizing teaching for the General Informatics subject for first-year students at the Hue University of Education with B-learning teaching model will be presented. The combination of 60% face-to-face and 40% online learning.
In "The Good Life of Teaching: An Ethics of Professional Practice," Chris Higgins (2011) reminds people that "self-interest and altruism, personal freedom and social roles, and practical wisdom and personhood" have been ancient philosophical topics that remain vitally important in the practice of contemporary teaching and learning. One of the most…
Carr, Diane; Oliver, Martin; Burn, Andrew
What might online communities and informal learning practices teach us about virtual world pedagogy? In this chapter we describe a research project in which learning practices in online worlds such as World of Warcraft and Second LifeTM (SL) were investigated. Working within an action research framework, we employed a range of methods to investigate how members of online communities define the worlds they encounter, negotiate the terms of participation, and manage the incremental complexity of game worlds. The implications of such practices for online pedagogy were then explored through teaching in SL. SL eludes simple definitions. Users, or "residents", of SL partake of a range of pleasures and activities - socialising, building, creating and exhibiting art, playing games, exploring, shopping, or running a business, for instance. We argue that the variable nature of SL gives rise to degrees of ambiguity. This ambiguity impacts on inworld social practices, and has significant implications for online teaching and learning.
Pandya, Radhika H; Shukla, Radha; Gor, Alpa P; Ganguly, Barna
The principles of bioethics have been identified as important requirements for training basic medical doctors. Till now, various modalities have been used for teaching bioethics, such as lectures, followed by a small case-based discussion, case vignettes or debates among students. For effective teaching-learning of bioethics, it is necessary to integrate theory and practice rather than merely teach theoretical constructs without helping the students translate those constructs into practice. Classroom teaching can focus on the theoretical knowledge of professional relationships, patient-doctor relationships, issues at the beginning and end of life, reproductive technologies, etc. However, a better learning environment can be created through an experiencebased approach to complement lectures and facilitate successful teaching. Engaging students in reflective dialogue with their peers would allow them to refine their ideas with respect to learning ethics. It can help in the development both of the cognitive and affective domains of the teaching of bioethics. Real-life narratives by the interns, when used as case or situation analysis models for a particular ethical issue, can enhance other students' insight and give them a moral boost. Doing this can change the classroom atmosphere, enhance motivation, improve the students' aptitude and improve their attitude towards learning bioethics. Involving the students in this manner can prove to be a sustainable way of achieving the goal of deep reflective learning of bioethics and can serve as a new technique for maintaining the interest of students as well as teachers.
Full Text Available Web 2.0 and social networks introduced impulses for novel forms of online teaching using the comprehensive interconnections of objects and users within the Internet. The diversity of existing systems complicates a holistic usage in broad learning scenarios which meet the requirements of the modern information society. This contribution presents a connectivism-based platform for online teaching called “Wiki-Learnia”, which covers the most important periods of lifelong learning. Contemporary technologies are the foundation, which not only connect users to each other but also users with dedicated contents and possibly associated authors and/or tutors. For the former, various communication tools of Web 2.0 (social networks, chats, forums, etc. are used. The latter is using the so-called “Learning Hub”, which is based on Web 3.0 mechanisms, in particular a semantic meta-search engine. To show the practical relevance of the approach the media-based Junior Studies is presented, a project of the University of Rostock with the aim of preparing pupils to be fit for university life. Based on the specific requirements of this project, the enormous function range and the great flexibility of Wiki-Learnia are demonstrated.
The objective of this study is to investigate the benefits of the adoption of electronic learning (E-Learning)in teaching and learning processes. E-Learning is an educational approach that utilizes computer technology, particularly digital technologies that are internet-based, to provide instruction and learning experiences. The definition of e-learning refers to a wide range of applications and processes designed to deliver instruction through electronic means. This means is normally employe...
Punjani, Neelam Saleem
The heart of teaching learning philosophy is the concept of nurturing students and teaching them in a way that creates passion and enthusiasm in them for a lifelong learning. According to Duke (1990) education is a practice of artful action where teaching learning process is considered as design and knowledge is considered as colours. Teaching…
Evans, Dena A; Curtis, Anthony R
Conflict exists in all health care organizations and may take many forms, including lateral or horizontal violence. The Essentials of Baccalaureate Nursing Education identified the development of conflict resolution strategies as core knowledge required of the bachelor's of science in nursing generalist. However, learning the art of conflict management takes both time and practice. With competition for clinical space increasing, class time in short supply, and traditional clinical opportunities for teaching conflict management lacking, a virtual approach to teaching conflict resolution was explored through the use of Second Life®. The project presented here explored students' perceptions of this unique approach to learning conflict management and sought to examine the effectiveness of this teaching method. Copyright 2011, SLACK Incorporated.
Amaral, Luiz A.; Meurers, Detmar
This paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between…
Hartford, W; Nimmon, L; Stenfors, T
Few medical teachers have received formal teaching education. Along with individual and organizational barriers to participation in teacher training programs, increasing numbers and altered distribution of physicians away from major teaching centers have increased the difficulty of attendance. Furthermore, it is not known if traditional faculty development formats are the optimal learning options given findings from existing studies document both positive and negative outcomes. There is a gap in research that explores how medical teachers learn to teach and also limited research regarding how medical teachers actually teach. The purpose of this study was to provide insight into how physicians describe their teaching of trainees, and the nature of their teaching development and improvement to inform faculty development programs. Semi-structured interviews were conducted with 36 physicians, with a broad range of teaching experience, purposefully selected from five disciplines: Internal Medicine, Pediatrics, Psychiatry, Surgery, and Family Medicine. A qualitative, inductive approach was used to analyse the data. Teaching was described as being centered on the needs of individual trainees, but was dependent on patient presentation and environmental context. For this group of physicians learning to teach was perceived as a dynamic and evolving process influenced by multiple life experiences. The physicians had not learnt to teach through formal education and then put that learning into practice, but had learnt to teach and improve their teaching through their trial and errors teaching. Life experiences unconnected with the medical environment contributed to their knowledge of teaching along with limited formal learning to teach experiences. Teaching practice was influenced by peers and trainees, feedback, and observation. The findings suggest these medical teachers learn to teach along a continuum largely through their teaching practice. The findings suggested that the
Ball, Peter; Robertson, Brad
Interest by a few principals in brain-based learning led to several workshops on best educational practices and the application of neuroscience to teaching methods. Consequently, their entire Ontario school district became energized to learn about new teaching strategies. Presents nine tips, based on the principals' experiences, for facilitating…
This article features recent research in science teaching and learning. It presents three current articles of interest in life sciences education, as well as more general and noteworthy publications in education research. URLs are provided for the abstracts or full text of articles. For articles listed as "Abstract available," full text may be…
Schiller, Shu Z.
Guided by the principles of learner-centered teaching methodology, a Second Life project is designed to engage students in active learning of virtual commerce through hands-on experiences and teamwork in a virtual environment. More importantly, an assessment framework is proposed to evaluate the learning objectives and learning process of the…
The systemic approach to teaching and learning chemistry [SATLC]: a 20-years review. ... in activities such as tourism, commerce, economy, security, education etc.., ... that we live in and survive with its positive and negative impacts on our life.
Mandrikas, Achilleas; Stavrou, Dimitrios; Skordoulis, Constantine
In this paper a teaching-learning sequence (TLS) introducing pre-service elementary teachers (PET) to weather map reading, with emphasis on wind assignment, is presented. The TLS includes activities about recognition of wind symbols, assignment of wind direction and wind speed on a weather map and identification of wind characteristics in a weather forecast. Sixty PET capabilities and difficulties in understanding weather maps were investigated, using inquiry-based learning activities. The results show that most PET became more capable of reading weather maps and assigning wind direction and speed on them. Our results also show that PET could be guided to understand meteorology concepts useful in everyday life and in teaching their future students.
Bailey, Cara; Hewison, Alistair; Orr, Shelly; Baernholdt, Marianne
Teaching nursing students how to provide patient-centered end-of-life care is important and challenging. As traditional face-to-face classroom teaching is increasingly supplanted by digital technology, this provides opportunities for developing new forms of end-of-life care education. The aim of this article is to examine how a global classroom was developed using online technology to enhance nursing students' learning of end-of-life care in England and the United States. The PDSA (Plan-Do-Study-Act) quality improvement approach was used to guide the design and delivery of this curriculum innovation. The global classroom enhanced the educational experience for students. Teaching needs to be inclusive, focused, and engaging; the virtual platform must be stable and support individual learning, and learning needs to be collaborative and authentic. These findings can be used to inform the integration of similar approaches to end-of-life care education in other health care professional preparation programs. [J Nurs Educ. 2017;56(11):688-691.]. Copyright 2017, SLACK Incorporated.
Buck, Marc Fabian
The ongoing transformation of learning and teaching is one facet of the progressing digitalization of all aspects of life. Gamification's aim is to change learning for the better by making use of the motivating effects of (digital) games and elements typical of games, like experience points, levelling, quests, rankings etc. Especially in the light…
Juhary, Jowati Binti
This paper aims at analysing the needs for a specific teaching and learning model for the National Defence University of Malaysia (NDUM). The main argument is that whether there are differences between teaching and learning for academic component versus military component at the university. It is further argued that in order to achieve excellence, there should be one teaching and learning culture. Data were collected through interviews with military cadets. It is found that there are variations of teaching and learning strategies for academic courses, in comparison to a dominant teaching and learning style for military courses. Thus, in the interest of delivering quality education and training for students at the university, the paper argues that possibly a hybrid model for teaching and learning is fundamental in order to generate a one culture of academic and military excellence for the NDUM.
Stephan, Frederik; Groetschel, Hanjo; Büscher, Anja K; Serdar, Deniz; Groes, Kjell A; Büscher, Rainer
The outcome of children with an out-of-hospital cardiac arrest is still poor, but bystander cardiopulmonary resuscitation can increase survival and minimise severe neurological sequelae. While teaching basic life support is standardised in emergency medicine classes, paediatric basic life support (PBLS) in neonates and toddlers is under-represented in paediatric curricula during university education. The appropriate mixture of E-learning and peer teaching lessons remains controversial in teaching paediatric basic skills. However, an increasing number of medical schools and paediatric classes switch their curricula to much cheaper and less tutor-dependent E-learning modules. We hypothesise that a peer teaching lesson is superior to a PBLS video demonstration with co-extensive contents and improves knowledge, skills and adherence to resuscitation guidelines. Eighty-eight medical students were randomly assigned to a video PBLS lesson (n = 44) or a peer teaching group (n = 44). An objective structured clinical examination was performed immediately after the class and at the end of the semester. Students taught by a peer teacher performed significantly better immediately after the initial course and at the end of the semester when compared to the video-trained group (P = 0.008 and P = 0.003, respectively). In addition, a borderline regression analysis also revealed a better resuscitation performance of students instructed in the peer teaching group. In our setting, peer teaching is superior and more sustainable than a co-extensive video demonstration alone when teaching PBLS to medical students. However, additional studies with combinations of different teaching methods are necessary to evaluate long-term outcomes. © 2018 Paediatrics and Child Health Division (The Royal Australasian College of Physicians).
Haefner, Leigh Ann; Zembal-Saul, Carla
This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry-oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi-participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge.
Hedegaard, Mariane; Chaiklin, Seth
Radical-Local Teaching and Learning presents a theoretical perspective for analyzing and planning educational programmes for schoolchildren. To realize both general societal interests and worthwhile personal development, the content of educational programmes for children must be grounded in the l......Radical-Local Teaching and Learning presents a theoretical perspective for analyzing and planning educational programmes for schoolchildren. To realize both general societal interests and worthwhile personal development, the content of educational programmes for children must be grounded...... radical-local teaching and learning approach. The first half of the book introduces the idea of radical-local teaching and learning and develops the theoretical background for this perspective, drawing on the cultural-historical research tradition, particularly from Vygotsky, El'konin, Davydov......, and Aidarova. The second half of the book addresses the central concern of radical-local teaching and learning - how to relate educational practices to children's specific historical and cultural conditions. The experiment was conducted for an academic year in an afterschool programme in the East Harlem...
Full Text Available The Web 2.0 has permeated academic life. The use of online information services in post-secondary education has led to dramatic changes in faculty teaching methods as well as in the learning and study behavior of students. At the same time, traditional information media, such as textbooks and printed handouts, still form the basic pillars of teaching and learning. This paper reports the results of a survey about media usage in teaching and learning conducted with Western University students and instructors, highlighting trends in the usage of new and traditional media in higher education by instructors and students. In addition, the survey comprises part of an international research program in which 20 universities from 10 countries are currently participating. Further, the study will hopefully become a part of the ongoing discussion of practices and policies that purport to advance the effective use of media in teaching and learning.
Marc Fabian Buck
Full Text Available The ongoing transformation of learning and teaching is one facet of the progressing digitalization of all aspects of life. Gamification’s aim is to change learning for the better by making use of the motivating effects of (digital games and elements typical of games, like experience points, levelling, quests, rankings etc. Especially in the light of the success of Pokémon Go, multiple actors call for gamification of learning and teaching in schools as means for motivating students.From the perspective I introduce in this paper, gamification shows itself as reversion from serious pedagogical and didactical endeavours. This threatens to lead to the replacement of teaching by gamification and the (self degradation of teachers to support personnel. In this paper, I argue that gamified learning and teaching suspends the fundamental, subversive, and critical moments only schools can offer. Furthermore, it can lead to subjugation and isolation of students due to its inherent closed and enclosing structure. I further show how the line of argumentation of gamification advocates iterates that of progressive education.
Full Text Available In recent decades, many studies and research developed in the field of teaching / learning languages, especially of foreign and second languages, have been dedicated to discuss the importance of culture and intercultural relations as members of the learning process dimensions. This concern has as principle the fact that teaching and learning a language is a much broader and complex than the simple transmission and apprehension of formal structures and rules of use of these structures process. In this article, I propose to revisit the idea of culture to then establish their relationship with language, emphasizing the relevance of this type of reflection for the teaching-learning area LE / L2, especially focusing in Portuguese . Among other things, I want to show that contemporary trends in teaching and language teacher training recognize that approaches to teaching and learning, whatever their theoretical orientations should not isolate the language of life in which we live and culture or cultures as a means to ensure language education quality and consistent with the requirements of the contemporary world.
"Whither scholarship in the work of enhancing the quality of teaching and learning?" The question reminds the author of one Shakespeare asked, "To be or not to be?" She cannot imagine teaching and learning taking place in any classroom without inquiry. Scholarship in the practice of teaching and learning is teaching and learning. She believes that…
Hedegaard, Mariane; Chaiklin, Seth
radical-local teaching and learning approach. The first half of the book introduces the idea of radical-local teaching and learning and develops the theoretical background for this perspective, drawing on the cultural-historical research tradition, particularly from Vygotsky, El'konin, Davydov......, and Aidarova. The second half of the book addresses the central concern of radical-local teaching and learning - how to relate educational practices to children's specific historical and cultural conditions. The experiment was conducted for an academic year in an afterschool programme in the East Harlem......Radical-Local Teaching and Learning presents a theoretical perspective for analyzing and planning educational programmes for schoolchildren. To realize both general societal interests and worthwhile personal development, the content of educational programmes for children must be grounded...
Kline, Michelle A; Boyd, Robert; Henrich, Joseph
Much existing literature in anthropology suggests that teaching is rare in non-Western societies, and that cultural transmission is mostly vertical (parent-to-offspring). However, applications of evolutionary theory to humans predict both teaching and non-vertical transmission of culturally learned skills, behaviors, and knowledge should be common cross-culturally. Here, we review this body of theory to derive predictions about when teaching and non-vertical transmission should be adaptive, and thus more likely to be observed empirically. Using three interviews conducted with rural Fijian populations, we find that parents are more likely to teach than are other kin types, high-skill and highly valued domains are more likely to be taught, and oblique transmission is associated with high-skill domains, which are learned later in life. Finally, we conclude that the apparent conflict between theory and empirical evidence is due to a mismatch of theoretical hypotheses and empirical claims across disciplines, and we reconcile theory with the existing literature in light of our results.
Iserbyt, Peter; Mols, Liesbet; Charlier, Nathalie; De Meester, Sophie
Basic Life Support (BLS) education in secondary schools and universities is often neglected or outsourced because teachers indicate not feeling competent to teach this content. Investigate reciprocal learning with task cards as instructional model for teaching BLS and the effect of instructor expertise in BLS on learning outcomes. There were 175 students (mean age = 18.9 years) randomized across a reciprocal/BLS instructor (RBI) group, a reciprocal/non-BLS instructor (RNI) group, and a traditional/BLS instructor group (TBI). In the RBI and RNI group, students were taught BLS through reciprocal learning with task cards. The instructor in the RBI group was certified in BLS by the European Resuscitation Council. In the TBI, students were taught BLS by a certified instructor according to the Belgian Red Cross instructional model. Student performance was assessed 1 day (intervention) and 3 weeks after intervention (retention). At retention, significantly higher BLS performances were found in the RBI group (M = 78%), p = 0.007, ES = 0.25, and the RNI group (M = 80%), p < 0.001, Effect Size (ES) = .36, compared to the TBI (M = 73%). Significantly more students remembered and performed all BLS skills in the experimental groups at intervention and retention. No differences in BLS performance were found between the reciprocal groups. Ventilation volumes and flow rates were significantly better in the TBI at intervention and retention. Reciprocal learning with task cards is a valuable model for teaching BLS when instructors are not experienced or skilled in BLS. Copyright © 2014 Elsevier Inc. All rights reserved.
Full Text Available Approaches and methods are often based on the assumptions that the process of language learning is complex in nature, non linear, and active. Learners are getting more in need of communication with a second/foreign language both inside and outside the classroom while instructions are witnessing a major paradigm shift within language teaching in our century. Virtual worlds have the potential to dramatically change the traditional nature of language teaching through 3D spaces, information and communication technologies, etc… Second Life (SL Virtual World, as supplementing language instruction, has begun to shape both teachers and learners’ interaction with language. Learners are facilitated with 3D spaces in their own reality and environment, allowing them to interpret and apply a variety of experiences and tasks. SL offers rich sources and dimensions, facilitating the changing nature of learning experience.
Behringer, R; Soosay, M; Gram-Hansen, SB; Øhrstrøm, P; Sørensen, CG; Smith, C; Mikulecká, J; Winther-Nielsen, N; Winther-Nielsen, M; Herber, E
The concept of persuasive design has demonstrated its benefits by changing human behavior in certain situations, but in the area of education and learning, this approach has rarely been used. To change this and to study the feasibility of persuasive technology in teaching and learning, the EuroPLOT project (PLOT = Persuasive Learning Objects and Technologies) has been funded 2010-2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) in the Life-long Learning (LLL) programme....
Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo
Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.
Full Text Available Abstract This article presents an overview of current research on second language vocabulary learning and proposes eight strategies for teaching and learning vocabulary. First, to facilitate effective vocabulary teaching, choosing high-frequency words is essential. Teachers of vocabulary also need to add explicit, intentional teaching to incidental learning. In addition, vocabulary learning strategies including morphological awareness and lexical inference provides a platform by which learners can improve both receptive and productive vocabulary knowledge. This article also suggests that productive vocabulary knowledge needs more attention than receptive vocabulary knowledge, and that available textbooks seldom address vocabulary sufficiently. In summary, it is very important for all learners and teachers to acknowledge that learning vocabulary is incremental in nature, and we should develop a principled, long-term program for teaching and learning vocabulary.
Abbas Pourhosein Gilakjani; Lai-Mei Leong; Narjes Banou Sabouri
Motivation has been called the “neglected heart” of language teaching. As teachers, we often forget that all of our learning activities are filtered through our students’ motivation. In this sense, students control the flow of the classroom. Without student motivation, there is no pulse, there is no life in the class. When we learn to incorporate direct approaches to generating student motivation in our teaching, we will become happier and more successful teachers. This paper is an attempt to...
Full Text Available Service learning is defined as a strategy in which students apply what they have learned in the classroom to a community service project. Many educators would agree that students often learn best through teaching others. This premise was the motivation for a new service-learning project in which undergraduate microbiology students developed and taught hands-on microbiology lessons to local elementary school children. The lessons included teaching basic information about microbes, disease transmission, antibiotics, vaccines, and methods of disease prevention. This service-learning project benefitted the college students by enforcing their knowledge of microbiology and provided them an opportunity to reach out to children within their community. This project also benefitted the local schools by teaching the younger students about microbes, infections, and handwashing. In this paper, I discuss the development and implementation of this new microbiology service-learning project, as well as the observed impact it had on everyone involved.
Bonney, Kevin M
Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.
Kevin M. Bonney
Full Text Available Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.
Oosterheert, Ida E; Vermunt, Jan D; Denessen, E
An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in-service model of learning to teach. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor-, reliability-, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one-sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.
In this regard, it is important that teachers are able to link teaching to learning functions in order to facilitate the optimal realization of learning outcomes. In this study the extent to which teaching assists the development of learning functions was examined by means of a quantitative research project. The findings indicated ...
Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Full Text Available The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.
"Teaching and Learning Strategies" is a practical guide for pre-service teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively. This book will help students to develop a comprehensive knowledge of teaching and learning strategies, which is essential in ensuring lessons…
J.G. Bagi; N.K. Hashilkar
Background: Blended learning includes an integration of face to face classroom learning with technology enhanced online material. It provides the convenience, speed and cost effectiveness of e-learning with the personal touch of traditional learning. Objective: The objective of the present study was to assess the effectiveness of a combination of e-learning module and traditional teaching (Blended learning) as compared to traditional teaching alone to teach acid base homeostasis to Phase I MB...
Zanaton H. Iksan
Full Text Available Innovation in teaching and learning is always done by the teachers to solve the problems. Teachers could use the latest education tools as their innovation. Attendance and students’ engagement are the problems in a class and it could be overcome by using mobile learning as a teaching approach. In this case, Telegram is a tool for mobile learning. The aim of this study was to explore how Telegrams could be used in teaching and learning process. This study involved a case study approach where 31 students were the participants in the post graduate courses "Science Education and Human Development". Data were collected by Telegram discussion. This study found that several techniques can be carried out using Telegram: attendance, one way discussions, technique 1-2-3 discussion, pictures, drawing, and audio. Students responded that the teaching and learning using Telegram allow them to gain new experience, be more creative, generate spontaneous ideas, provide authentic ideas without the risk of being humiliated and encourage them to be excited as well as passionate with their learning. Compared with normal classes, all students can give ideas and the ideas were honest by themselves. This study implies that the latest innovation could solve the teaching according to the problems faced by teachers. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License
expanding human activities, they are also powerful socio-political “forms of life” (Langdon Winner) transforming fundamentally the practice of teaching and learning as well as the students’ conduct of everyday life. The paper explores the meaning of digital learning spaces at universities (especially...
Maggioli, Gabriel Diaz
Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.
Full Text Available With the growing awareness of the importance of teaching and learning in universities and the need to move towards evidence-based teaching, it behooves the professions to re-examine their educational research methodology. While the what, how and why of student learning have become more explicit, the professions still struggle to find valid methods of evaluating the explosion of new innovation in teaching/learning strategies. This paper discusses the problems inherent in applying traditional experimental design techniques to advances in educational practice.
Nelson, Linda; Sadler, Lynne; Surtees, Geoffrey
Recent UK government policy advocates the need for a more flexible approach to nurse education and ;Fitness for Practice' stresses the importance of information technology and computer mediated learning facilities in the future of nursing education [Department of Health, Making a Difference, Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health Care, Department of Health, 1999; The United Kingdom Central Council For Nursing, Fitness for Practice, The UKCC Commission for Nursing and Midwifery Education, 1999]. In response to this recommendation, a virtual reality package has been designed as a learning resource within adult pre-registration nursing education. This learning and teaching strategy is used in conjunction with problem based learning, enabling students to visualise individual/family life in a community setting. Students are encouraged to consider wider issues such as social and environmental factors and their impact upon health. The virtual reality package acts as one of a number of triggers. This paper will discuss the early development and offer an example of its use as a learning and teaching strategy within year two of a three year programme.
Smith, Tracy Wilson; Colby, Susan A.
The authors have been engaged in research focused on students' depth of learning as well as teachers' efforts to foster deep learning. Findings from a study examining the teaching practices and student learning outcomes of sixty-four teachers in seventeen different states (Smith et al. 2005) indicated that most of the learning in these classrooms…
Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain
Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed....
Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve
Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.
César Perazas Zamora
Full Text Available The aids and resources of teaching are an important didactic component inside of the teaching learning process, they are the material support of the teaching aids, its adequate use warrant the quality of the process. With the accelerated development of the science, technique and technologies the audiovisual aids has passed to form part of the teaching learning process humanizing the teacher’s work and favouring the transmission of knowledge with a truly scientific approach. The objective of this article is standing out the main concepts, definitions and advantages of the teaching aids more used nowadays, its importance as didactic component and its adequate use in the teaching learning process linked with the objective, method and content, ensuring the lasting learning that contributes to raise the integral general culture of the students. Besides it deals with the topic of audiovisual aids as one of the components of the teaching learning process, it is offered concepts and definitions from different authors and emphasized the advantages, use and importance of its systematic and planned use.
Luis Eduardo Pérez Peregrino
Full Text Available The research project TEACH-ME (Technology, Engineering Calculus and Hewlett-Packard Mobile Environment presents an educational proposal that seeks to innovate the teaching and learning processes of mathematics, Logic Basic Programming and Management of Information, through the introduction of collaborative working environments, in order to provide the integrated development of learning methodologies, enhancing cognitive abilities in their students. As a case study, it presents the results obtained when applying this project to students in their first semester at the Faculty of Engineering at “Corporación Universitaria Minuto de Dios” University, which introduces the use of tablet PCs from Hewlett Packard to support the teaching process. This article presents the process of implementing of the TEACH-ME Project, developed as an academic environment that has allowed the implementation processes of research on the impact of the application of information technologies and communication technologies to the higher education teaching. We will present the project background, what the implementation process has so far done, the impact obtained from the learning and teaching processes, the integration of technologies at an academic meeting who has helped carry out the project and, finally, the contributions of the Tablet PC to the teaching-learning process at the University.
As the learning and teaching Chinese become more and more popular, there are more people from different parts of the world coming to China to learn Chinese.Since culture and language are interconnected, language learning should combine with culture study during the whole process of Chinese learning and teaching.This paper disscusses the relationships between language learning and culture and then points out the importance of culture learning and teaching in TCFL(Teach Chinese as Foreign Language).
Granito, Vincent J.; Santana, Mary E.
New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from…
Full Text Available Teaching-learning-based optimization (TLBO algorithm which simulates the teaching-learning process of the class room is one of the recently proposed swarm intelligent (SI algorithms. In this paper, a new TLBO variant called bare-bones teaching-learning-based optimization (BBTLBO is presented to solve the global optimization problems. In this method, each learner of teacher phase employs an interactive learning strategy, which is the hybridization of the learning strategy of teacher phase in the standard TLBO and Gaussian sampling learning based on neighborhood search, and each learner of learner phase employs the learning strategy of learner phase in the standard TLBO or the new neighborhood search strategy. To verify the performance of our approaches, 20 benchmark functions and two real-world problems are utilized. Conducted experiments can been observed that the BBTLBO performs significantly better than, or at least comparable to, TLBO and some existing bare-bones algorithms. The results indicate that the proposed algorithm is competitive to some other optimization algorithms.
Takeuchi, Naoyuki; Mori, Takayuki; Suzukamo, Yoshimi; Izumi, Shin-Ichi
Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching-learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher-student pairs in total ( N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching-learning task. Two sessions, each including a triplet of a 30-s teaching-learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching-learning state. Changes in the teachers' left PFC activity between the first and second session positively correlated with those observed in students ( r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one's own teaching and the student's understanding ( β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching-learning state. The left PFC of teachers may be involved in integrating information regarding one's own teaching process and the student's learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher-student interactions may be useful in the field of educational neuroscience.
Bedford, Denise A. D.
The knowledge life cycle is applied to two core capabilities of library and information science (LIS) education--teaching, and research and development. The knowledge claim validation, invalidation and integration steps of the knowledge life cycle are translated to learning, unlearning and relearning processes. Mixed methods are used to determine…
Mei Ph’ng Lee
Full Text Available Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.
Full Text Available This paper describes and discusses experimentation with the use of blended learning in teaching Shakespeare. Previous iterations of the subject in a traditional lecture and tutorial format had seen a decline in student attendance and a fall in student achievement at the higher grade levels. A further complicating issue was the range of expectations from the cohort, which comprised students from Creative Writing, Drama, and Education, a factor which also highlights the cross-disciplinary nature of teaching Shakespeare. A blended learning and lectorial format was employed to facilitate small group discussion of the plays in conjunction with a wider social and historical overview. Student feedback indicated that the changes to the delivery method were received positively, although some questions do remain concerning levels of student engagement and the specific disciplinary needs of student cohorts. The findings of the teaching of this subject will translate usefully to other fields and disciplines, especially as more and more subjects take up blended learning. The findings indicate that it is not enough to take up new technologies in the teaching of a unit. The learning environment must also be rethought and reconceptualised.
Hwang, Wu-Yuin; Chen, Hong-Ren; Chen, Nian-Shing; Lin, Li-Kai; Chen, Jin-Wen
Education research has shown that reflective study can efficiently enhance learning, and the acquisition of knowledge and skills from real-life situations has become a focus of interest for scholars. The knowledge-learning model based on verbal instruction, used in traditional classrooms, does not make use of real-life situations that encourage…
Lujan, Heidi L; DiCarlo, Stephen E
Students' attitudes towards teaching and learning must be addressed with the same seriousness and effort as we address content. Establishing a personal connection and addressing our students' basic psychological needs will produce positive attitudes towards teaching and learning and develop life-long learners. It will also promote constructive student-teacher relationships that have a profound influence on our students' approach towards school. To begin this process, consider the major tenets of the Self-Determination Theory. The Self-Determination Theory of human motivation focuses on our students' innate psychological needs and the degree to which an individual's behavior is self-motivated and self-determined. Faculty can satisfy the innate psychological needs by addressing our students' desire for relatedness, competence and autonomy. Relatedness refers to our students' need to feel connected to others, to be a member of a group, to have a sense of communion and to develop close relationships with others. Competence is believing our students can succeed , challenging them to do so and imparting that belief in them. Autonomy involves considering the perspectives of the student and providing relevant information and opportunities for student choice and initiating and regulating their own behaviors. Establishing a personal connection and addressing our students' basic psychological needs will improve our teaching, inspire and engage our students and promote positive attitudes towards teaching and learning while reducing competition and increasing compassion. These are important goals because unless students are inspired and motivated and have positive attitudes towards teaching and learning our efforts will fail to meet their full potential. Anat Sci Educ 10: 503-507. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.
Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve
Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…
Attempts will be made in this paper to examine what we mean by language, language teaching and learning, resources and resourcefulness in language teaching and learning and the benefit of teachers being resourceful in language teaching and learning to both the learners, the teachers, the society and the nation at ...
Behringer, Reinhold; Øhrstrøm, Peter
studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific......The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of uni- versity education, adult learning in industry, informal learning at a museum, literature...
Srivastava, Tripti K; Waghmare, Lalitbhushan S; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T
Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness
Øhrstrøm, Peter; Sandborg-Petersen, Ulrik; Thorvaldsen, Steinar
This paper is a study of various strategies for teaching syllogistics as part of a course in basic logic. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do l...... involving different teaching methods will be compared.......This paper is a study of various strategies for teaching syllogistics as part of a course in basic logic. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do...... learning analytics based on log-data. The aim of the present paper is to investigate whether the Syllog e-learning tools can be helpful in logic teaching in order to obtain a better understanding of logic and argumentation in general and syllogisms in particular. Four versions of a course in basic logic...
Gupta, Sanjay; Parekh, Utsav N; Ganjiwale, Jaishree D
Since decades, Forensic Medicine is mainly taught by didactic methods but in last couple of years some other teachinglearning and assessment methods are also introduced at some places which also lacks uniformity. Feedback from learners is most fundamental aspect to assess effectiveness of applied methods, but is not implemented in practice at most medical schools in India. Unfortunately, medical students are deprived of this practical empowerment and thus may not be efficient enough to contribute potentially to the justice system during their professional life. In order to improve their efficiency in the field, we introduced few innovative teaching-learning methods and documented their perceptions. This pilot study was carried out with students who had completed their second professional year (5th semester) of medical curriculum. Students were exposed to few innovative teaching-learning and assessment approaches in addition to conventional methods during their Forensic Medicine term. These approaches were interactivity in large group lecturing, small group activities, student led objective tutorial, court visit in real scenario, practical records book, surprise tests, structured theory question papers, model answers, objective structured practical examinations and structured oral viva. Their perceptions were documented later through structured questionnaire. Students reported all methods as 'interesting' except 'surprise tests'. Court visits were rated highest for generating interest (98%). Clarity of concept was experienced through all methods (range of 71-95%). Interactive large group lectures reported highest (by 95%students) for clarifying concepts, although this is not a typical characteristic of large group teaching. Enhanced learning experience was reported in 75-92.5% for different methods. Student Led Objective Tutorials seemed to facilitate enhance learning most (92.5%). Innovations in teaching-learning are need of hour especially in subject like Forensic
Critical Studies in Teaching and Learning is a peer-reviewed journal that publishes scholarly articles and essays that make marked contributions to the scholarship of teaching and learning in higher education. The Journal aims to provide a stimulating and challenging forum for contributors to describe, theorise and reflect ...
Anthony, Glenda; Hunter, Roberta
"Learning the Work of Ambitious Mathematics" project was developed to support prospective teachers learn the work of ambitious mathematics teaching. Building on the work of U.S. researchers in the "Learning in, from, and for Teaching Practice" project, we investigate new ways to make practice studyable within the university…
Zerihun, Z.; Beishuizen, J.J.; van Os, W
This study was conducted in two public universities in Ethiopia to assess the impact of conceptions of teaching and learning on the evaluation of teaching quality. Students' and teachers' approaches to teaching and learning and their conceptions of the meaning of teaching have been examined. Results
Zhao, Huifu; Piao, Mingxu; Li, Lin; Liu, Dongmei
Network technology has become a creative tool of changing human productivity, the rapid development of it has brought profound changes to our learning, working and life. Network technology has many advantages such as rich contents, various forms, convenient retrieval, timely communication and efficient combination of resources. Network information resources have become the new education resources, get more and more application in the education, has now become the teaching and learning tools. Network teaching enriches the teaching contents, changes teaching process from the traditional knowledge explanation into the new teaching process by establishing situation, independence and cooperation in the network technology platform. The teacher's role has shifted from teaching in classroom to how to guide students to learn better. Network environment only provides a good platform for the teaching, we can get a better teaching effect only by constantly improve the teaching content. Changchun university of science and technology introduced a BB teaching platform, on the platform, the whole optical classroom teaching and the classroom teaching can be improved. Teachers make assignments online, students learn independently offline or the group learned cooperatively, this expands the time and space of teaching. Teachers use hypertext form related knowledge of applied optics, rich cases and learning resources, set up the network interactive platform, homework submission system, message board, etc. The teaching platform simulated the learning interest of students and strengthens the interaction in the teaching.
Full Text Available As language learning theory has shifted from a highly guided to a more open learning process, this paper presents the teaching/learning philosophy called Learning for Life (L for L as a great way to motivate native Spanish speaker students learning English as a foreign language, and to help them be the constructors of their own knowledge. The Learning for Life philosophy was created by Patricia López de Jaramillo, M.A. and Fernando Miño-Garcés, Ph.D. at the Andean Center for Latin American Studies (ACLAS in Quito – Ecuador. In the Learning for Life philosophy, the learner is the center of the process and becomes the creator of his/her own knowledge. To get to this new dimension in learning, acquisition is emphasized, and the principles of this philosophy are applied in the EFL classroom. The definition of the philosophy and its principles are presented, and explained in detail as to how they can be applied in the teaching of a foreign language. This paper also explains the difference between acquisition versus learning, and what process should be applied in the classroom to emphasize on acquisition, and not so much on learning.
Full Text Available With the coming of information era, information process depend on internet and multi-media technology in education becomes the new approach of present teaching model reform. Web-based cooperative learning is becoming a popular learning approach with the rapid development of web technology. The paper aims to how to carry out the teaching strategy of web-based cooperative learning and applied in the foundation chemistry teaching.It was shown that with the support of modern web-based teaching environment, students' cooperative learning capacity and overall competence can be better improved and the problems of interaction in large foundation chemistry classes can be solved. Web-based cooperative learning can improve learning performance of students, what's more Web-based cooperative learning provides students with cooperative skills, communication skills, creativity, critical thinking skills and skills in information technology application.
I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.
Doyle, Elaine; Buckley, Patrick
The evolution of enquiry-based teaching and learning has broadened the range of research carried out by university students. As a result, the boundaries between teaching and learning and academic research are being blurred to a degree not experienced heretofore. This paper examines whether research undertaken as part of course work should fall…
Castro, Juan Carlos
Social media practices are increasingly woven into the everyday lives of teens and adults, becoming a significant part of how they relate, know, and learn. In this article, I present findings from a design-based research study that explored how the dynamics of learning and teaching art shift through social media. Learning and teaching through…
Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.
Bryan, Lynn Ann
This study examines how preservice elementary teacher beliefs and experiences within the context of reflective science teacher education influence the development of professional knowledge. From a cognitive constructivist theoretical perspective, I conducted a case analysis to investigate the beliefs about science teaching and learning held by a preservice teacher (Barbara), identify the tensions she encountered in learning to teach elementary science, understand the frames from which she identified problems of practice, and discern how her experiences influenced the process of reflecting on her own science teaching. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs about science teaching and learning. Her foundational beliefs concerned: (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about: (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. The dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in life-long science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well-grounded in experience, embraced a hands-on approach and predominantly guided her vision of practice. Barbara encountered tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her actual practice. Confronting these tensions prompted Barbara to rethink the connections between her classroom actions and students' learning, create new perspectives for viewing her practice, and consider alternative practices more resonant with her visionary beliefs. However, the self-reinforcing belief system created by her
As language learning theory has shifted from a highly guided to a more open learning process, this paper presents the teaching/learning philosophy called Learning for Life (L for L) as a great way to motivate native Spanish speaker students learning English as a foreign language, and to help them be the constructors of their own knowledge. The…
Wink, Diane M; Smith-Stoner, Marilyn
In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.
Singh, R. J.
Current trends in higher education learning and teaching focuses on the use of technology, integrated learning through "blended learning" and writing for academic purposes. This introductory article initiates the debate around the context of South African higher education teaching and learning. It does so by contextualizing the South…
Roden, Julie A; Jakob, Susanne; Roehrig, Casey; Brenner, Tamara J
In the past ten years, increasing evidence has demonstrated that scientific teaching and active learning improve student retention and learning gains in the sciences. Graduate teaching assistants (GTAs), who play an important role in undergraduate education at many universities, require training in these methods to encourage implementation, long-term adoption, and advocacy. Here, we describe the design and evaluation of a two-day training workshop for first-year GTAs in the life sciences. This workshop combines instruction in current research and theory supporting teaching science through active learning as well as opportunities for participants to practice teaching and receive feedback from peers and mentors. Postworkshop assessments indicated that GTA participants' knowledge of key topics increased during the workshop. In follow-up evaluations, participants reported that the workshop helped them prepare for teaching. This workshop design can easily be adapted to a wide range of science disciplines. Overall, the workshop prepares graduate students to engage, include, and support undergraduates from a variety of backgrounds when teaching in the sciences. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.
[EN] The main objective of the present work is the selection and integration of objectives and methods of education for gender equity within the Life and Earth Sciences’ learning environments in the current portuguese frameworks of middle and high school. My proposal combines inquiry learning-teaching methods with the aim of promoting gender equity, mainly focusing in relevant 20th century women-scientists with a huge contribute to the History of Science.The hands-on and minds-on activities p...
Full Text Available In traditional teaching most of the class time is spent with the professor lecturing and the students watching and listening. The students work individually, and cooperation is discouraged. On the other hand, active learning changes the focus of activity from the teacher to the learners, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate during class; moreover, students work in teams on problems and projects under conditions that assure positive interdependence and individual accountability. Although student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, the literature regarding the efficacy of various teaching methods is inconclusive. The purpose of this study was to compare the student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections in Health Sciences´ courses by statistical data from Anhembi Morumbi University. Results indicated significant difference between active learning and traditional teaching. Our conclusions were that strategies promoting active learning to traditional lectures could increase knowledge and understanding.
Selvianiresa, D.; Prabawanto, S.
The Contextual Teaching and Learning (CTL) approach is an approach involving active students in the learning process to discover the concepts learned through to knowledge and experience of the students. Similar to Piaget’s opinion that learning gives students an actives trying to do new things by relating their experiences and building their own minds. When students to connecting mathematics with real life, then students can looking between a conceptual to be learned with a concept that has been studied. So that, students can developing of mathematical connection ability. This research is quasi experiment with a primary school in the city of Kuningan. The result showed that CTL learning can be successful, when learning used a collaborative interaction with students, a high level of activity in the lesson, a connection to real-world contexts, and an integration of science content with other content and skill areas. Therefore, CTL learning can be applied by techer to mathematics learning in primary schools.
This article discusses the conceptual framework that leads to the design of a teaching and learning model as part of a recent ethnographic study that considered the effectiveness of current Victorian government secondary school music teaching and learning practices when engaged with technology. The philosophical and theoretical basis for this…
Madeleine du Toit
Full Text Available What opportunities do dental hygienists have to search for information in his or her daily professional life? Do dental technicians continue to update their skills after graduation? Do private dental practitioners have access to databases? Are graduating students experiencing that training in information literacy is relevant in their professional life? These questions gave birth to the idea to study if and in what ways dental hygienists, dental technicians and dentists are searching for information in their professional life, and which information resources they have access to. Through a study of this kind we were hoping to evaluate our work with teaching information literacy. We sent a survey to 164 students that had graduated from the Faculty of Odontology during the years 2005-2009, and got 97 responses. From the responses we have seen that the most frequently used resources were Google, books, colleagues and journals. A far larger percentage of those who work within the public sector and universities have access to a library than those within the private sector. We have observed differences between the three professional groups in terms of search patterns and choice of sources. 79 % of the respondents answered that they benefit from what they learned through the library's instruction and guidance in their work. Thus, the lack of time often determines how often, and where, the information searching is done. Many expressed that they have forgotten what they learned during their studies and comment that refreshing these skills would be beneficial. The results made us think about how we could adjust our teaching in order to prepare the students for their professional life, without cutting down on the regular teaching which the students need in order to manage their studies. How do we highlight the future usefulness of information literacy? The students who graduate from Malmo University will be a part of the surrounding society with which the
Full Text Available In the current context of economic development, human resources capable of long-life training and adaptable to economic change are essential elements of a model of growth based on competitiveness, efficiency and quality. In this paper we propose to identify strategies to improve the quality of the teaching learning process of Financial Economic Analysis in the Bucharest Academy of Economic Studies to the students in the first cycle of education - graduates cycle, the final year of study. Classroom observation is the qualitative method used to monitor the quality of the teaching learning process. As a complex process of instruments, classroom observation may take different forms and can play several roles.
Full Text Available The article is devoted to the contribution of foreign language learning to stimulating students’ life skills at non-linguistic higher institutions. In the article, the author considers the possibilities of motivating students to exercise life skills in the process of foreign language instruction. The author analyses the cooperative learning technology as a means that enables students to be involved into interaction with one another as well as it develops their team-building skills to successfully cooperate and communicate with each other. The author describes different forms of cooperative leaning, which give students an opportunity to mutually enrich and complement each other’s skills in foreign language learning. The author argues that cooperative learning technology stimulates the students’ existent life skills and makes them work in the process of professionally-biased instruction of a foreign language.
Rosália Maria Ribeiro de Aragão
Full Text Available How could we teach about THE HUMAN BODY as a different way, in both epistemological and pedagogical approaches? How could we leave behind stagnant as well as stagnating aspects of traditional way of teaching, such as the fragmentation/segmentation of contents, the far away reality, the excessive use of details or else, whenever learning about our own body? These are some of the questions we have considered when trying to escape the bad influence which came from our "environment formation" - putting it on all the marks we have acquired inside or even outside school - trying to overview as meaning our body working...in constant interaction with the surrounding ambient. Among those pointed kind of formation marks we frequently acquire from studying at the University - which need to be transcended —here we come to detach those innumerable contacts with both anatomized and misfigurated supposed human bodies' which didn't even look like actual human bodies, because they could never seem to have sheltered life inside themselves. They were inert as well as static bodies, only used as a such of vain "didactic materials" that could/can permit many teachers on their educational formation to focus a certain teaching approach which only seeks both the students' memorization of an infinitude of "complicated words", and to structure the systems -by several procedures of nouns definition and/or classification - as part of the so called biological organism. In order to do a different way of teaching, we have based our approach on three alternative teaching methodologies which focus these matters under a constructive perspective. On those three focused studies, it is possible to observe that some very principles of a present day teaching approach were there considered to achieve some of them: the respect for the students' previous ideas; the understanding about knowledge as something that is not established for good but as ever changeable and, at last, the
Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess
Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students’ learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students’ language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom. PMID:28491837
Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess
Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students' learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students' language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom.
Sherman, Robert R.
Compares and contrasts views of what constitutes good teaching in four recent books: "My Harvard, My Yale: Memoirs of College Life by Some Notable Americans" (Dubois, 1982); "Twenty Teachers" (Macrorie, 1984); "Artistry in Teaching" (Rubin, 1985); and "The Essence of Good Teaching: Helping Students Learn and Remember What They Learn" (Eriksen,…
Jabbar, Abdul; Gasser, Robin B; Lodge, Jason
Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment. Copyright © 2016 Elsevier Ltd. All rights reserved.
Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A
Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.
Chan, Zenobia C Y
Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. A focus group interview. Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations. Copyright © 2016 Elsevier Ltd. All rights reserved.
Martínez-Sierra, Gustavo; Miranda-Tirado, Marisa
This paper reports a qualitative research that identifies Mexican high school students' social representations of mathematics. For this purpose, the social representations of 'mathematics', 'learning mathematics' and 'teaching mathematics' were identified in a group of 50 students. Focus group interviews were carried out in order to obtain the data. The constant comparative style was the strategy used for the data analysis because it allowed the categories to emerge from the data. The students' social representations are: (A) Mathematics is…(1) important for daily life, (2) important for careers and for life, (3) important because it is in everything that surrounds us, (4) a way to solve problems of daily life, (5) calculations and operations with numbers, (6) complex and difficult, (7) exact and (6) a subject that develops thinking skills; (B) To learn mathematics is…(1) to possess knowledge to solve problems, (2) to be able to solve everyday problems, (3) to be able to make calculations and operations, and (4) to think logically to be able to solve problems; and (C) To teach mathematics is…(1) to transmit knowledge, (2) to know to share it, (3) to transmit the reasoning ability, and (4) to show how to solve problems.
Brew, Angela; Cahir, Jayde
Universities have a long history of change in learning and teaching to suit various government initiatives and institutional priorities. Academic developers now are frequently required to address strategic learning and teaching priorities. This paper asks how, in such a context, academic developers can ensure that work they do in relation to one…
Dr. S. Bolhuis; L. Fluit
This module of Professionalism in Patient Centred Acute Care Training (PACT) is part of an international multidisciplinary distance learning programme for intensive care training. Editor-in-chief: G. Ramsay Most trainees are involved in some sort of teaching and therefore fulfil trainee and trainer
Linzi Kemp, PhD
Full Text Available This article considers the culture of learning communities for effective teaching. A learning community is defined here as an environment where learners are brought together to share information, to learn from each other, and to create new knowledge. The individual student develops her/his own learning by building on learning from others. In a learning community approach to teaching, educators can ensure that students gain workplace skills such as collaboration, creativity, critical thinking, and problem solving. In this case study, it is shown how an active learning community, introduced into a blended teaching environment (face-to-face and virtual, effectively supported international undergraduates in the building of knowledge and workplace skills.
Alghbban, Mohammed I.; Ben Salamh, Sami; Maalej, Zouheir
The current article investigates teachers' metaphoric modeling of foreign language teaching and learning at the College of Languages and Translation, King Saud University. It makes use of teaching philosophy statements as a corpus. Our objective is to analyze the underlying conceptualizations of teaching/learning, the teachers' perception of the…
Kembuan, D. R. E.; Rompas, P. T. D.; Mintjelungan, M.; Pantondate, T.; Kilis, B. M. H.
The purpose of this study is to obtain information about the teacher quality of teaching and learning creativity with the outcomes of student learning in a vocational high school in Indonesia. This research is a survey research. The sample used in this research is 50 teachers, selected by simple random sampling. Data were analyzed by using correlation analysis. The findings of this study are as follows: (1) There is a significant and positive correlation between teacher quality of teaching with the outcomes of student learning at the vocational high school; (2) There is a significant and positive correlation between learning creativity with the outcomes of student learning at the vocational high school, and (3) there is a significant and positive correlation between the teacher quality of teaching and learning creativity with the outcomes of student learning at the school. That is, if the use of appropriate the teacher quality of teaching and learning creativity, then the outcomes of student learning at the school. Finally it can be concluded that to improve the outcomes of student learning, it has to be followed by an improvement of teacher quality of teaching and learning creativity.
Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario
In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.
Roh, Young Sook; Kim, Sang Suk
Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, Plearning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning.
-centred method, such as task-based teaching and learning or a method inspired by problem-based learning, can be employed as a motivating methodology to provide a supportive environment for language and culture learning (i.e., Chinese language and culture learning), particularly in an intercultural (or Danish......This PhD study explores the influence of teaching and learning methods on learner motivation in teaching Chinese as a foreign language in an intercultural (or Danish) context and illustrates how the learners are motivated to learn Chinese language and culture through task-based teaching...... and learning in a student-centred learning environment. Both qualitative and mixed methods approaches have been employed to examine learner motivation and the effects of certain teaching and learning methods (i.e. student-centred methods) in a given context. The findings have shown that a student...
In response to the misconception that Communicative Language Teaching means no teaching of grammar, it is argued that grammar is as important as traffic rules for safe and smooth traffic on the road. To achieve appropriate and effective commu-nication, a communicative approach to college grammar teaching and learning is proposed. Both teachers and learners should change their attitudes toward and conceptions about grammar teaching and learning;additionally, teaching grammar in the com-pany of reading and writing helps learners learn and acquire grammar in meaningful contexts.
Luiele, M.L.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ; Leles, J.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ; Bianconi, M. L.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ
Enzymes are biological catalysts essential for vital chemical reactions in the cell. The proper under- standing of enzyme functioning is an important step to learn more about life, the subject study of biology. However, without the opportunity to use a laboratory, it is difficult to the student to visualize the enzyme function. Our project is based in the production of a didactic tool in a CD-rom media to teach enzymes. In this way, we intend to teach enzymology in a ea...
Hunter, William J.
In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…
Full Text Available We can call the education offered by using the Internet environment as “teaching through the Internet”. Such a teaching contributes to interaction, which is not sufficient in traditional classrooms most of the time. It gives the geographically separated students the opportunity of exchanging ideas and information, collaborative learning, discovering alternatives in learning and developing their own learning styles. In addition, this type of teaching allows learners to see subjects from different perspectives. Groups having special interests can share their own experiences even if they are too far from each other. When we look at the aims of this type of learning that is mostly used in higher education, it is seen that learners are encouraged to learn through distance education. Teaching through distance education can also be done on campus environments. Learners can participate in the courses and discussions whenever and wherever they want except from the pre-scheduled meetings. The Internet-based interactive environments offer the interaction which supports the learners in learning. Being independent of time and place, learners can work with each other, and interact and collaborate with their tutors and classmates. Collaboration brings solidarity with it. The aim of learning through collaboration is to obtain information and use this information to solve a problem. In general, collaborative learning creates a positive social environment and facilitates comprehension. Collaborative learning is based on the idea that learners working in groups towards a common goal can learn better than the students who can work on their own. The aim is to make learners to want each other’s success, to motivate each other, and to teach each other in order to achieve the learning objectives. Collaborative learning requires solidarity and reciprocal loyalty. Solidarity and reciprocal loyalty implies the active participation and contribution of each group
Fuson, Karen C.
This article provides an overview of some perspectives about special issues in classroom mathematical teaching and learning that have stemmed from the huge explosion of research in children's mathematical thinking stimulated by Piaget. It concentrates on issues that are particularly important for less-advanced learners and for those who might be…
Lynch, Kenneth; Bednarz, Bob; Boxall, James; Chalmers, Lex; France, Derek; Kesby, Julie
The authors embed their advocacy of educational technology in a consideration of contemporary pedagogy in geography. They provide examples of e-learning from a wide range of teaching and learning contexts. They promote the idea that considering best practice with reference to educational technology will increase the versatility of teaching…
Full Text Available The present research aims to examine the problems that academicians experience in management of teaching-learning process, to reveal the reasons of the problems and to develop solution suggestions. Case study design of qualitative research methods was used in this research and it includes 41 volunteer academicians. Structured interview form was used in data collection and the data were analyzed with content analysis. It was found that most of the problems academicians experience in management of teaching-learning process were related to students. They also had problems with classroom/course management. In management of teaching-learning processes of the academicians, problems were related to students, physical infrastructure, educational system and society/environment. It can be asserted that most of the problems can be solved if their reasons are determined and handled. Also it is suggested that incoming academicians who are new to academic life need to follow the regulations that includes student discipline regulations and the students need to be informed about the negative behaviors and their consequences at the beginning of the term.
Although courses on auto/biography and life writing are taught at different universities in Europe, and elements of contemporary life writing issues are addressed in different disciplines like sociology and history, life writing courses, as described in Teaching Life Writing Texts, are certainly not
TOMIC, W.; VAN DER SIJDE, P.C.
What is it that teachers do that leads to student learning? How can we increase students' achievement and improve their attitudes? In order to improve the quality of education the authors focus on teaching/learning processes taking place in the traditional classroom situations. The study reported is
Kara, Nuri; Sevim, Nese
Since 1950s, teaching machines have changed a lot. Today, we have different ideas about how people learn, what instructor should do to help students during their learning process. We have adaptive learning technologies that can create much more student oriented learning environments. The purpose of this article is to present these changes and its…
This work is focused on cooperative learning in foreign language teaching. It brings knowledge about cooperative learning, about methods of didactics in foreign language and their suitability for using cooperative learning. It deals with the news that appeared in cooperative learning in a foreign language teaching. The research that is part of this work was qualitative and it was completed by quantitative research, too. The aim of the research was to understand the teachers' point of view and...
Henry, J M
As a nurse educator, I encountered many complaints from staff nurses about mandatory inservice education programs, stating that they are repetitious, time-consuming, often too basic, and at times, downright boring. One exception was an Infection Control Week education session that was done in the form of a game. This session set attendance records and had very positive feedback from staff nurses. As a result of this feedback, the use of gaming as a teaching strategy in nursing education was explored. A review of the literature on gaming as a teaching strategy was conducted with special attention to its history, current use, and successes in nursing education. Introduced as a formal teaching strategy more than 75 years ago, gaming offers many advantages over more traditional teaching methods. Games connect theory more closely to real life situation and add innovation, diversity, and the opportunity for immediate feedback. Although gaining in popularity, gaming is not extensively used in nursing education as it is not considered a serious educational tool. However, recent literature suggests much success with its use. Gaming as a teaching strategy has proven to be an effective way of conveying information in a stimulating, appealing manner. Games facilitate both beginning and experienced nurses' learning by providing an opportunity for experience without the danger or fear of jeopardizing patient safety.
A growing interest in the Scholarship of Teaching and Learning (SoTL) in higher education requires the seeking of opportunities for its development within and across disciplines and institutions. However, rewards for individual competitiveness in research publications, including the Scholarship of Teaching and Learning ...
van Diggelen, M.R.; Morgan, C.M.; Funk, M.; Bruns, M.
Formative assessment is a valuable aspect in teaching and learning, and is proven to be an e ective learning method. There is evidence that adding formative assessment to your teaching increases students’ learning results (Black and William, 1998), but in practice many of the possibilities are left
Mohammadjani, Farzad; Tonkaboni, Forouzan
The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population…
Yancey, Nan Russell
As new ideas and new ways of connecting seemingly surface ever more quickly, faculty face the daunting task of using emerging technology in the teaching-learning endeavor while honoring the presence of teacher with learner. The focus of this column is on using social media as a teaching-learning tool in the shared journey of coming to know, which is so essential for the aspiring nurse. While opportunities for using teaching-learning technologies abound and are ever-changing, faculty are challenged to cocreate a learner-focused journey of coming to know, without allowing the technology to become the focus.
The laws of physics are often seen as objective truth, pure and simple. Hence, they tend to appear cerebral and cold. However, their presentation is necessarily subjective and may vary from being boring to being exciting. A detailed analysis of physics education reform efforts over the last three decades finds that interactive instruction results in greater learning gains than the traditional lecture format. In interactive engagement, the emotional component plays a far greater role than acknowledged by many. As an experienced physics teacher [(i) Four decades of teaching and research in four continents (teaching all courses to undergraduate physics majors and algebra-based physics to high school seniors as well as college freshmen), (ii) 11 years of volunteer work in Physics Popularization in six countries to many thousands of students in elementary, middle, and high schools as well as colleges and universities, and (iii) eight years as a Master Teacher and mentor], I feel that the emotional component in teaching and learning physics has been neglected. This paper presents the role of the emotional component in transforming ordinary teaching and learning of physics into an enjoyable and exciting experience for students as well as teachers.
Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard
In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. N = 1,052 students from 53 German primary school classes and their science teachers participated. Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. © 2016 The British Psychological Society.
Ryszard Józef Panfil
Full Text Available The dynamics of the environment in which educational institutions operate have a significant influence on the basic activity of these institutions, i.e. the process of educating, and particularly teaching and learning methods used during that process: traditional teaching, tutoring, mentoring and coaching. The identity of an educational institution and the appeal of its services depend on how flexible, diverse and adaptable is the educational process it offers as a core element of its services. Such a process is determined by how its pragmatism is displayed in the operational relativism of methods, their applicability, as well as practical dimension of achieved results and values. Based on the above premises, this publication offers a pragmatic-systemic identification of contemporary teaching and learning methods, while taking into account the differences between them and the scope of their compatibility. Secondly, using the case of sport coaches’ education, the author exemplifies the pragmatic theory of perception of contemporary teaching and learning methods.
Ilber Dario Saza-Garzón
Full Text Available The virtual learning environments (AVAs have been a subject of discussion and questions mainly on finding the best teaching practices, which tools you can use them and how to achieve optimum utilization have better results in virtual education, for Therefore in this paper some elements about the characteristics, history, teaching, studies have virtual environments and web applications as tools to support teaching and learning, are set for a virtual tutor note the when planning, designing, creating and implementing online courses. Thus the reader will find concepts, explanations and different evolutionary processes that wins ICT and how are you have been involved in the educational context, spotting potential applications from mediation of teaching, plus some suggestions of how to carry out exposed use thereof in virtual learning environments to strengthen the different processes of teaching and learning.
Sonia MORALES CALVO
Full Text Available With the introduction of the competency-based approach, university teaching has to face new challenges into the convergence process by the European Higher Education Area (EHEA. This situation involves a series of pedagogical implications related to: the emphasis on student learning, the changing role of the teacher as manager of the learning process, and the development of the ECTS methodology of «Other Teaching Spaces» such as teaching small groups (seminars or group works in the same classroom. The intention is to harness the educational potential of other teaching tools than those of lectures, for two reasons: better development in the acquisition of competence and greater concern for the quality of teaching, where ECTS credits, the competency as one of the axes of the curriculum, independent learning as aim and mean of higher education, learning throughout life as a synthesis of student learning and creating teaching materials as means of access to knowledge, are the benchmark in the construction of a university adapted to the EHEA. Similarly, we analyze the perceptions of students leading to curriculum development and methodology of the subject, comprising the high degree of satisfaction with the objectives, methodology and resources used in the subject, highlighting the tutorial and teamwork for effective learning. In this context, the aim of this paper is to show a teaching experience in the subject of Research Methods in Education, adapted to the requirements of the EHEA within the degree of Social Education in Talavera de la Reina (Toledo Campus of the University of Castilla-La Mancha. Likewise, we analyze the perceptions of students on the curricula and methodological development of the subject.
Laursen, Helle Pia
to the complex processes involved in biliterate meaning making and script learning. Multilingual and social semiotic perspectives on literacy learning and teaching – summaryOn the basis of data from the longitudinal study Signs of Language, I focus on how a social semiotic perspective on literacy learning...... and teaching can contribute to expanding the conceptualization of literacy to be more sensitive to the complex processes involved in biliterate meaning making and script learning.......Multilingual and social semiotic perspectives on literacy learning and teaching – abstract In the context of an increasing multilingualism, literacy teaching has become a central and contested issue in public and political debate. International comparisons of levels of literacy have been...
Full Text Available This paper is based on an exploration of the ways in which primary science student teachers recognize and learn about issues that shape their own professional learning. The paper discusses different perspectives of “knowledgebase needed for teaching” and Shulman’s concept of pedagogical content knowledge, and explores how elements of knowledge are to be recognized and further developed within primary teacher education. Primary science student teacher participants (n = 25 were stimulated to use portfolios as a tool to reflect upon situations within their six weeks teaching practice in pre- and primary schools in order to facilitate recognizing their knowledge needs. The results give an insight into what situations within the teaching practice that student teachers consider as important for their own learning to teach primary maths and science.
Zuhrie, M. S.; Basuki, I.; Asto, B. I. G. P.; Anifah, L.
The development of robotics in Indonesia has been very encouraging. The barometer is the success of the Indonesian Robot Contest. The focus of research is a teaching module manufacturing, planning mechanical design, control system through microprocessor technology and maneuverability of the robot. Contextual Teaching and Learning (CTL) strategy is the concept of learning where the teacher brings the real world into the classroom and encourage students to make connections between knowledge possessed by its application in everyday life. This research the development model used is the 4-D model. This Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with the aim to produce a tool of learning in the form of smart educational robot modules and kit based on Contextual Teaching and Learning at the Department of Electrical Engineering to improve the skills of the Electrical Engineering student. Socialization questionnaires showed that levels of the student majoring in electrical engineering competencies image currently only limited to conventional machines. The average assessment is 3.34 validator included in either category. Modules developed can give hope to the future are able to produce Intelligent Robot Tool for Teaching.
Sanchia Janita Prameswari
Full Text Available The changes in learning management typically involve the introduction of various alternative learning methods. The development of an effective learning experience requires the modification of conventional learning. Teaching and learning constructively synchronize instructions and assessment toward the desired learning outcomes. Notwithstanding the vast literature on the creation of effective learning, the lack of explanation on how the relationship between effective teaching and effective classroom would likely leave practitioners and academia without a clear guidance on how to operationalize the creation of effective learning in real life. A systematic literature review procedure was conducted upon published papers between 2007 and 2015 in outstanding education journals. This paper contributes to the literature by amassing the knowledge on pedagogical practices in effective learning creation. In addition, to obtain a granular elaboration about the matter, a framework to operationalize the creation of effective learning is suggested. Three aspects compose the framework namely teachers' intrinsic capabilities, educational institution support, and student’s participative involvement. The roles of each party were extracted from the knowledge contained in the reviewed literature. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Pedersen, Tina Heidi; Kasper, Nina; Roman, Hari; Egloff, Mike; Marx, David; Abegglen, Sandra; Greif, Robert
To investigate whether pure self-learning without instructor support, resulted in the same BLS-competencies as facilitator-led learning, when using the same commercially available video BLS teaching kit. First-year medical students were randomised to either BLS self-learning without supervision or facilitator-led BLS-teaching. Both groups used the MiniAnne kit (Laerdal Medical, Stavanger, Norway) in the students' local language. Directly after the teaching and three months later, all participants were tested on their BLS-competencies in a simulated scenario, using the Resusci Anne SkillReporter™ (Laerdal Medical, Stavanger, Norway). The primary outcome was percentage of correct cardiac compressions three months after the teaching. Secondary outcomes were all other BLS parameters recorded by the SkillReporter and parameters from a BLS-competence rating form. 240 students were assessed at baseline and 152 students participated in the 3-month follow-up. For our primary outcome, the percentage of correct compressions, we found a median of 48% (interquartile range (IQR) 10-83) for facilitator-led learning vs. 42% (IQR 14-81) for self-learning (p = 0.770) directly after the teaching. In the 3-month follow-up, the rate of correct compressions dropped to 28% (IQR 6-59) for facilitator-led learning (p = 0.043) and did not change significantly in the self-learning group (47% (IQR 12-78), p = 0.729). Self-learning is not inferior to facilitator-led learning in the short term. Self-learning resulted in a better retention of BLS-skills three months after training compared to facilitator-led training. Copyright © 2018 Elsevier B.V. All rights reserved.
Full Text Available Alan Maley is a British, award-winning, internationally-known writer and artist, highly regarded for his unique observation of life at the turn of the century. He has been involved in English Language Teaching (ELT for over 50 years. He worked for the British Council in Yugoslavia, Ghana, Italy, France, China and India and was the Director of the Bell Educational Trust in Cambridge for 5 years. He later worked in universities in Singapore, Thailand, Malaysia and UK. Alan has published over 40 books and numerous articles. In the following, Dr. Maley answered our questions on teaching creative writing in academic centers, the relationship between creative writing and language learning, and the status of creative writing in non-English speaking countries.
Julio Antonio Conill Armenteros
Full Text Available The drawing constitutes a means through which the child expresses the level of physical, mental, emotional and creative development achieved and plays an important role in the plastic expression. The study took into account the identification of needs in the teaching - learning process of plastic expression in students with Down syndrome, for which a didactic strategy was designed that contains actions of a teaching nature and establishes interdisciplinary links between the different subjects of the curriculum. The investigative process was conducted on a dialectical-materialist basis and methods were used at the theoretical, empirical and statistical-mathematical levels, such as: documentary analysis, interview, drawing technique, among others. Five students with Down syndrome participated in the study of the special school "28 de Enero" of Pinar del Río and the instructor who directs the workshops of creation of Plastic Arts. The investigations allowed to determine the regularities that distinguish the process of teaching - learning of the plastic expression in these students, as well as the needs of the Plastic Arts instructor for the conduction of said process. The didactic strategy allowed the process of teaching - learning of the plastic expression to encourage creativity and the development of motor skills, from the projection of actions that contribute to the diagnosis and treatment of this process in order to achieve the maximum integral development possible and the preparation for the independent adult life of the school student with Down syndrome.
Technological advances over the last decade have had a significant impact on the teaching and learning experiences students encounter today. We now take technologies such as Web 2.0, mobile devices, cloud computing, podcasts, social networking, super-fast broadband, and connectedness for granted. So what about the student use of these types of…
Full Text Available Instruction using the Web as a vehicle for content dissemination has increasingly dominated debates related to online learning (Nash, 2004 and there is little doubt that the exponential growth in the use of the internet and web-based instruction continues to present educators with considerable opportunities and challenges (Boettcher, 1999; McNaught & Lam, 2005. Many teachers and researchers (Wood, 1997; Littlejohn et al., 1999 point out that the organization and reflection necessary to effectively teach online often improves an instructor’s traditional teaching. This is a theme continued by Downing (2001 who identifies the eventual success or failure of online teaching as largely due to the same factors that have always been central to the provision of a quality learning experience. These factors include the energy, commitment and imagination of those responsible for providing the teaching and learning environment, whether it is virtual or actual. It is within this context that the authors of this paper set themselves the task of designing innovative online teaching and learning activities which add value to the student experience and genuinely assist learning traditionally difficult and dynamic concepts. The increasing adoption of outcomes based teaching and learning environments in universities around the world has provided wide-ranging opportunities to reflect on current learning and teaching practice. Whilst outcomes based teaching and learning is not a new idea (Biggs, 1999, many academic colleagues are actively seeking ways to leverage information technology solutions to design constructively aligned online teaching and learning activities which add value to the student learning experience and significantly assist in the understanding of difficult concepts and processes. This paper will describe and demonstrate the innovative development of online teaching and learning activities which adhere to the principles of both outcomes based
Falcao, Rita; Fernandes, Luis
Creating a course for teaching project management online in a full online distance-learning environment was a challenge. Working with adult learners from different continents that want to complete a Master degree was an additional challenge. This paper describes how different MOOCs were used to learn about teaching -(meta) e-learning. MOOCs…
Guillermina Waldegg Casanova
Full Text Available Given the irreversible presence of the new information and communication technologies (ICTs in everyday life, particularly the Internet, it is necessary to clarify the different roles and uses they can have in education, and to review and assess the main trends in their scholastic application. Recent educational research on the use of ICTs has developed a series of new concepts and new approaches that have caused a notable evolution of the field of teaching and learning. These approaches all have in common the fact that they belong to currents of socio-constructivist thought. The papers show that ICTs can implement pedagogical principles in which the student is the main actor in constructing his/her own knowledge, and s/he can learn better in the context of a concrete and meaningful, and at the same time, collective action.
In this paper, I explore the Scholarship of Teaching and Learning through the lens of transformative learning theory and critical theory. In doing so, I expand the notion of a Scholarship of Teaching so as to go beyond the solving of practical problems in teaching and the improvement of teaching effectiveness. I focus on an emancipatory…
Roberts, Deborah L.
This study investigated newly qualified teachers' visions of science learning and teaching. The study also documented their preparation in an elementary science methods course. The research questions were: What educational and professional experiences influenced the instructor's visions of science learning and teaching? What visions of science learning and teaching were promoted in the participants' science methods course? What visions of science learning and teaching did these newly qualified teachers bring with them as they graduated from their teacher preparation program? How did these visions compare with those advocated by reform documents? Data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they had begun to teach. These data were interpreted via a combination of qualitative methodologies. Vignettes described class activities. Assertions supported by excerpts from participants' writings emerged from repeated review of their assignments. A case study of a typical participant characterized weekly reflections and final multi-media portfolio. Four strands of science proficiency articulated in a national reform document provided a framework for interpreting activities, assignments, and interview responses. Prior experiences that influenced design of the methods course included an inquiry-based undergraduate physics course, participation in a reform-based teacher preparation program, undergraduate and graduate inquiry-based science teaching methods courses, participation in a teacher research group, continued connection to the university as a beginning teacher, teaching in diverse Title 1 schools, service as the county and state elementary science specialist, participation in the Carnegie Academy for the Scholarship of Teaching and Learning, service on a National Research Council committee, and experience teaching a
Putra, R. C.; Kusumah, I. H.; Komaro, M.; Rahayu, Y.; Asfiyanur, E. P.
The industrial world that is the target of the process and learning outcomes of vocational high school (SMK) has its own character and nuance. Therefore, vocational education institutions in the learning process should be able to make the appropriate learning approach and in accordance with the industrial world. One approach to learning that is based on production and learning in the world of work is by industry-based learning or known as Teaching Factory, where in this model apply learning that involves direct students in goods or service activities are expected to have the quality so it is worth selling and accepted by consumers. The method used is descriptive approach. The purpose of this research is to get the design of the teaching factory based on the competency requirements of the graduates of the spouse industry, especially in the engineering department. The results of this study is expected to be one of the choice of model factory teaching in the field of machinery engineering in accordance with the products and competencies of the graduates that the industry needs.
Christensen, Hans Peter; Vigild, Martin E.; Thomsen, Erik; Szabo, Peter; Horsewell, Andy
Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed. Peer Reviewed
Almeida, Patrícia; Teixeira-Dias, José Joaquim; Medina, Jorge
The scholarship of teaching emerged in the last decades as a fundamental concept to the development of good teaching practices in Higher Education and, consequently, to the enhancement of the quality of student learning. Considering that scholarship comprehends a process as well as an outcome, research on teaching and learning should be viewed as one important aspect of the scholarship of teaching. The goal of this essay is to illustrate how the scholarship of teaching and learning can be enhanced through the development of classroom research rooted on students' questioning, conceived and implemented by both university teachers and educational researchers. Valuing and stimulating students' questions offers an innovative dimension to science education as it puts students at a central role in the learning process. This way, encouraging students' questioning also strengthens teaching-research links by bringing teachers and learners together in a community of inquiry.
Full Text Available Abstract In the 21st century, learning technologies have increasingly become pervasive within various forms of learning environments. Institutions of higher education are increasingly turning to these technologies to resource and support their teaching and learning environments under distributed circumstances, face-to-face or blended. Recently, the Fijian Ministry of Education systematically introduced learning technologies into Fiji’s technical colleges to support teaching and learning. However, prior to the widespread deployment of these technologies, little information was available on educators’ perception of the value of these technologies, and the extent to which this could influence adoption. The purpose of this study was to gain a better understanding of lecturers’ perceptions of the value of learning technologies and factors likely to influence their decisions to adopt and integrate these technologies into teaching as well as challenges they are likely to face. A survey was administered to fifty five self-selected lecturers involved in teaching within three Polytechnics in Fiji. Although overall findings suggested that lecturers strongly valued the contribution of learning technologies in enhancing student learning, a number of factors likely to influence the rapid adoption of these technologies were identified. These included attitude towards technology and perceived usefulness of technology in teaching, the institutional cultural environment, as well as resources available to support uptake. This research contributes to the growing significance of individual, contextual and cultural influences in the adoption of learning technologies into teaching.
Arlinah Imam Rahardjo
Full Text Available PCU-CAMEL (Petra Christian University-Computer Aided Mechanical Engineering Department Learning Environment has been developed to integrate the use of this web-based learning environment into the traditional, face-to-face setting of class activities. This integrated learning method is designed as an effort to enrich and improve the teaching-learning process at Petra Christian University. A study was conducted to introduce the use of PCU-CAMEL as a tool in evaluating teaching learning process. The study on this method of evaluation was conducted by using a case analysis on the integration of PCU-CAMEL to the traditional face-to-face meetings of LIS (Library Information System class at the Informatics Engineering Department of Petra Christian University. Students’ responses documented in some features of PCU-CAMEL were measured and analyzed to evaluate the effectiveness of this integrated system in developing intrinsic motivation of the LIS students of the first and second semester of 2004/2005 to learn. It is believed that intrinsic motivation can drive students to learn more. From the study conducted, it is concluded that besides its capability in developing intrinsic motivation, PCU-CAMEL as a web-based learning environment, can also serve as an effective tool for both students and instructors to evaluate the teaching-learning process. However, some weaknesses did exist in using this method of evaluating teaching-learning process. The free style and unstructured form of the documentation features of this web-based learning environment can lead to ineffective evaluation results
This article discusses an experience of teaching Calculus classes for the freshmen students enrolled at Sungkyunkwan University, one of the private universities in South Korea. The teaching and learning approach is a balance combination between the teacher-oriented traditional style of lecturing and other activities that encourage students for active learning and classroom participation. Based on the initial observation during several semesters, some anecdotal evidences show that students'...
This article discusses an experience of teaching Calculus classes for the freshmen students enrolled at Sungkyunkwan University, one of the private universities in South Korea. The teaching and learning approach is a balance combination between the teacher-oriented traditional style of lecturing and other activities that encourage students for active learning and classroom participation. Based on the initial observation during several semesters, some anecdotal evidences show that students' le...
Raquel Alvim Monteiro
Full Text Available This paper intends to think the relation between teaching and learning, questioning the conception of education as a way to shape the subject involved in this relationship. Thus, introduce some legal bases readings that establish the Brazilian high school in order to consider the importance of discussing philosophically the Philosophy teaching.This way, with the reading of Foucault and Deleuze, rethink the conception of subject present in the parameters that rule the education, as well as the education paradigm as a way to promote the student to a social subject. In this sense, it is necessary to bring official discourse elements to stablish the conception of educating in this curriculum and, together, discuss about the notion of subject present in this documents. We intend to dissolve the comprehension of universal subject in order to treat the subjectivities and rethink the relation between teaching and learning. This relation is designed, most of the time, with a certain homogeneity in the formation of a certain subject and a certain knowledge. Therefore, this proposal aims to question the bases of education that start from a perception of teaching as a product. Discourse about a teaching that does not address only content transmission, but a teaching as philosophical experience. Think with Deleuze that learning is related not only to a rational aspect, but also to a sensitive one. However, starting with some researchers interested in the subject, consider these terms in order to propose possibilities of thinking a philosophical Philosophy teaching in high school. It is noteworthy that this proposal do not intend to deplete the thought of concepts that are so complex, but to raise questions that are still in an investigation process and should be analyzed constantly.
Hess, Lisa M.; Brosmer, Mary Pierce; Moore, Mary Elizabeth Mullino
This is an edited transcript of a conversation between two founding women on the delights and demands of teaching and learning within and beyond traditional institutional life, facilitated by Lisa M. Hess of the journal's Editorial Board. The conscious feminine practices of a women's writing school, Women Writing for (a) Change (Cincinnati, Ohio),…
Sancho Vinuesa, Teresa
Peer-reviewed Online Learning and Teaching in Higher Education provides a very interesting overview of theory and practice in online learning and teaching for higher education. In fact, authors focus on how technology can be applied to learning and what is the role of online learning in higher education policy and practice.
Full Text Available On the gradual implementation of the new medical education reform and thoroughly applying the Educational Development Plan and the Health Care System Reform, the teaching mode of medical discipline will be changed gradually by following the law of medical education and meeting the need to boost the medical education reform. Meanwhile, the changing life-style prompts the traditional dispensing mode for Chinese traditional medicine to various modes. This changing put forward higher requirement for medicine- related professionals During the process of Chinese medicine teaching, the only method which can fulfill the new need for graduates of Chinese medicine and qualified medicine personals is to change the traditional teaching mode to the new ones which can arose the enthusiasm of working and learning by the traditional medicine students.
Brighton, Lisa Jane; Koffman, Jonathan; Robinson, Vicky; Khan, Shaheen A; George, Rob; Burman, Rachel; Selman, Lucy Ellen
Over half of all deaths in Europe occur in hospital, a location associated with many complaints. Initiatives to improve inpatient end-of-life care are therefore a priority. In England, over 78,000 volunteers provide a potentially cost-effective resource to hospitals. Many work with people who are dying and their families, yet little is known about their training in end-of-life care. To explore hospital volunteers' end-of-life care training needs and learning preferences, and the acceptability of training evaluation methods. Qualitative focus groups. Volunteers from a large teaching hospital were purposively sampled. Five focus groups were conducted with 25 hospital volunteers (aged 19-80 years). Four themes emerged as follows: preparation for the volunteering role, training needs, training preferences and evaluation preferences. Many described encounters with patients with life-threatening illness and their families. Perceived training needs in end-of-life care included communication skills, grief and bereavement, spiritual diversity, common symptoms, and self-care. Volunteers valued learning from peers and end-of-life care specialists using interactive teaching methods including real-case examples and role plays. A chance to 'refresh' training at a later date was suggested to enhance learning. Evaluation through self-reports or observations were acceptable, but ratings by patients, families and staff were thought to be pragmatically unsuitable owing to sporadic contact with each. Gaps in end-of-life care training for hospital volunteers indicate scope to maximise on this resource. This evidence will inform development of training and evaluations which could better enable volunteers to make positive, cost-effective contributions to end-of-life care in hospitals.
Hooper, E. J.; Pfund, C.; Mathieu, R.
A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very successful, having served over 1500 UW-Madison instructors from graduate
Pereira, José A; Pleguezuelos, Eulogio; Merí, Alex; Molina-Ros, Antoni; Molina-Tomás, M Carmen; Masdeu, Carlos
This study aimed to implement innovative teaching methods--blended learning strategies--that include the use of new information technologies in the teaching of human anatomy and to analyse both the impact of these strategies on academic performance, and the degree of user satisfaction. The study was carried out among students in Year 1 of the biology degree curriculum (human biology profile) at Pompeu Fabra University, Barcelona. Two groups of students were tested on knowledge of the anatomy of the locomotor system and results compared between groups. Blended learning strategies were employed in 1 group (BL group, n = 69); the other (TT group; n = 65) received traditional teaching aided by complementary material that could be accessed on the Internet. Both groups were evaluated using the same types of examination. The average marks presented statistically significant differences (BL 6.3 versus TT 5.0; P < 0.0001). The percentage pass rate for the subject in the first call was higher in the BL group (87.9% versus 71.4%; P = 0.02), reflecting a lower incidence of students who failed to sit the examination (BL 4.3% versus TT 13.8%; P = 0.05). There were no differences regarding overall satisfaction with the teaching received. Blended learning was more effective than traditional teaching for teaching human anatomy.
This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual…
Full Text Available Multimedia learning objects are an essential component of high quality, technology-mediated instruction. Learning objects allow the student to use the content learned in a particular part of a course and; 1. demonstrate mastery of the content, 2. apply that knowledge to solving a problem, and 3. use the content in a critical thinking exercise that both demonstrates mastery and allows the student to place the content within the context of the larger topic of the course. The difficulty associated with the use of learning objects on a broad scale is that they require programming skills most professors and instructors do not possess. Learning objects also tend to be custom productions and are defined in terms of the programming and code terminology, further limiting the professor's ability to understand how they are created. Learning objects defined in terms of styles of learning and teaching allow professors and instructors to develop a deeper understanding of the learning objects and the design process. A set of learning objects has been created that are designed for some of the important styles of learning and teaching. They include; visual learning, writing skills, critical thinking, time-revealed scenarios, case studies and empirical observation. The learning objects are designed and described in terms that the average instructor can readily understand , redesign and incorporate into their own courses. They are also designed in such a way that they can readily be repurposed for new applications in other courses and subject areas, with little or no additional programming.
Ellis, Maureen; Anderson, Patricia
Second Life (SL) is a social virtual world, which emphasizes the general use of immersive worlds for supporting a variety of human activities and interactions, presenting a plethora of new opportunities and challenges for enriching how we learn, work and play (Boulos, Hetherington & Wheeler, 2007; Prasolova-Førland, Sourin & Sourina,…
Full Text Available One of the first tasks faced by Zamenhof, the inventor of Esperanto (1887, was establishing its status as a living language, achieved in part by teaching the language to others, in part by translation and literary creation, and in part by forming a community of users. One of the earliest learners, Leo Tolstoy, emphasized its ease of learning, and both the early history of the language and contemporary experience show that the receptive and productive skills entailed in learning the language are unusually mutually reinforcing. In formal language-learning situations, students are able to reach an acceptable level of proficiency relatively quickly, allowing them to put the language to practical use. They are also able to learn on their own. Ease of learning builds confidence, so that Esperanto constitutes a good introduction to language study in general, even though the language is more complex linguistically than it may appear at first sight. The language also helps the learning of cultural sensitivity. In recent years, electronic aids to teaching and learning have proliferated and there are many resources available to the teacher and learner.
Full Text Available Abstract To achieve the goal of teaching learning, a proper method, as an instrument, plays an important role in serving the teaching learning materials. The education of pre-school is aimed to develop the life skill, which covers attitude, knowledge, creativity, and skill. The teaching learning methode that forms the child?óÔé¼Ôäós character has to be turned back to the curriculum. It should remain concerning in the phase of the development and character of child who like playing, singing, dan moving. Finally, the teaching learning methode must be addressed in shaping academic, social, personal intellegence, and child?óÔé¼Ôäós creativity. Key words: a proper method, pre-school, life skills
van Schalkwyk, Gertina J.
This chapter focuses on applying the concepts of outcomes-based collaborative teaching and learning in an Asian context and with students coming from a Confucian heritage culture and explores examples of how to implement effective collaborative teaching and learning in an Asian higher education setting.
Zou, Bin; Xing, Minjie; Wang, Yuping; Sun, Mingyu; Xiang, Catherine H.
Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic…
Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization.…
Vlist, van der B.J.J.; van de Westelaken, H.F.M.; Bartneck, C.; Hu, J.; Ahn, R.M.C.; Barakova, E.I.; Delbressine, F.L.M.; Feijs, L.M.G.; Pan, Z.; Zhang, X.; El Rhalibi, A.
Machine learning is a key technology to design and create intelligent systems, products, and related services. Like many other design departments, we are faced with the challenge to teach machine learning to design students, who often do not have an inherent affinity towards technology. We
Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.
Full Text Available Rapid global technological developments have affected all facets of life, including the teaching and learning of mathematics. This qualitative study was designed to identify the ways in which technology was used and to explore the nature of this use by a group of 52 mathematics student teachers. The participants were pre-service Mathematics students who were enrolled for a Mathematics module at a South African university. The research instruments were an open question and a semi-structured interview schedule. Saxe's framework was used to analyse the data. Some benefits of mathematics software were found to be the provision of different representations, dynamic visualisation of concepts and variation in mathematical situations. It was also found that students used technology more often in their own learning than in their teaching, because the schools did not have many resources. It is recommended that the education department prioritise the provision of specialist mathematics software that can be used to improve learning outcomes in mathematics.
In this study, secondary school learners perceptions of Responsible Citizenship as taught in the Life Orientation learning area are explored. Citizen Education, which is set out in Learning Outcome Two of the Life Orientation Curriculum, forms the basis of the programme used to conduct this study. An international as well as a national perspective of Responsible Citizenship and the teaching thereof is explicated with special reference being made to the Further Education and Training Band. The...
Davies, Andrew; Macleod, Rachael; Bennett-Britton, Ian; McElnay, Philip; Bakhbakhi, Danya; Sansom, Jane
Near-peer teaching and electronic learning (e-learning) are two effective modern teaching styles. Near-peer sessions provide a supportive learning environment that benefits both the students and the tutor. E-learning resources are flexible and easily distributed. Careful construction and regular editing can ensure that students receive all of the essential material. The aim of this study is to compare the efficacy of e-learning and near-peer teaching during the pre-clinical medical curriculum. Thirty-nine second-year medical students were consented and randomised into two groups. Each group received teaching on electrocardiogram (ECG) interpretation from a predefined syllabus. Eighteen students completed an e-learning module and 21 students attended a near-peer tutorial. Students were asked to complete a multiple-choice exam, scored out of 50. Each student rated their confidence in ECG interpretation before and after their allocated teaching session. The near-peer group (84%) demonstrated a significantly higher performance than the e-learning group (74.5%) on the final assessment (p = 0.002). Prior to the teaching, the students' mean confidence scores were 3/10 in both the near-peer and e-learning groups (0, poor; 10, excellent). These increased to 6/10 in both cases following the teaching session. Both teaching styles were well received by students and improved their confidence in ECG interpretation. Near-peer teaching led to superior scores in our final assessment. Given the congested nature of the modern medical curriculum, direct comparison of the efficacy of these methods may aid course design. The aim of this study is to compare the efficacy of e-learning and near-peer teaching. © 2015 John Wiley & Sons Ltd.
Guthrie, Kathy L.; Jones, Tamara Bertrand
Leadership experiences, arguably some of the most significant developmental opportunities in college, are ripe for helping students move from mere engagement to making meaning of and learning from their leadership experience. The International Learning Association's teaching and learning area asks: "what methods are most appropriate to ensure…
Barr, Robert B.; Tagg, John
Two alternative paradigms for undergraduate education are compared; one holds teaching as its purpose, the other learning. The natures of the two paradigms are examined on the following dimensions: mission and purposes, criteria for success, teaching and learning structures, underlying learning theory, concepts of productivity and methods of…
Thota, Neena; Whitfield, Richard
This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…
Full Text Available Introduction: The effect of teaching methods on learning process of students will help teachers to improve the quality of teaching by selecting an appropriate method. This study aimed to compare the team- based learning and lecture teaching method on learning-teaching process of nursing students in surgical and internal diseases courses. Method: This quasi-experimental study was carried on the nursing students in the School of Nursing and Midwifery in Yazd and Meybod cities. Studied sample was all of the students in the sixth term in the Faculty of Nursing in Yazd (48 persons and the Faculty of Nursing in Meybod (28 persons. The rate of students' learning through lecture was measured using MCQ tests and teaching based on team-based learning (TBL method was run using MCQ tests (IRAT, GRAT, Appeals and Task group. Therefore, in order to examine the students' satisfaction about the TBL method, a 5-point Likert scale (translated questionnaire (1=completely disagree, 2= disagree, 3=not effective, 4=agree, and 5=completely agree consisted of 22 items was utilized. The reliability and validity of this translated questionnaire was measured. The collected data were analyzed through SPSS 17.0 using descriptive and analytical statistic. Result: The results showed that the mean scores in team-based learning were meaningful in individual assessment (17±84 and assessment group (17.2±1.17. The mean of overall scores in TBL method (17.84±0.98% was higher compared with the lecture teaching method (16±2.31. Most of the students believed that TBL method has improved their interpersonal and group interaction skills (100%. Among them, 97.7% of students mentioned that this method (TBL helped them to understand the course content better. The lowest levels of the satisfaction have related to the continuous learning during lifelong (51.2%. Conclusion: The results of the present study showed that the TBL method led to improving the communication skills, understanding
Brighton, Lisa Jane; Koffman, Jonathan; Robinson, Vicky; Khan, Shaheen A; George, Rob; Burman, Rachel; Selman, Lucy Ellen
Background: Over half of all deaths in Europe occur in hospital, a location associated with many complaints. Initiatives to improve inpatient end-of-life care are therefore a priority. In England, over 78,000 volunteers provide a potentially cost-effective resource to hospitals. Many work with people who are dying and their families, yet little is known about their training in end-of-life care. Aims: To explore hospital volunteers’ end-of-life care training needs and learning preferences, and the acceptability of training evaluation methods. Design: Qualitative focus groups. Setting/participants: Volunteers from a large teaching hospital were purposively sampled. Results: Five focus groups were conducted with 25 hospital volunteers (aged 19–80 years). Four themes emerged as follows: preparation for the volunteering role, training needs, training preferences and evaluation preferences. Many described encounters with patients with life-threatening illness and their families. Perceived training needs in end-of-life care included communication skills, grief and bereavement, spiritual diversity, common symptoms, and self-care. Volunteers valued learning from peers and end-of-life care specialists using interactive teaching methods including real-case examples and role plays. A chance to ‘refresh’ training at a later date was suggested to enhance learning. Evaluation through self-reports or observations were acceptable, but ratings by patients, families and staff were thought to be pragmatically unsuitable owing to sporadic contact with each. Conclusion: Gaps in end-of-life care training for hospital volunteers indicate scope to maximise on this resource. This evidence will inform development of training and evaluations which could better enable volunteers to make positive, cost-effective contributions to end-of-life care in hospitals. PMID:28056642
Nurses' stories, arising from the practice world, reconstruct the essence of experience as lived and provide vehicles for learning about nursing. The learning process is forwarded by combining storytelling and reflection. Reflection represents an active, purposive, contemplative and deliberative approach to learning through which learners create meaning from the learning experience. The combination of storytelling and reflection allows the creation of links between the materials at hand and prior and future learning. As a teaching-learning technique storytelling engages learners; organizes information; allows exploration of shared lived experiences without the demands, responsibilities and consequences of practice; facilitates remembering; enhances discussion, problem posing and problem solving; and aids understanding of what it is to nurse and to be a nurse.
The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative…
Full Text Available Taking into account severa1 limitations of communicative language teaching (CLT, this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers' and learners' development.
Muir, Tracey; Beswick, Kim; Callingham, Rosemary; Jade, Katara
This paper presents the findings of a small-scale study that investigated the issues and challenges of teaching and learning about quantitative reasoning (QR) within a project-based learning (PjBL) context. Students and teachers were surveyed and interviewed about their experiences of learning and teaching QR in that context in contrast to teaching and learning mathematics in more traditional settings. The grade 9-12 student participants were characterised by a history of disengagement with mathematics and school in general, and the teacher participants were non-mathematics specialist teachers. Both students and teachers were new to the PjBL situation, which resulted in the teaching/learning relationship being a reciprocal one. The findings indicated that students and teachers viewed QR positively, particularly when compared with traditional mathematics teaching, yet tensions were identified for aspects such as implementation of curriculum and integration of relevant mathematics into projects. Both sets of participants identified situations where learning QR was particularly successful, along with concerns or difficulties about integrating QR into project work. The findings have implications for educators, who may need to examine their own approaches to mathematics teaching, particularly in terms of facilitating student engagement with the subject.
Brumpton, Kay; Kitchener, Scott; Sweet, Linda
With vertical integration, registrars and medical students attend the same educational workshops. It is not known whether these learners have similar or different learning styles related to their level of education within the medical training schema. This study aims to collect information about learning styles with a view to changing teaching strategies. If a significant difference is demonstrated this will impact on required approaches to teaching. The VARK learning inventory questionnaire was administered to 36 general practice registrars and 20 medical students. The learning styles were compared as individuals and then related to their level of education within the medical training schema. Students had a greater preference for multimodal learning compared with registrars (62.5 per cent versus 33.3 per cent, respectively). More than half of the registrars preferred uni or bimodal learning modalities, compared with one-third of the medical students. The present workshop format based on visual and aural material will not match the learning needs of most learners. This small study has shown that the majority of medical students and registrars could have their learning preferences better met by the addition of written material to the workshop series. Surprisingly, a significantly larger number of medical students than registrars appeared to be broadly multimodal in their learning style, and this warrants further research. © 2013 John Wiley & Sons Ltd.
Chen, Suchiao; Tsai, Yachin
This article analyzes research in second/foreign language teaching and learning conducted in Taiwan over the period 2004-2009. Representative articles published in local refereed journals and conference proceedings--not readily accessible outside Taiwan--are reviewed to reflect current trends in English teaching and learning. The main themes…
The scholarship of teaching at Laurea University of Applied Sciences is undergoing a great change. The purpose of this article is to reflect the SWOT-analysis produced by 13 teachers at the end of the 2-year PD programme for Transformative Teaching concerning the implementation of the new pedagogical model of Laurea called Learning by Developing…
Kablan, Zeynel; Kaya, Sibel
This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by…
Zbiek, Rose Mary; Larson, Matthew R.
Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…
Bates, Anthony William
The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.
Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks...... and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world....
Kienstra, Natascha; Imants, Jeroen; Karskens, Machiel; van der Heijden, Peter G M
An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (i.e., the great philosophers) by doing philosophy. We examined doing philosophy and focused specifically on the relationship between student learning activities and teacher behavior; in doing so, a qualitative cross-case analysis of eight philosophy lessons was performed. The effectiveness of doing philosophy was operationalized into five learning activities comprising rationalizing, analyzing, testing, producing criticism, and reflecting, and scored by means of qualitative graphical time registration. Using CA we find a quantitative one-dimensional scale for the lessons that contrasts lessons that are more and less effective in terms of learning and teaching. A relationship was found between teaching by teachers and doing philosophy by students. In particular we found students to produce a higher level of doing philosophy with teachers who chose to organize a philosophical discussion with shared guidance by the teacher together with the students.
Pardamean, Bens; Prabowo, Harjanto; Muljo, Hery Harjono; Suparyanto, Teddy; Masli, Eryadi K.; Donovan, Jerome
This article was written to develop a teaching portfolio that helps lecturers maximize the benefits of blended learning, a combination of in-person and online learning, through the use of Team-Based Learning (TBL) teaching and learning approach. Studies show that TBL can provide opportunities in developing teamwork capabilities and enhancing…
Kyvete S. Shatri
Full Text Available Engineering education today is faced with numerous demands that are closely connected with a globalized economy. One of these requirements is to draw the engineers of the future, who are characterized with: strong analytical skills, creativity, ingenuity, professionalism, intercultural communication and leadership. To achieve this effective teaching methods should be used to facilitate and enhance the learning of students and their performance in general, making them able to cope with market demands of a globalized economy. One of these methods is the visualization as a very important method that increases the learning of students. A visual approach in science and in engineering also increases communication, critical thinking and provides analytical approach to various problems. Therefore, this research is aimed to investigate the effect of the use of visualization in the process of teaching and learning in engineering fields and encourage teachers and students to use visual methods for teaching and learning. The results of this research highlight the positive effect that the use of visualization has in the learning process of students and their overall performance. In addition, innovative teaching methods have a good effect in the improvement of the situation. Visualization motivates students to learn, making them more cooperative and developing their communication skills.
Winter Edgar Reyna Cruz
Full Text Available In previous works it has been pointed out that the exercise of Psychology is not limited to a single type of practice; On the contrary, psychologists perform philosophical, theoretical, technological, professional and transdisciplinary practices. Derived from the above in the present work, it is argued that teaching-learning Psychology demands that the aforementioned practices be taught-learn, to a greater or lesser extent. Based on this, (a the specific characteristics of each practice are described roughly; (b there is an aroused presentation of the main interbehavioral theoretical contributions regarding the teaching-learning of Psychology, the didactic interaction and the teacher's performance, which have focused on the learning of the practice of scientific investigation and its teaching; and, derived from the previous points, (c some reflections are presented regarding the teaching practice of psychology, as well as the learning of it, taking into account the different practices that are carried out in this discipline and not only with respect to the research practice. In the final comments, the benefits of the distinction of psychological practices in the training of apprentices of the discipline are indicated
Full Text Available Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented.Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, “best evidence” one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL in Munich (2013 and Frankfurt (2014. Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence.Based on this, a checklist with recommendations for optimizing general academic conditions was formulated.Results: The covers six categories: and These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given.Conclusions: The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.
The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.
Bhusry, Mamta; Ranjan, Jayanthi
Purpose: The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching-learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching-learning process. Design/methodology/approach: The approach of the paper is…
Feille, Kelly K.
This research investigates the professional life histories of upper elementary science teachers who were identified as effective both within the classroom and in the outdoor learning environment (OLE). The narratives of five teachers, collected through semistructured and open-ended interviews, provided the data for the study. Professional life histories were constructed for each teacher participant and an analysis of the teacher narratives identified the themes of teacher development across the voices of the participants. Narrative reasoning was used to unify those themes into a hypothetical professional life history as reported in this manuscript. Implications of this research can be realized for stakeholders in the preparation of pre-service teachers as well as the development of in-service teachers. Future research regarding the early induction years of new teachers, impacts of inclusion of the OLE in pre-service teacher instruction, and teacher experiences regarding professional development relating to efforts to include the OLE in formal education should be investigated.
Full Text Available In recent years, the uses of Multimedia Based Learning (MBL in classroom instruction increased widely. Overall, this implementation aims to improve students’ motivation and also their learning outcomes. This study was answering the effect of MBL toward students’ Self-Regulated Learning (SRL in chemistry teaching and learning. The experiment was conducted in class XI of senior high school in Yogyakarta. Researchers create some computer based media for chemistry materials and continued with expert judgement of the media. Students’ data SRL were measured using validated questionnaire. The questionnaire consists of three components, i.e. metacognitive, motivation and behavior. The results showed that there was significant differences in SRL of students before and after participating in chemistry teaching and learning which applying MBL.
Challenges Associated with Teaching and Learning of English Grammar in Nigerian Secondary Schools. ... Abstract. This paper discussed the challenges which are associated with the teaching and ... AJOL African Journals Online. HOW TO ...
Vardi, Iris; Quin, Robyn
The move toward recognizing teaching academics has resulted in the Scholarship of Teaching and Learning (SoTL) gaining a greater prominence within the academy, particularly through the academic promotions system. With several Australian universities now providing opportunities for teaching staff who do not engage in research to be promoted, it is…
Lokko, Hermioni N; Gatchel, Jennifer R; Becker, Madeleine A; Stern, Theodore A
The teaching and learning of psychosomatic medicine has evolved with the better understanding of effective teaching methods and feedback delivery in medicine and psychiatry. We sought to review the variety of teaching methods used in psychosomatic medicine, to present principles of adult learning (and how these theories can be applied to students of psychosomatic medicine), and to discuss the role of effective feedback delivery in the process of teaching and learning psychosomatic medicine. In addition to drawing on the clinical and teaching experiences of the authors of the paper, we reviewed the literature on teaching methods, adult learning theories, and effective feedback delivery methods in medicine to draw parallels for psychosomatic medicine education. We provide a review of teaching methods that have been employed to teach psychosomatic medicine over the past few decades. We outline examples of educational methods using the affective, behavioral, and cognitive domains. We provide examples of learning styles together with the principles of adult learning theory and how they can be applied to psychosomatic medicine learners. We discuss barriers to feedback delivery and offer suggestions as to how to give feedback to trainees on a psychosomatic medicine service. The art of teaching psychosomatic medicine is dynamic and will continue to evolve with advances in the field. Psychosomatic medicine educators must familiarize themselves with learning domains, learning styles, and principles of adult learning in order to be impactful. Effective feedback delivery methods are critical to fostering a robust learning environment for psychosomatic medicine. Copyright © 2016 The Academy of Psychosomatic Medicine. Published by Elsevier Inc. All rights reserved.
Kolbæk, Ditte; Nortvig, Anne-Mette
Problem-based and project organized learning (PBL) was originally developed for collaboration between physically present students, but political decisions at many universities require that collaboration, dialogues, and other PBL activities take place online as well. With a theoretical point...... of departure in Dewey and a methodological point of departure in netnography, this study focuses on an online module at Aalborg University where teaching is based on PBL. With the research question ‘How can teachers design for PBL online,’ this study explores the teacher’s role in a six weeks’ blended learning...... program, and we present suggestions for designs for blended learning PBL based on case studies from two PBL courses...
Daukilas, Sigitas; Kaciniene, Irma; Vaisnoriene, Daiva; Vascila, Vytautas
The article analyzes and assesses factors that have impact upon the quality of eTeaching/learning technologies in higher education; it is on their basis that the concept of eTeaching/learning quality is denied. Research data about the students' motives in choosing various teaching/learning technologies for the development of their competence are…
Steffl, Bernita M.; Kelly, James J.
Describes an experience in developing teaching and learning content on aging and sexuality. Suggestions for a course outline and experiential learning for students and a summary of findings, which has implications for educators in gerontology, are included. (Author)
The instant availability of information has changed the paradigm of teaching. Whereas at one time teaching and learning was information being passed, memorized, and repeated, students can now find their own knowledge. Learning now consists of using information in creative ways and requires a shift in how students are taught. This is quite similar…
Egro, Francesco M
Burns teaching is organized only in a few medical schools in the United Kingdom. An e-learning tutorial was developed with the objective of incorporating burns teaching within the medical school curriculum. A 33-webpage e-learning was created, covering topics such as local and general response to burns, assessment of burns, first aid, primary and secondary survey, and referral guidelines. Medical student satisfaction was then evaluated using a 12-question feedback survey rated based on a Likert scale from 1 (very poor) to 5 (very good). The 12-question survey was completed by a total of 18 medical students ranging from second to fourth years (second = 17%, third = 22%, fourth = 61%). While only a couple of students had received prior burns teaching, 50% of the cohort had an interest to pursue surgery as a career. The majority of students (72%) would be interested to have an e-learning module on basic burns management in their medical curriculum. The means of all domains specific to the e-learning were rated as "good" or "very good." Students' rating for ease of use was 87%, usefulness was 88%, relevance to the medical curriculum was 90%, clarity and quality of content were 78% and 83%, respectively, design was 79%, and the overall satisfaction with this e-learning was 87%. The "Basic Burns Management" e-learning tutorial can provide an efficient and effective means of information delivery to medical students and junior doctors, allowing easy and fast incorporation of burns teaching within the medical curriculum and in other medical teaching settings.
Full Text Available The recent financial crisis has motivated economic educators to rethink what economics should be taught, acknowledging disconnects between classroom content and real world events. We introduce a learning theory approach that is broader, one that goes beyond such context specific discussions of foundational knowledge and application (i.e., teaching about this specific crisis and provide a framework to address the broader issue of how teaching practices can, by their very nature, minimize such disconnects and provide more effective processes for teaching about current economic conditions. The theory of significant learning (Fink 2003 is presented as a model of how experiences can be used to develop a deep approach to learning, learning that lasts. Experiential learning pedagogies are timeless in that they can be readily modified to promote deeper understanding over a wide range of economic environments. Focusing on one category of significant learning, the human dimension, and one component of the financial crisis, unemployment, examples which modify existing experiential learning practices are described to demonstrate how such pedagogic practices can be readily adapted to teaching and learning about current economic conditions. In short, we demonstrate that incorporating student experiences into pedagogic practice provides a natural alignment of teaching content and real world events, regardless of how those change over time.
Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea
Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.
E Hughes, Ian
Various types of software have been developed for use in pharmacology courses. These include: simple drill (question and answer) software; electronic books; video material; tutorial type programs; simulations; and electronic learning environments for course organisation and delivery. These different types of software can be used in different ways to achieve very different learning objectives and gains in teaching efficiency. For example, software can be used: in tutorial and small group teaching; in lectures; to better prepare students for practical work; as a replacement for practicals; to provide options within a limited course structure; to supplement lectures and enable students to work at their own pace; to provide ongoing access to self-assessment throughout a course; to aid distance learning; as remedial teaching and to extend the student learning experience in areas which are too expensive or too time consuming or for which staff expertise does not exist. Evidence indicates that it is insufficient simply to make computer based learning material available to students. Like a laboratory class, it must be fully integrated into a module if real benefits are to be obtained. Students need to be taught how to learn from computer-based learning materials and how to integrate this learning tool in their learning strategy. Teachers need to be supported not only with information about the availability of software but, equally importantly, about how it can be integrated into modules. We are all delivering teaching and facilitating learning in a changing environment and subject to a variety of increasing pressures. It may well be that computer based learning materials may help to maintain a high quality of pharmacology teaching within this changing environment but we need more pedagogical research at the discipline level to establish how this can best be done.
Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M
Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.
Fernando, Sithara Y. J. N.; Marikar, Faiz M. M. T.
Evidence for the teaching involves transmission of knowledge, superiority of guided transmission is explained in the context of our knowledge, but it is also much more that. In this study we have examined General Sir John Kotelawala Defence University's cadet and civilian students' response to constructivist learning theory and participatory…
Peer teaching and learning are learner-centred approaches with great potential for promoting effective learning, and the fast development of Web 2.0 technology has opened new doors for promoting peer teaching and learning. In this study, we aim to establish peer teaching and learning among students by employing a Wikibook project in the course…
Narasimhamurthy, Uma; Al Shawkani, Khuloud
This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…
Quinson , Martin; Oster , Gérald
International audience; The Programmer's Learning Machine (PLM) is an interactive exerciser for learning programming and algorithms. Using an integrated and graphical environment that provides a short feedback loop, it allows students to learn in a (semi)-autonomous way. This generic platform also enables teachers to create specific programming microworlds that match their teaching goals. This paper discusses our design goals and motivations, introduces the existing material and the proposed ...
Pupung Purnawarman; Susilawati Susilawati; Wachyu Sundayana
The advancement of technology provides education with varioussolutions to create new learning environments. Edmodo as a learning platform is believed to offera solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform,in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use...
Full Text Available Physics is engaged in scientific and technological development in several areas, however, its learning in high school has high failure rates that demonstrate a low level of use. It is a science that allows us to understand the nature of the macroscopic and atomic matter, but it is taught in a disjointed manner, upon presentation of concepts, laws and mathematical sentences, repetitive exercises that have taken the preparatory character for college entrance. Thus, the student gets stuck sentences featuring a partial knowledge and disposable. This study aimed to analyze the main difficulties that undergraduate students in Physics have in Modern Physics learning. Point out the difficulties in teaching and learning Physics is not an easy task and to identify them comes the difficulty of how to solve them. After analysis of several hypotheses we can conclude that there is no single factor responsible for the difficulty of the teaching and learning of Modern Physics. The lack of time to work and developed since middle school, stimulating the curiosity of students, adequately trained teachers, lack of structure offered by the government, parents' responsibilities and students in learning, among others, constitute a major challenge for successful teaching and learning of Modern Physics
... frameworks for doctoral pedagogies –“democratic teaching/learning participation”, “structured scaffolding”, “Ubuntu” and “serendipity”– as useful explanatory shaping influences which underpin and frame the model promoting a contextually relevant and appropriate doctoral research teaching and learning pedagogy.
Sullivan, Kevin; Marshall, Kevin; Tangney, Brendan
This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the…
Dart, Barry; Boulton-Lewis, Gillian
The 11 chapters in this book, each contributed by a different author, are organized around the "3P model" of learning at the college level developed by John Biggs, which allows teachers to monitor and modify their teaching in light of students' learning. The 3P model includes presage (student and situational variables), process (how…
Osorio, Nestor L.
The purpose of this paper is to survey the literature about current trends on several issues concerning technical information education including: 1. Information needs, user behaviors, access and availability of engineering information resources. 2. Information competencies as perceived by librarians and teaching faculty. 3. Initiatives encouraging collaborative teaching or learning to enhance the information competency of engineering and technology students. The author examines activities in...
R. S. Campos
Full Text Available This summary consists of an experience report about actions taken by biochemical monitors with pharmacy students. The reason of our work was the intention to both improve the process of teaching and also learning and invalidate the labels owned by biochemistry of hard and high-level-failure subject. The three actors: teachers, students and monitor could act on an integrated basis for the construction of an articulated pedagogical process between theory/practice and learning signification. Our main objective was to initiate the monitors in teaching practice effected through educational projects aimed at improving the teaching and learning of undergraduate courses and encouraging teacher training, involving teachers and students the guiding condition and monitors, respectively. The methodology was applied in three stages: 1 preparation of teaching materials; 2nd application in class and 3rd students rating of the methodology applied by monitors. The teaching materials presented discussed several biochemistry's topics and students had the opportunity to scaffold their own knowledge actively. Almost 90% considered the tool applied as highly related to classes and 82% considered this way of learning more significant than dialogical lectures. The performance of the monitors, focused on students and their learning, was considered great by students who were more motivated, resulting in the excellent evaluation of the work (100% of acceptance. The failure rate of the subject reduced in the four groups wherein the pedagogical materials were applied. It can demonstrate that both the mastery of scientific content and the pedagogical process involved during the teaching and learning moments are important.
In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The
Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José
In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed…
Hoekstra, A.; Beijaard, D.; Brekelmans, M.; Korthagen, F.
The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year,
NOTES FOR A BETTER DEVELOPMENT OF THE TEACHING-LEARNING PROCESS FROM A HISTORICAL-CULTURAL APROACH / APUNTES PARA UN MEJOR DESARROLLO DEL PROCESO DE ENSEÑANZA-APRENDIZAJE DESDE EL ENFOQUE HISTÓRICO-CULTURAL
Noel L. Cabrera Puentes
Full Text Available In this paper, taking as starting point the professional experience of the authors, the results of doctoral thesis and other research, some necessary aspects are offered to be taken into account in the teaching - learning that takes place today different school settings. Its aim: to sensitize teachers with the need to conduct a teaching-learning process more student-centered and through affective communication. It provides recommendations and procedures to achieve better learning and specifies that this is individual and occurs throughout life, preparing for life and everyday problem solving. The teaching-learning process is a communicative process, where the quality of interaction, affective experiences and teacher characteristics play an important role in shaping the personality of the students, both in their cognitive-instrumental, affective-motivational and behavioral spheres.
Susan Wharton Conkling
Full Text Available Whereas most articles in this special issue demonstrate careful and close-up views of Scholarship of Teaching and Learning (SoTL in a performing arts or humanities discipline, my approach is opposite; I look in on music teaching and learning to interrogate current conceptions of SoTL. I begin with Sloboda’s cognitive explanation of music expertise and consider how music expertise is established relatively early in life. I then proceed to develop two case studies of music in higher education showing how each case illustrates expertise, and highlighting experts’ desires for progressively greater challenges. I argue that collaboration with other expert performers is one sort of challenge that meets such desires. By drawing attention to collaboration, I then reframe music as social practice, and I highlight the qualities of participatory performance. In the latter part of the article, I turn my attention toward explaining what it means to think about learning as participation in a community of practice, and I draw on the case studies to demonstrate that such a view presents both challenges and opportunities for SoTL.
Full Text Available This paper is a position of contextual and holistic approach, and on the principles of constructivist theory examines the role of natural resources in the teaching and learning process. In the center of interest by the possibility of establishing a partnership relationship with nature in the process of teaching and learning, where nature appears as an asset, source and target classes. The aim is to get through the display and analysis of theoretical approaches to nature as a context for learning and teaching perceive from the perspective of affirmation contextual, holistic, active, investigative approach to teaching. This will promote new teaching strategies in order to change the classical approach to teaching and learning process and open up new opportunities to increase the share of after-school space in order to create teaching situations. Results of the analysis of theoretical starting points in particular knowledge of the value of contextual and holistic learning, achieving partnership with nature, in favor of modern theories in which it promotes active student positions close to reality in the process of construction of knowledge systems. [Projekat Ministarstva nauke Republike Srbije, br. 179060: Models of assessment and strategies of upgrading the quality of education in Serbia and br. 179074: Tradition, modernization and national identity in Serbia and the Balkans in the process of European integrations
Teaching chemistry to students with learning difficulties: exemplary adaptive instructional practices of experienced teachers. ... Arguably, today's science classrooms are witnessing a situation in which students experience a special learning ...
Pavlović Branka S.
Full Text Available The paper discusses the role of partner relations established between teacher and student in encouraging learning and cognitive development. Partnership means a relationship where there exists equal mutual respect of partners. Learning is viewed as a construction process not as knowledge transmission and emphasis is placed on the importance of the "zone of subsequent development for asymmetric partner communication in the process of building up knowledge". Attention focuses on two methods of learning in the teaching process: teacher-student cooperative learning and modeling. Several forms of partner communication are analyzed: discussion, conversation in a circle and asking questions on the part of students. The importance of partnership in teaching is illustrated by the results of a host of contemporary investigations in the sphere of teaching and learning. The major implications of those investigations for teaching practice are as follows: creating relaxing and non-hierarchical atmosphere in the process of learning; teacher and student training for communication skills important for partner relations; teacher training for cooperative work with students and application of modeling; developing conditions for the emergence of situational interest in teaching; utilization of techniques for encouraging spontaneous and free students’ questions in teaching.
This is for teaching - learning curriculum about nuclear energy for elementary school students. It consist of four titles, which are I saved this much, learning energy through quiz, I work for nuclear power plant and would mayor build a nuclear power plant in our town? It was written to teach nuclear power plant and nuclear energy to elementary school students in easy way.
Kapp, Marshall; Turner, Gregory; Baker, Dennis
Doctors' anxieties about the legal environment begin during medical school. The signals faculty members send to medical students contribute to this anxiety. A pilot study was conducted to examine signals sent by faculty members to students regarding the relationship of legal risk management and ethical patient care at one medical school. It was also intended to determine the agreement between the messages faculty staff believe they are transmitting and those that students think they are hearing from faculty mentors. A survey with six multiple-choice questions was sent electronically to clinical faculty staff of one medical school to elicit the signals faculty members send students regarding the relationship of legal risk management and ethical patient care. A complementary survey instrument was sent to all 240 third- and fourth-year students to elicit their perceptions of what they were being taught by their mentors about the legal environment. Responses were tabulated, analysed, and interpreted. Faculty staff and student responses to six questions regarding teaching and learning about the relationship of legal risk management and ethical patient care revealed, for four of the six questions, statistically significantly different perspectives between what faculty members thought they were teaching and what students thought they were learning. Medical schools should be teaching patient-centered medicine, reconciling an awareness of the legal environment with the provision of ethically and clinically sound patient care. To improve performance, we must address the messages faculty members send students and reduce the disparity between perceived faculty teaching and claimed student learning in this context. © Blackwell Publishing Ltd 2012.
McInerney, Patricia A; Green-Thompson, Lionel P
The objective of this scoping review is to determine the theories of teaching and learning, and/or models and/or methods used in teaching in postgraduate education in the health sciences. The longer term objective is to use the information gathered to design a workshop for teachers of postgraduate students.The question that this review seeks to answer is: what theories of teaching and learning, and/or models and/or methods of teaching are used in postgraduate teaching?
Personal and professional experiences influence teachers' perceptions of their ability to implement environmental science curricula and to positively impact students' learning. The purpose of this study was twofold: to determine what influence, if any, an intensive field-based life science course and service learning had on preservice teachers' self-efficacy for teaching about the environment and to determine which aspects of the combined field-based course/service learning preservice teachers perceived as effective for enhancing their self-efficacy. Data were collected from class documents and written teaching reflections of 38 middle-level preservice teachers. Some participants ( n = 18) also completed the Environmental Education Efficacy Belief Instrument at the beginning and end of the semester. Both qualitative and quantitative data analyses indicated a significant increase in PSTs' personal efficacies for environmental teaching, t(17) = 4.50, p = .000, d = 1.30, 95 % CI (.33, .90), but not outcome expectancy, t(17) = 1.15, p = .268, d = .220, 95 % CI (-.06, .20). Preservice teachers reported three aspects of the course as important for enhancing their self-efficacies: learning about ecological concepts through place-based issues, service learning with K-5 students and EE curriculum development. Data from this study extend prior work by indicating that practical experiences with students were not the sole factor in shaping PSTs' self-efficacy; learning ecological concepts and theories in field-based activities grounded in the local landscape also influenced PSTs' self-efficacy.
Full Text Available Teaching methods in MBA and Lifelong Learning Programmes (LLP for managers should be topically relevant in terms of content as well as the teaching methods used. In terms of the content, the integral part of MBA and Lifelong Learning Programmes for managers should be the development of participants’ leadership competencies and their understanding of current leadership concepts. The teaching methods in educational programmes for managers as adult learners should correspond to the strategy of learner-centred teaching that focuses on the participants’ learning process and their active involvement in class. The focus on the participants’ learning process also raises questions about whether the programme’s participants perceive the teaching methods used as useful and relevant for their development as leaders. The paper presents the results of the analysis of the responses to these questions in a sample of 54 Czech participants in the MBA programme and of lifelong learning programmes at the University of Economics, Prague. The data was acquired based on written or electronically submitted questionnaires. The data was analysed in relation to the usefulness of the teaching methods for understanding the concepts of leadership, leadership skills development as well as respondents’ personal growth. The results show that the respondents most valued the methods that enabled them to get feedback, activated them throughout the programme and got them involved in discussions with others in class. Implications for managerial education practices are discussed.
Hussain, Sayed Yusoff bin Syed; Hoe, Tan Wee; Idris, Muhammad Zaffwan bin
Digital game-based learning (DGBL) had been regarded as a sound learning strategy in raising pupils' willingness and interest in many disciplines. Normally, video and digital games are used in the teaching and learning mathematics. based on literature, digital games have proven its capability in making pupils motivated and are more likely to contribute to effective learning mathematics. Hence this research aims to construct a DGBL in the teaching of Mathematics for Year 1 pupils. Then, a quasi-experimental study was carried out in a school located in Gua Musang, Kelantan, involving 39 pupils. Specifically, this article tests the effectiveness of the use of DGBL in the teaching of the topic Addition of Less than 100 on pupil's achievement. This research employed a quasi-experiment, Pre and Post Test of Non-equivalent Control Group design. The data were analysed using the Nonparametric test namely the Mann-Whitney U. The research finding shows the use of the DGBL could increase the pupils' achievement in the topic of Addition of Less than 100. In practice, this research indicates that the DBGL can utilized as an alternative reference strategy for Mathematics teacher.
van der Steen, Martijn; Van Twist, Mark; Frissen, Paul
Senior-level civil servants can learn a lot from methods such as theory-lectures and case-teaching, but there is another resource of knowledge and insight that can be utilized more for teaching public administration: the professional experience of participants in training programmes. This paper argues that it is possible to use the professional…
Graves, Michael F.; Schneider, Steven; Ringstaff, Cathy
This article on word-learning strategies describes a theory- and research-based set of procedures for teaching students to use word-learning strategies--word parts, context clues, the dictionary, and a combined strategy--to infer the meanings of unknown words. The article begins with a rationale for teaching word-learning strategies, particularly…
Mullings, Delores V.
This project engaged students, practitioners, and educators from University of Labor and Social Affairs, Cau Giay District, Hanoi and Newfoundland and Labrador, Canada, in a cross-cultural distance learning and teaching collaboration. Two groups met simultaneously through Skype videoconferencing to discuss and learn about field supervision and…
Full Text Available One of the key priorities in the course of initial training for mainstream schools is the reflection of teaching practice, which is why it is necessary to learn how to analyze this process, for it is part of the deep learning approach; recognizing that reflection is central for innovation processes in professional practice. The research presented part of a qualitative study on the phenomenology depth interviews with students of fifth semester of the degree in early childhood education in a regular school in the State of Mexico apply. The results show that learning from reflection of teaching practice leans shallow focus.
Ryan, Doris W.,Ed.; Anderson, Lorin W.,Ed.
Reviewing their "Classroom Environment Study: Teaching for Learning" and other teaching research literature, project personnel examine the limitations of the process-product paradigm typically used in research on teaching. Topics covered include a conceptual model for teaching; preservice and inservice teacher training; appropriate…
Schwartzbeck, Terri Duggan; Wolf, Mary Ann
This report outlines how digital learning can connect middle and high school students with better teaching and learning experiences while also addressing three major challenges facing the nation's education system--access to good teaching, tight budgets, and boosting student achievement. But simply slapping a netbook on top of a textbook will not…
Full Text Available A radical educational reform occurred in Turkey in 2005; and curriculum of primary education courses was renewed. New curriculum was prepared based on constructivist approach. In this scope, curriculum of Turkish course was also renewed. This study aims at evaluating applications and opinions of teachers and students about learning and teaching process prescribed in Turkish Course (1st-5th Grades Curriculum. Within the scope of the study, semi-structured interview was made with 10 teachers and 12 students. In addition, process teaching a text was evaluated via structured observation method in 5 different classes. According to the results of the study, primary school teachers find some stages in learning – teaching process prescribed in the curriculum unnecessary and therefore do not apply them. Teachers mentioned that some texts are above the student level; and they sometimes experience time and material problems. It was seen in the present study that teachers do not have enough information about learning and teaching process in the new curriculum; they do not have high success levels in the applications; and they usually do not apply the forms for evaluating the process in the curriculum. It was found out that, in spite of these problems, courses are student-centred as prescribed in the curriculum; and students have positive opinions about stages of learning and teaching process.
Hurt Middlecamp, Reviewed By Catherine
Most of us would willingly - perhaps even passionately - tackle the question of what we should teach our students. Similarly, we are likely to engage in a conversation about how we teach and our preferences for organizing classroom time and structures. Although the question of why we teach may be raised less often (and perhaps with a hint of sarcasm), this too is a question to which most can offer a thoughtful response. An entirely different matter, however, is the question of who is the person teaching. This who involves the inner realms of one's heart, mind, and soul. How does our identity affect the teaching and learning processes? As we teach, what paths are we following intellectually, emotionally, or even spiritually? How do these paths influence our relationship to our content and to our students? With an engaging honesty, Parker Palmer pursues these questions in The Courage to Teach: Exploring the Inner Landscape of A Teacher's Life. At the outset he points out (p 4): I have no quarrel with the what or how or why questions - except when they are posed as the only questions worth asking. All of them can yield important insights into teaching and learning. But none of them opens up the territory I want to explore in this book: the inner landscape of the teaching self. One might well question why those of us teaching chemistry should be interested in examining ourselves as part of the teaching equation. Isn't scientific knowledge supposed to be as objective as we can make it? Isn't it better for us to check our emotional or intellectual baggage at the classroom door, rather than to taint the content with our biases? Or perhaps more directly stated, is it not more practical and a better use of our time to simply deal with the realities of the day-to-day classroom issues? Admittedly these are fair questions. However, to become stuck on them is to miss the opportunities for reflection and growth as teachers that Palmer's book offers. Simply put, people teach
Cyrino, Eliana Goldfarb; Toralles-Pereira, Maria Lúcia
Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.
Perrodin, D.; Lommen, A.
Astro 101 students have deep-seated pre-conceptions regarding such topics as the cause of moon phases or the seasons. Beyond exploring the topics in a learner-centered fashion, the "learning by teaching" philosophy enables students to truly master concepts. In order to make students teach the cause of moon phases, we created a multimedia project where groups of students taught other students and filmed the session. They were to produce a 10-minute final movie highlighting their teaching techniques and showing students in the process of learning the concepts. This "experiment" turned out to be a great success for a few reasons. First, students gained experience explaining conceptually-challenging topics, making them learn the material better. Additionally, they learned to apply learner-centered techniques, most likely learning to teach for the first time. Finally, this project provided the students a connection between the classroom and the rest of the college, making them responsible for applying and sharing their knowledge with their peers.
Offers a holistic blended learning approach, combining the best of traditional approaches to learning and teaching to make best use of the advantages of each while minimizing the disadvantages. It provides information professionals with a practical guide to the design and delivery of such training programmes.
Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud
This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…
Wittek, Line; Habib, Laurence
This article focuses on describing the interplay between teaching and learning practices in Higher Education and the disciplinary context of such practices. In particular, it aims to address the question of how course design, teaching, and learning activities take place within a particular academic culture and how those activities mutually shape…
Clemente Charles Hudson
Full Text Available Contextual Teaching and Learning (CTL is defined as a way to introduce content using a variety of activelearning techniques designed to help students connect what they already know to what they are expected to learn, and to construct new knowledge from the analysis and synthesis of this learning process. A theoretical basis for CTL is outlined, with a focus on Connection, Constructivist, and Active Learning theories. A summary of brain activity during the learning process illustrates the physiological changes and connections that occur during educational activities. Three types of learning scenarios (project-based, goal-based, and inquiry-oriented are presented to illustrate how CTL can be applied by practitioners.
Full Text Available In a project with long-term prisoners at HMP Dumfries, Scotland, tutors and students explore the notion and application of compassion, focusing in particular on the ways in which understanding compassion enables learning – not just the learning of academic subjects but also of interpersonal skills and emotional intelligence. The project highlights the benefits of teaching a so-called extracurricular subject, at the same time as revealing its centrality to learning in the first place. A lack of adequate teaching time in prison, and the fact that compassion is not considered a core subject in education, are both cited as obstacles in consolidating the work of the project. The benefits of teaching compassion - emotional, intellectual and spiritual - was made clear through written and verbal student feedback. Three short workshops highlighted the enormous potential in developing and establishing compassion as both subject and practice in prison education. It is hoped that practitioners and researchers will support the expansion of this work throughout prisons.
Daunt, Laura A; Umeonusulu, Patience I; Gladman, John R F; Blundell, Adrian G; Conroy, Simon P; Gordon, Adam L
computer-aided learning (CAL) is increasingly used to deliver teaching, but few studies have evaluated its impact on learning within geriatric medicine. We developed and implemented CAL packages on falls and continence, and evaluated their effect on student performance in two medical schools. traditional ward based and didactic teaching was replaced by blended learning (CAL package combined with traditional teaching methods). Examination scores were compared for cohorts of medical students receiving traditional learning and those receiving blended learning. Control questions were included to provide data on cohort differences. in both medical schools, there was a trend towards improved scores following blended learning, with a smaller number of students achieving low scores (P learning was associated with improvement in student examination performance, regardless of the setting or the methods adopted, and without increasing teaching time. Our findings support the use of CAL in teaching geriatric medicine, and this method has been adopted for teaching other topics in the undergraduate curriculum.
Juuso, Esko K.
Engineering education needs to provide both theoretical knowledge and problem-solving skills. Many topics can be presented in lectures and computer exercises are good tools in teaching the skills. Learning by doing is combined with lectures to provide additional material and perspectives. The teaching scheme includes lectures, computer exercises, case studies, seminars and reports organized as a problem-based learning process. In the gradually refining learning material, each teaching method has its own role. The scheme, which has been used in teaching two 4th year courses, is beneficial for overall learning progress, especially in bilingual courses. The students become familiar with new perspectives and are ready to use the course material in application projects.
Erbil, Deniz Gökçe; Kocabas, Ayfer
In this study, the effects of applying the cooperative learning method on the students' attitude toward democracy in an elementary 3rd-grade life studies course was examined. Over the course of 8 weeks, the cooperative learning method was applied with an experimental group, and traditional methods of teaching life studies in 2009, which was still…
In the editorial of "The Language Learning Journal" of July 2011, readers' attention is drawn to the decline in language teaching and learning in British schools and universities, and to the attempt of the British Academy to promote language teaching against this decline. The British Academy paper makes seven recommendations of which the…
Ketcheson, David I.
A course in numerical methods should teach both the mathematical theory of numerical analysis and the craft of implementing numerical algorithms. The IPython notebook provides a single medium in which mathematics, explanations, executable code, and visualizations can be combined, and with which the student can interact in order to learn both the theory and the craft of numerical methods. The use of notebooks also lends itself naturally to inquiry-based learning methods. I discuss the motivation and practice of teaching a course based on the use of IPython notebooks and inquiry-based learning, including some specific practical aspects. The discussion is based on my experience teaching a Masters-level course in numerical analysis at King Abdullah University of Science and Technology (KAUST), but is intended to be useful for those who teach at other levels or in industry.
Gee, Elisabeth; Gee, James Paul
Background: Videogames and virtual worlds have frequently been studied as learning environments in isolation; that is, scholars have focused on understanding the features of games or virtual worlds as separate from or different than "real world" environments for learning. Although more recently, scholars have explored the teaching and…
Hoekstra, Annemarieke; Beijaard, Douwe; Brekelmans, Mieke; Korthagen, Fred
The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and…
various new models of education into the teaching and learning environment, such as ... scope of information that are available over the Web and in other ICT- based cognitive tools, .... need, abilities, learning styles and interests of the learners. .... encouraging learners to return for knowledge updating and further study.
Full Text Available In the paper the theoretical background of blended learning is examined, traditional brick-and-mortar and blended learning are compared, the advantages of blended learning are outlined and it effectiveness in foreign language teaching is proven. The topicality of this research is determined by the prospect of implementing the blended learning models to achieve the goals set by the National Strategy for the Development of Education in Ukraine for 2012-2021, namely: improving the quality of education on an innovative basis, creating and providing opportunities for implementing various learning models, forms and means of getting education. In this context, a modern educational institution is required to set up a combination of traditional and innovative forms of learning, and constantly update its information and communication resources, which cause the need to introduce the blended learning approach. Blended learning is a relatively new approach in the field of education in Ukraine. The great prospect of blended learning consists in its potential to combine the best of traditional and online practices. This is a formal education program in which pupils learn partially through online learning with some element of self-control over time, place and pace; and partially in a traditional classroom setting. It provides more efficiency and flexibility in comparison with traditional learning as well as online or distance learning. Moreover, blended learning implies a mastery-based approach ensuring that pupils achieve the required level of mastery at the end of the course. It also prepares learners to collaborate in an online environment and meet the demands of the modern labour market. This is particularly important for schools, because modern pupils are tech-savvy and their motivation is determined by the need for autonomy, personalization, communicatively-oriented and mastery-based learning. For the teaching staff, blended learning can improve teaching
Outlines three basic learning modalities--auditory, visual, and tactile--and notes that technology can help incorporate multiple modalities within each lesson, to meet the needs of most students. Discusses the importance in multiple modality teaching of effectively assessing students. Presents visual, auditory and tactile activity suggestions.…
Full Text Available This literature review article approaches the topic of information and communications technologies from the perspective of their impact on the language learning process, with particular emphasis on the most appropriate designs of multimodal texts as informed by models of multimodal learning. The first part contextualizes multimodality within the fields of discourse studies, the psychology of learning and CALL; the second, deals with multimodal conceptions of reading and writing by discussing hypertextuality and literacy. A final section outlines the possible implications of multimodal learning models for foreign language teaching and learning.
Full Text Available The students in the vocational education of architecture design in Taiwan often face many learning obstacles, such as no problem solving ability and lack of creativity. Therefore, this study used a social learning model as a learning strategy in the architecture design learning process to solve related learning difficulties. Firstly, this study used cognitive development teaching activities and a learning process based on analogical thinking and analogical reasoning to build the social learning model. Secondly, the social learning model of this study was implemented in the teaching of a required course of architecture design for 120 freshmen in China University of Technology. The questionnaire survey results were then statically analyzed and compared to measure the differences in the students’ knowledge about architecture designs before and after the teaching in this study. In this study, the social learning model is proven helpful in inspiring the students’ creativity by converting new knowledge of architecture design into schemas and hence retaining the new knowledge for future application. The social learning model can be applied in the teaching of architecture design in other schools, while more research can be conducted in the future to further confirm its feasibility to promote effective learning.
Sorensen, Elsebeth Korsgaard
This paper addresses the challenge of teaching and learning in a blended, collaborative Digital Context. It reports on a case study in which the promotion of learners empowerment and meta-learning are key objectives. The findings of the case study suggest the presence of a promising potential...... in a marriage between theory-led designs, digital technology, and dialogic collaborative knowledge building for cultivating and enhancing student empowerment....
Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi
Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201
This study looks at how beginner teachers learn to teach science for social justice in urban schools. The research questions are: (1) what views do beginner teachers hold about teaching science for social justice in urban schools? (2) How do beginner teachers' views about teaching science for social justice develop as part of their learning? In looking at teacher learning, I take a situative perspective that defines learning as increased participation in a community of practice. I use the case study methodology with five teacher participants as the individual units of analysis. In measuring participation, I draw from mathematics education literature that offers three domains of professional practice: Content, pedagogy and professional identity. In addition, I focus on agency as an important component of increased participation from a social justice perspective. My findings reveal two main tensions that arose as teachers considered what it meant to teach science from a social justice perspective: (1) Culturally responsive teaching vs. "real" science and (2) Teaching science as a political act. In negotiating these tensions, teachers drew on a variety of pedagogical and conceptual tools offered in USE that focused on issues of equity, access, place-based pedagogy, student agency, ownership and culture as a toolkit. Further, in looking at how the five participants negotiated these tensions in practice, I describe four variables that either afforded or constrained teacher agency and consequently the development of their own identity and role as socially just educators. These four variables are: (1) Accessing and activating social, human and cultural capital, (2) reconceptualizing culturally responsive pedagogical tools, (3) views of urban youth and (4) context of participation. This study has implications for understanding the dialectical relationship between agency and social justice identity for beginner teachers who are learning how to teach for social justice. Also
Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc
Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD).
The general aim is to promote the use of individual-based models (biological agent-based models) in teaching and learning contexts in life sciences and to make their progressive incorporation into academic curricula easier, complementing other existing modelling strategies more frequently used in the classroom. Modelling activities for the study…
Hwang, Seong Su [The Catholic University of Korea, Suwon (Korea, Republic of)
I wanted to describe a method to create teaching movies with using screen recordings, and I wanted to see if self-learning movies are useful for medical students. Teaching movies were created by direct recording of the screen activity and voice narration during the interpretation of educational cases; we used a PACS system and screen recording software for the recording (CamStudio, Rendersoft, U.S.A.). The usefulness of teaching movies for seft-learning of abdominal CT anatomy was evacuated by the medical students. Creating teaching movie clips with using screen recording software was simple and easy. Survey responses were collected from 43 medical students. The contents of teaching movie was adequately understandable (52%) and useful for learning (47%). Only 23% students agreed the these movies helped motivated them to learn. Teaching movies were more useful than still photographs of the teaching image files. The students wanted teaching movies on the cross-sectional CT anatomy of different body regions (82%) and for understanding the radiological interpretation of various diseases (42%). Creating teaching movie by direct screen recording of a radiologist's interpretation process is easy and simple. The teaching video clips reveal a radiologist's interpretation process or the explanation of teaching cases with his/her own voice narration, and it is an effective self-learning tool for medical students and residents.
Hwang, Seong Su
I wanted to describe a method to create teaching movies with using screen recordings, and I wanted to see if self-learning movies are useful for medical students. Teaching movies were created by direct recording of the screen activity and voice narration during the interpretation of educational cases; we used a PACS system and screen recording software for the recording (CamStudio, Rendersoft, U.S.A.). The usefulness of teaching movies for seft-learning of abdominal CT anatomy was evacuated by the medical students. Creating teaching movie clips with using screen recording software was simple and easy. Survey responses were collected from 43 medical students. The contents of teaching movie was adequately understandable (52%) and useful for learning (47%). Only 23% students agreed the these movies helped motivated them to learn. Teaching movies were more useful than still photographs of the teaching image files. The students wanted teaching movies on the cross-sectional CT anatomy of different body regions (82%) and for understanding the radiological interpretation of various diseases (42%). Creating teaching movie by direct screen recording of a radiologist's interpretation process is easy and simple. The teaching video clips reveal a radiologist's interpretation process or the explanation of teaching cases with his/her own voice narration, and it is an effective self-learning tool for medical students and residents
From its inaugural issue in 1993, "The College Quarterly" ("CQ") has been "devoted to the examination of college and further education issues, and the professional development of college educators." Its focus has always been on the enhancement of the efficacy and effectiveness of teaching and learning at the college…
Krstić Ksenija Lj.
Full Text Available School learning takes place in an environment which is, among other factors, defined by the quality of the socio-emotional interactions and relationships between teachers and students. In recent years, an increasing number of studies and papers have drawn attention to the importance and role of the socio-emotional relationship between teachers and students in the process of teaching and learning. This paper analyzes the socio-emotional interaction of teachers and students, the role of emotions in the process of teaching and learning, and attachment to a teacher as a specific quality of the emotional relationship between students and teachers. The paper presents the findings of numerous studies which indicate that various aspects of the socio-emotional relationship are important for learning, for students' intrinsic motivation, their academic achievement, self-efficacy, self-perception, social relationships with their peers and teachers, school adjustment, engagement and eagerness to learn, and emotional and behavioral problems. The quality of their relationship with students also affects the enthusiasm of teachers, their job satisfaction, stress levels and well-being. The paper points out that a teacher can be a secure base for students at school, providing them with the security and support they need for free research and learning in the school environment. The final section of the paper offers general guidelines for improving teaching practice based on what is known about the importance of a positive socio-emotional relationship between teachers and students.
Adedokun-Shittu, Nafisat Afolake; Shittu, Abdul Jaleel Kehinde
This article reports the impacts of technology integration on teaching and learning from a study that examines the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and the survey instrument employed for both the students and the lecturers is a…
Parker, Loran Carleton; Gleichsner, Alyssa M; Adedokun, Omolola A; Forney, James
Transformation of research in all biological fields necessitates the design, analysis and, interpretation of large data sets. Preparing students with the requisite skills in experimental design, statistical analysis, and interpretation, and mathematical reasoning will require both curricular reform and faculty who are willing and able to integrate mathematical and statistical concepts into their life science courses. A new Faculty Learning Community (FLC) was constituted each year for four years to assist in the transformation of the life sciences curriculum and faculty at a large, Midwestern research university. Participants were interviewed after participation and surveyed before and after participation to assess the impact of the FLC on their attitudes toward teaching, perceived pedagogical skills, and planned teaching practice. Overall, the FLC had a meaningful positive impact on participants' attitudes toward teaching, knowledge about teaching, and perceived pedagogical skills. Interestingly, confidence for viewing the classroom as a site for research about teaching declined. Implications for the creation and development of FLCs for science faculty are discussed. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):517-525, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.
Full Text Available The present article is dedicated to one of the most important aspects of teaching nowadays- differentiated teaching and instruction for English language learners. Differentiation means directing teaching towards the interests and capacities of all pupils in a class. It is not a simple expedient for keeping pupils busy – although that may prove important – it is a consideration for overcoming any latent barriers to learning.
Dean, Tereza; Lee-Post, Anita; Hapke, Holly
To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes. To this end, we incorporated four…
Excellence in anesthesia education has been advocated to meet the future needs and direction of the specialty. The purpose of this article is twofold: first, to review the current medical education literature and theory in order to inform teaching and learning in anesthesia; and second, to advocate for excellence in anesthesia education. This review considers the general education, educational psychology, and medical education literature based on a search of the MEDLINE and ERIC databases, educational Web sites, and library catalogues. Excellent teaching is considered that which facilitates and maximizes learning. A conceptual framework of learning as a convergence of teacher, learner, assessment, and context is proposed. The contribution of each component to learning is examined in order to enable anesthesia teachers to choose and adapt the most appropriate educational approaches for their particular contexts. The relationship of excellent teaching, scholarly teaching, and the scholarship of teaching is explored. Strategies for promoting excellence in anesthesia education are suggested. The call for excellence in anesthesia has become an important theme, particularly with respect to education. While excellent teaching is a goal to which all anesthesia faculty should aspire, scholarly teaching and scholarship in teaching should also be promoted in order to advance anesthesia education for the benefit of the profession and ultimately for patient care.
Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José
In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed according to our proposal relate to learning progressions. An iterative methodology for evaluating and redesigning the teaching and learning sequence (TLS) is presented. The proposed assessment strategy focuses on three aspects: (a) evaluation of the activities of the TLS, (b) evaluation of learning achieved by students in relation to the intended objectives, and (c) a document for gathering the difficulties found when implementing the TLS to serve as a guide to teachers. Discussion of this guide with external teachers provides feedback used for the TLS redesign. The context of our implementation and evaluation is an innovative calculus-based physics course for first-year engineering and science degree students at the University of the Basque Country.
Full Text Available Abstract Technology has been integral component in the teaching and learning process in this millennium. In this review paper we evaluate the different technologies which are used to currently facilitate the teaching and learning of computer programming courses. The aim is to identify problems or gaps in technology usage in the learning environment and suggest affective solutions for technology integration into programming courses at the University levels in the future. We believe that with the inclusion of suggested innovative technologies and affective solutions in programming courses teaching and learning will be attractive and best for the programming industry.
Except these criticism, the book is quite useful to get some terms related to digital game- based language learning and teaching. Besides, its language pretty understandable to read even though they have lots of terminological information. So it doesn’t take a lot of time to read it. With all of these contents, the book can be considered as a good resource for investigating digital game-based language learning and teaching and it can be used for teaching some certain materials to the learners who are seeking for a good structured language teaching digital games.
Kostousov, Sergei; Kudryavtsev, Dmitry
Problem solving is a critical competency for modern world and also an effective way of learning. Education should not only transfer domain-specific knowledge to students, but also prepare them to solve real-life problems--to apply knowledge from one or several domains within specific situation. Problem solving as teaching tool is known for a long…
... of Teaching and Learning Styles in Practical Motor Vehicle Mechanics Work At ... Board should organize workshop for its teachers in technical colleges on the ... students to participate actively in any activities when teaching practical skills.
In this paper, I propose a renewed look at how teaching assistants (TAs) are being prepared to fulfill their duties in higher education. I argue that the apprenticeship model of learning that is currently in use be replaced by the more holistic workplace learning approach. Workplace learning theories take into consideration the complexity of the…
Bhardwaj, A; Nagandla, K; Swe, K Mm; Abas, A Bl
E-learning is the use of Information and Communication Technology (ICT) to provide online education and learning. E- Learning has now been integrated into the traditional teaching as the concept of 'blended learning' that combines digital learning with the existing traditional teaching methods to address the various challenges in the field of medical education. Structured e-learning activities were started in Melaka Manipal Medical College in 2009 via e-learning platform (MOODLE-Modular Object-Oriented Dynamic Learning Environment). The objective of the present study is to investigate the faculty opinions toward the existing e-learning activities, and to analyse the extent of adopting and integration of e-learning into their traditional teaching methods. A cross sectional study was conducted among faculties of Medicine and Dentistry using pre-tested questionnaires. The data was analyzed by using the statistical package for social science, SPSS, version 16.0. The result of our survey indicates that majority of our faculty (65.4%) held positive opinion towards e-learning. Among the few, who demonstrated reservations, it is attributed to their average level of skills and aptitude in the use of computers that was statistically significant (pe-learning that enables smooth transition of the faculty from their traditional teaching methods into blended approach. Our results are anticipated to strengthen the existing e-learning activities of our college and other universities and convincingly adopt e-learning as a viable teaching and learning strategy.
Ana Paula Jesus de Almeida
Full Text Available INTRODUCTION: The use of video in teaching and learning processes provides a challenging environment, able to stimulate the intellect and facilitate understanding in life science studies. Videos can be of extraordinary importance in education and dissemination of knowledge, contributing to greater learning, but is rarely used and exploited properly, especially for teaching biochemistry. Biochemistry is considered complex because it involves many molecular structures and processes, especially considering the number of events and molecules involved in the metabolism. OBJECTIVES: This study aimed to introduce biochemistry for the students of basic education using the theme "Light, Science and Life" in a playful and fun way. MATERIALS AND METHODS: A video about bioluminescence was designed and prepared aiming to use it as a support for learning biochemistry by students of basic education of public schools located in Salvador, Bahia. In order to prepare the video, undergraduate students initially revised the literature in order to acquire proper knowledge, and along with their teacher advisor worked the elaboration of texts, textbook and questionnaire and applied at school. DISCUSSION AND RESULTS: Analysis the qualitative results of the experiment on the preparation and use of the video about "Bioluminescence" focused mainly on the content of biochemistry linked to theme Light, Science and Life, and demonstrated the importance of such work in the teaching-learning process. The dynamics used allowed greater interaction between students and teacher, and the teaching of biochemistry in a fun way beyond the university walls. CONCLUSION: The teaching through recreational resources, e.g. videos and other educational strategies that foster learning should be encouraged from basic education, always bearing in order to transmit through these teaching methods the main concepts covered in biochemistry.
Kottmann, Andrea; Deem, Rosemary; Eggins, Heather
In the recent years at higher education institutions in Europe the establishment of Centres for Excellence in Teaching and Learning (CETL) has become widespread. Mostly institutions use these centres to implement and coordinate activities improving the quality of teaching and learning, new teaching
Educators are often aware of the need to implement a variety of teaching techniques to reach out to students with different learning styles. I describe an attempt to target multimodal learners by bringing classical economic texts and concepts to life through discussions, field visits and role playing exercises. In my Labor Economics class I…
Hino, Jeff; Kahn, Cub
Extension clients' learning preferences are changing, with many increasingly going online for educational content. In response, Oregon State University Extension pilot tested a training program for Extension educators to explore hybrid teaching--a methodology that could provide more flexible access to a wider audience. Hybrid teaching offers a…
Full Text Available The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts teaching methods. The study uses quantitative analysis of data on the basis of results obtained from a pedagogical experiment. The subjects of the research were 285 second- and fourth-grade students from four primary schools in the city of Rijeka, Croatia. Paintings made by the students in the initial and final stage of the pedagogical experiment were evaluated. The research results confirmed the hypotheses about the positive effect of interactive approaches to learning and teaching on the following variables: (1 knowledge and understanding of visual arts terms, (2 abilities and skills in the use of art materials and techniques within the framework of planned painting tasks, and (3 creativity in solving visual arts problems. The research results can help shape an optimised model for the planning and performance of visual arts education, and provide guidelines for planning professional development and the further professional education of teachers, with the aim of establishing more efficient learning and teaching of the visual arts in primary school.
Allen, Eileen E.
Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…
Full Text Available This study investigated the effects of integrated learning-teaching approach on reading comprehension and narration skills. Considerations regarding how to overcome difficulties in the teaching of Turkish language through multi-theoretical perspectives have resulted in this approach to come into the existence. For the purpose of forming theoretical foundations of the research, behaviourist, cognitive and constructivist learning theories with their philosophical foundations were introduced, their principals and assumptions with regard to instructional design were compared, and their strengths and weakness were delineated. These considerations were then associated with the components of Turkish language program (content, objectives, teaching strategies and methods, assessment and that paved way for “integrative learning and teaching approach” to come into being. This study aimed to investigate whether there is a significant difference between the performance of the experimental group students who were exposed to integrative learning and teaching approach and that of control group students who were not exposed to integrative learning and teaching approach in terms of reading comprehension and written expression skills in Turkish language
Using this (badly) concealed reference to the title of a book by Richard Rorty as my starting point in this presentation I am going to pursue a specific perspective in Dewey’s philosophy of education, namely his pragmatism. Dewey’s position within philosophy and epistemology – in particular his...... presentation is Dewey’s pragmatism. I am going to argue that the explorational and experimental approach towards cognition, experience and learning has an effect on teaching – and ultimately on how you learn to teach. The perspective is that there is a correlation between science, epistemology and didactics...... – understood as ‘creation of knowledge’ [viden-skabelse] –that an understanding of teaching and education may be inherent in various epistemological positions. That holds true for Dewey’s pragmatism as well...
Full Text Available The main objective of the present work is the selection and integration of objectives and methods of education for gender equity within the Life and Earth Sciences’ learning environments in the current portuguese frameworks of middle and high school. My proposal combines inquiry learning-teaching methods with the aim of promoting gender equity, mainly focusing in relevant 20th century women-scientists with a huge contribute to the History of Science. The hands-on and minds-on activities proposed for high scholl students of Life and Earth Sciences onstitute a learnig environment enriched in features of science by focusing on the work of two scientists: Lynn Margulis (1938-2011 and her endosymbiosis theory of the origin of life on Earth and Inge Leehman (1888-1993 responsible for a breakthrough regarding the internal structure of Earth, by caracterizing a discontinuity within the nucleus, contributing to the current geophysical model. For middle scholl students the learning environment includes Inge Leehman and Mary Tharp (1920-2006 and her first world map of the ocean floor. My strategy includes features of science, such as: theory-laden nature of scientific knowledge, models, values and socio-scientific issues, technology contributes to science and feminism. In conclusion, I consider that this study may constitute an example to facilitate the implementation, by other teachers, of active inquiry strategies focused on features of science within a framework of social responsibility of science, as well as the basis for future research.
Weinstein, Yana; Madan, Christopher R; Sumeracki, Megan A
The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.
Starting from the assumption that deep learning, which seeks lasting mastery over a subject, is more desirable in professional education than shallow learning, which is merely designed to pass academic assessments, this paper suggests ways in which teachers in higher education can encourage the former. Noting that students tend to adopt either a shallow or deep approach in response to their experiences in the classroom and their understanding of what the assessment regime requires, it argues that, as a consequence, it ought to be possible to prompt more students to adopt deep learning approaches by manipulating teaching and assessment strategies. The literature on teaching and learning is explored in order to derive maxims of good practice which, if followed, can reasonably be expected to promote deep learning and discourage surface learning. It is argued that this will lead to more effective preparation for the real world of professional practice
El-Khalili, Nuha H.
Many studies have reported the utilization of Problem-Based Learning (PBL) in teaching Software Engineering courses. However, these studies have different views of the effectiveness of PBL. This paper presents the design of an Advanced Software Engineering course for undergraduate Software Engineering students that uses PBL to teach them Agile…
Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc
Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD). Purpose: LBD uses the context of design challenges to learn, among other things, science.…
BACKGROUND: Adult learning processes of acquisition of new knowledge, behaviours, skills, values or preferences generally occur as part of personal professional development. There is need for radiology residency trainers to understand the basic adult learning principles for effective teaching processes. OBJECTIVE: To ...
Liu, Kimy; Robinson, Quintin; Braun-Monegan, Jenelle
This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the…
People working in the field of education know well the positive effects adult and community learning can have on mental health and wellbeing. Participating in adult and community learning can help to widen social networks and improve life and employment chances; it makes for better general health; and can strengthen the learner's self-confidence,…
Sachin Mohite; Meenal Dashputre
The entire education system is moving from the teacher-centered teaching-learning approaches towards student-centered teaching-learning approaches, with anticipation that it would increase the learning outcomes. This empirical study was carried out to compare the traditional and non-traditional classrooms. It also tried to understand the effectiveness of the Alternate Instructions in the Mathematics and Primary Language (Marathi) classrooms. This study collected about 8000 snapshots from the ...
P. M. Suresh Kumar
Learner centred education through appropriate methodologies facilitates effective learning as teaching-learning modalities of higher education are considered to be relevant to the learner group. Curriculum delivery and pedagogy should incorporate multitude of learning experiences and innovative learning methodologies through adoption of technology. Plenty of resources external to the curriculum come into use, which offer valuable learning experiences. Augmentation of resources for teaching...
Plavšic, Marlena; Dikovic, Marina
One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…
Full Text Available The advancement of technology provides education with varioussolutions to create new learning environments. Edmodo as a learning platform is believed to offera solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform,in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use of Edmodo in teaching and learning activities. This research employed a qualitative approach with case study design. The research involved 17 participants from the eleventh grade of a senior high school in Bandung, Indonesia. The data were collected through observations, document analysis, interviews, and questionnaires. The results showed that in teaching writing,it was possible to integrate Edmodo into GBA writing cycles. Edmodo also facilitated students’ engagement cognitively during classroom sessions. The students showed various responses towards the use of Edmodo based on the Uses and Gratification Theory (UGT framework. Some issues on the use of Edmodo identified in this research were bandwidth, confusion in using Edmodo, incompatibility of smartphone applications, and students’ lack responsibilities for learning. The suggestions for the authority and areas of further research are presented.
Weber, Jean Marie
Argues that physical activity and water can increase brain activity, and hence, learning. Findings of neuroscientists regarding the brain can inform educators. Brain-based teaching emphasizes teamwork, cooperative learning, and global responsibility. Argues against gathering information without relevance. Connects brain-based learning concepts to…
Iwamoto, Darren H.; Hargis, Jace; Bordner, Richard; Chandler, Pomaika'inani
The purpose of this scholarship of teaching and learning was to define and assess the level of self-regulation skills undergraduate students possess. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ). Through the analysis of the MSLQ, students reported having high expectations for themselves. Yet, students were…
Fitzgerald, Les; Wong, Pauline; Hannon, John; Solberg Tokerud, Marte; Lyons, Judith
Innovative curriculum designs are vital for effective learning in contemporary nursing education where traditional modes of delivery are not adequate to meet the learning needs of postgraduate students. This instance of postgraduate teaching in a distributed learning environment offered the opportunity to design a flexible learning model for teaching advanced clinical skills. To present a sustainable model for flexible learning that enables specialist nurses to gain postgraduate qualifications without on-campus class attendance by teaching and assessing clinical health care skills in an authentic workplace setting. An action research methodology was used to gather evidence and report on the process of curriculum development of a core unit, Comprehensive Health Assessment (CHA), within 13 different postgraduate speciality courses. Qualitative data was collected from 27 teaching academics, 21 clinical specialist staff, and 7 hospital managers via interviews, focus groups and journal reflections. Evaluations from the initial iteration of CHA from 36 students were obtained. Data was analyzed to develop and evaluate the curriculum design of CHA. The key factors indicated by participants in the curriculum design process were coordination and structuring of teaching and assessment; integration of content development; working with technologies, balancing specialities and core knowledge; and managing induction and expectations. A set of recommendations emerged as a result of the action research process. These included: a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template for content authors; and the inclusion of synchronous communication for real-time online tutoring. The highlight of the project was that it built curriculum design capabilities of clinicians and students which can sustain this alternative model of online
TODORUȚ AMALIA VENERA
Full Text Available In this paper I have analysed a series of facilitators that determine creativity and innovation in teaching learning processes, emphasising the role of assessment, organizational culture and information technologies as relevant and essential elements within this challenging approach to create the conditions for an intelligent development of the educational processes. Also I approached issues related to creative learning and innovative teaching in a society in which knowledge takes more and more intense forms and, they require changes and deep transformations in all educational environments. The fundamental objective was to underline the need to learn creatively and to teach innovatively, given the conditions of the development of information technologies and a deeper and deeper immersion in this information environment, with effects on involving more effectively the students in their own learning approach. Based on scientific researches, observation and comparative analyzes, I identified the facilitators which, along with the technologies, support the creative learning and innovative teaching.
Farha Alia Mokhtar
Full Text Available In recent times, educators are urged to transform the techniques in conducting language learning by incorporating technological tools because new technologies stimulate an explosion of new methods for teaching and learning. This article emphasizes the conventional teaching pedagogy and the urgency to rethink its practice in language learning while proposing a possible platform for learners’ and teachers’ needs. I outline the perceptions of future teachers on conventional teaching, shifting of teaching style from conventional to digital designs and the possibility of implementing Edmodo to curb the concerns arising. The argumentset forward isregarding conventional teaching that hinders potentials of students, followed by participants’ hopes for teaching approaches and the likelihood of implementing Edmodo to assist in the language learning classroom with grammar, vocabulary, self‐efficacy and target language and practice.
Full Text Available A radical educational reform occurred in Turkey in 2005; and curriculum of primary education courses was renewed. New curriculum was prepared based on constructivist approach. In this scope, curriculum of Turkish course was also renewed. This study aimsat evaluating applications and opinions of teachers and students about learning and teaching process prescribed in Turkish Course (1st-5th Grades Curriculum. Within the scope of the study, semi-structured interview was made with 10 teachers and 12 students.In addition, process teaching a text was evaluated via structured observation method in 5 different classes. According to the results of the study, primary school teachers find some stages in learning – teaching process prescribed in the curriculum unnecessary andtherefore do not apply them. Teachers mentioned that some texts are above the student level; and they sometimes experience time and material problems. It was seen in the present study that teachers do not have enough information about learning and teachingprocess in the new curriculum; they do not have high success levels in the applications; and they usually do not apply the forms for evaluating the process in the curriculum. It was found out that, in spite of these problems, courses are student-centred as prescribed inthe curriculum; and students have positive opinions about stages of learning and teaching process.
Jang, Hyungshim; Reeve, Johnmarshall; Halusic, Marc
We tested the educational utility of "teaching in students' preferred ways" as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study…
Dawson, Gail A.
To function in today's diverse and multicultural environment, workers must be properly prepared; yet teaching diversity is not an easy task. This article explores some of the challenges of diversity and proposes the use of conversational learning to make teaching more effective in preparing students and employees for the workplace. In addition, a…
Full Text Available This study investigates the relation of the Foreign Language Teaching with the SemioticApproach that gains more importance recently and tries to explain how this concept has beenused as Semiotic Approach in Foreign Language Teaching and Learning and teacher-learnerroles, strong-weak sides, types of activities, etc. have been handled.
Dewi Nur Asyiah
Full Text Available Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teacher and students, strategies to teach and learn the vocabulary, and also influences of students’ vocabulary learning strategy on their vocabulary mastery. Accordingly, a mix method design was employed to one English teacher and 30 junior high school students to reveal the issues being investigated. The findings showed that both teacher and students have positive response on vocabulary teaching and learning. Concerning strategies, it was found that teacher mostly employed Fully-contextual strategy, meanwhile Determination and Metacognitive strategy were found as the most favored VLS chosen by students. The study also confirmed that there is a significant relationship between students’ vocabulary learning strategy and their vocabulary mastery (r-value Discovery = .023 and r-value Consolidating = .000, p<.05. It is recommended for EFL teachers to give a bigger portion to vocabulary in the EFL teaching and to teach vocabulary using the combination of fully-contextual and de-contextual strategy. It is also suggested to introduce students to various kinds of vocabulary learning strategies.
Fatikhu Yatuni Asmara
Full Text Available Introduction: Clinical learning is the centre of medical students education. Students not only learn about practical skills but also communication with patient and other health care givers which both competencies are useful for students when they come into working world (Spencer, 2003. There are variations of methods applied in clinical learning process; one of them is bedside teaching. The aim of this study was to observe the bedside teaching process which is held in group of students, teacher, and patient. Another aim was to know responses of students, teacher, and patients to the bedside teaching process. Method: The method which was applied in this study is observation in which bedside teaching process was observed related to the roles and function of each component of bedside teaching: students, teacher, and patient in each phase: preparation, process, and evaluation. Then it was continued by interview to know the responses of students, teacher, and patient related to bedside teaching process. Result: The result showed that both students and teacher felt that bedside teaching is an effective method since it helped students to achieve their competences in clinical setting and develop their communication skill. Furthermore teacher stated that bedside teaching facilitated her to be a good role model for students. As well as students and teacher, patient got advantage from the bedside teaching process that she got information related to her case; however the time to discuss was limited. During the observation, each component of bedside teaching did their roles and function, such as: during the preparation teacher asked inform consent from patient, and patient gave inform consent as well while students prepared the material. Discussions: Suggestion for next research is conducting a deeper study about perception of students, teacher, and patient about bedside teaching process and the strategies to develop it to be better method. Keywords: bedside
This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as…
Considers many ways to teach Hemingway's "The Short Happy Life of Francis Macomber." Explores the ironic implications of Macomber's experience and compares it with the experience of Sammy in another initiation story, John Updike's "A&P." Describes how he leads the discussion about this story, and ends the discussion by…
Cruz, Cláudia Marchetti; Caromano, Fátima Aparecida; Gonçalves, Lia Lopes; Machado, Thais Gaiad; Voos, Mariana Callil
Little is known about learning/adherence after different baby massage teaching strategies. We compared the learning/adherence after two strategies. Twenty mothers from the group manual-course (GMC) and 20 from the group manual-orientations (GMO) received a booklet. GMC participated in a course during the third trimester. GMO received verbal instructions during the postpartum hospital stay. Multiple-choice and practical tests assessed learning (GMC: performing strokes on a doll; GMO: on the baby). Adherence was measured 3 months after childbirth. No differences were found between the groups in learning/adherence. Both teaching strategies showed similar and positive results. © 2014, Wiley Periodicals, Inc.
Savinainen, Antti; Mäkynen, Asko; Nieminen, Pasi; Viiri, Jouni
This paper presents a research-based teaching-learning sequence (TLS) that focuses on the notion of interaction in teaching Newton's third law (N3 law) which is, as earlier studies have shown, a challenging topic for students to learn. The TLS made systematic use of a visual representation tool--an interaction diagram (ID)--highlighting…
Luo, Hong; Wu, Cheng; He, Qian; Wang, Shi-Yong; Ma, Xiu-Qiang; Wang, Ri; Li, Bing; He, Jia
Along with the advancement of information technology and the era of big data education, using learning process data to provide strategic decision-making in cultivating and improving medical students' self-learning ability has become a trend in educational research. Educator Abuwen Toffler said once, the illiterates in the future may not be the people not able to read and write, but not capable to know how to learn. Serving as educational institutions cultivating medical students' learning ability, colleges and universities should not only instruct specific professional knowledge and skills, but also develop medical students' self-learning ability. In this research, we built a teaching system which can help to restore medical students' self-learning processes and analyze their learning outcomes and behaviors. To evaluate the effectiveness of the system in supporting medical students' self-learning, an experiment was conducted in 116 medical students from two grades. The results indicated that problems in self-learning process through this system was consistent with problems raised from traditional classroom teaching. Moreover, the experimental group (using this system) acted better than control group (using traditional classroom teaching) to some extent. Thus, this system can not only help medical students to develop their self-learning ability, but also enhances the ability of teachers to target medical students' questions quickly, improving the efficiency of answering questions in class.
Abdulmohsen H Al-Elq
Full Text Available One of the most important steps in curriculum development is the introduction of simulation- based medical teaching and learning. Simulation is a generic term that refers to an artificial representation of a real world process to achieve educational goals through experiential learning. Simulation based medical education is defined as any educational activity that utilizes simulation aides to replicate clinical scenarios. Although medical simulation is relatively new, simulation has been used for a long time in other high risk professions such as aviation. Medical simulation allows the acquisition of clinical skills through deliberate practice rather than an apprentice style of learning. Simulation tools serve as an alternative to real patients. A trainee can make mistakes and learn from them without the fear of harming the patient. There are different types and classification of simulators and their cost vary according to the degree of their resemblance to the reality, or ′fidelity′. Simulation- based learning is expensive. However, it is cost-effective if utilized properly. Medical simulation has been found to enhance clinical competence at the undergraduate and postgraduate levels. It has also been found to have many advantages that can improve patient safety and reduce health care costs through the improvement of the medical provider′s competencies. The objective of this narrative review article is to highlight the importance of simulation as a new teaching method in undergraduate and postgraduate education.
Reading and response as facilitation to the teaching and learning of ... and strategies that can be used in the classroom towards teaching student's reading skills. ... The population comprises all forth year English teaching methods class.
Manyama, Mange; Stafford, Renae; Mazyala, Erick; Lukanima, Anthony; Magele, Ndulu; Kidenya, Benson R; Kimwaga, Emmanuel; Msuya, Sifael; Kauki, Julius
The use of cadavers in human anatomy teaching requires adequate number of anatomy instructors who can provide close supervision of the students. Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Innovative techniques are therefore needed to impart adequate and relevant anatomical knowledge and skills. This study was conducted in order to evaluate the traditional teaching method and reciprocal peer teaching (RPT) method during anatomy dissection. Debriefing surveys were administered to the 227 first year medical students regarding merits, demerits and impact of both RPT and Traditional teaching experiences on student's preparedness prior to dissection, professionalism and communication skills. Out of this, 159 (70 %) completed the survey on traditional method while 148 (65.2 %) completed survey on RPT method. An observation tool for anatomy faculty was used to assess collaboration, professionalism and teaching skills among students. Student's scores on examinations done before introduction of RPT were compared with examinations scores after introduction of RPT. Our results show that the mean performance of students on objective examinations was significantly higher after introduction of RPT compared to the performance before introduction of RPT [63.7 ± 11.4 versus 58.6 ± 10, mean difference 5.1; 95 % CI = 4.0-6.3; p-value peers and faculty compared to 38 % for the tradition method. The majority of faculty reported that the learning environment of the dissection groups was very active learning during RPT sessions and that professionalism was observed by most students during discussions. Introduction of RPT in our anatomy dissection laboratory was generally beneficial to both students and faculty. Both objective (student performance) and subjective data indicate that RPT improved student's performance and had a positive learning experience impact. Our future plan is to continue RPT practice and continually
Barnett, Janet Heine; Lodder, Jerry; Pengelley, David
Why would anyone think of teaching and learning mathematics directly from primary historical sources? We aim to answer this question while sharing our own experiences, and those of our students across several decades. We will first describe the evolution of our motivation for teaching with primary sources, and our current view of the advantages…
Full Text Available Currently, the ‘time’ variable has taken on the function of instructional and pedagogical innovation catalyst, after representing-over the years-a symbol of democratisation, learning opportunity and instruction quality, able to incorporate themes such as school dropout, personalisation and vocation into learning. Spaced Learning is a teaching methodology useful to quickly seize information in long-term memory based on a particular arrangement of the lesson time that comprises three input sessions and two intervals. Herein we refer to a teachers’ training initiative on Spaced Learning within the programme ‘DocentiInFormAzione’ in the EDOC@WORK3.0 Project in Apulia region in 2015. The training experience aimed at increasing teachers’ competencies in the Spaced Learning method implemented in a context of collaborative reflection and reciprocal enrichment. The intent of the article is to show how a process of rooting of the same culture of innovation, which opens to the discovery (or rediscovery of effective teaching practices sustained by scientific evidences, can be successfully implemented and to understand how or whether this innovation- based on the particular organisation of instructional time-links learning awareness to learning outcomes.
When it comes to learning, a deep understanding of the material and a broadband of knowledge are equally important. However, provided limited amount of semester time, instructors often find themselves struggling to reach both aspects at the same time and are often forced to make a choice between the two. On one hand, we would like to spend much time to train our students, with demonstrations, step by step guidance and practice, to develop strong critical thinking skills and problem-solving skills. On the other hand, we also would like to cover a wide range of content topics to broaden our students' understanding. In this presentation, we propose a working scheme that may assist to achieve these two goals at the same time without sacrificing either one. With the help of recorded and pre-recorded lectures and other class materials, it allows instructors to spend more class time to focus on developing critical thinking skills and problem-solving skills, and to apply and connect principle knowledge with real life phenomena. It also allows our students to digest the material at a pace they are comfortable with by watching the recorded lectures over and over. Students now have something as a backup to refer to when they have random mistakes and/or missing spots on their notes, and hence take more ownership of their learning. Advanced technology have offered flexibility of how/when the content can be delivered, and have been assisting towards better teaching and learning strategies.
Grandbastien, Monique; Morinet-Lambert, Josette
Written in ADA language, SAIDA, a Help System for Data Implementation, is an experimental teaching and learning environment which uses artificial intelligence techniques to teach a computer science course on abstract data representations. The application domain is teaching advanced programming concepts which have not received much attention from…
Full Text Available The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students’ needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning strategies should be considered by the teachers to make teaching and learning become interesting, effective and not boring. Basic effectiveness of a language program was the factors of socio-culture, the style of teaching and learning, the students, and the characteristics of the program. This paper however focused on the socio-cultural factors (learning of cultures and the activities program that enable to generate excitement and effectiveness in the teaching and learning of Malay language as a foreign language. In the teaching and learning process found that the more we gave the activities to the students, the more the students acquired the meaning of the lessons. In this study, the selected respondents were the two groups of students from TWG, Konstanz, Germany who have followed the Malay Language and Culture Program in the Languages, Literacies and Translation Center, University of Sains Malaysia, Penang, in 2011. The first group was started in March to June, and the second group in September to November. The research was based on formal and informal observations and interviews. This paper also discussed about the outdoor activities program used as curriculum in the teaching and learning process that gives an interesting environment to foreign students
Stehle, Sebastian; Spinath, Birgit; Kadmon, Martina
Relating students' evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to…
Reza, M.; Ibrahim, M.; Rahayu, Y. S.
This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.
A. A. Kudysheva; A. N. Kudyshev
In present article the model of Blended Learning, its advantage at foreign language teaching, and also some problems that can arise during its use are considered. The Blended Learning is a special organization of learning, which allows to combine classroom work and modern technologies in electronic distance teaching environment. Nowadays a lot of European educational institutions and companies use such technology. Through this method: student gets the opportunity to learn in a group (classroo...
Roca, Judith; Reguant, Mercedes; Canet, Olga
Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.
The purpose of this review is to provide a framework for peer teaching and learning in the clinical education of undergraduate health science students in clinical practice settings and make clear the positive and negative aspects of this teaching and learning strategy. The practice of using peers incidentally or purposefully in the clinical education of apprentice or undergraduate health science students is a well-established tradition and commonly practiced, but lacks definition in its implementation. The author conducted a search of health science and educational electronic databases using the terms peer, clinical education and undergraduate. The set limitations were publications after 1980 (2005 inclusive), English language and research papers. Selection of studies occurred: based on participant, intervention, research method and learning outcomes, following a rigorous critical and quality appraisal with a purposefully developed tool. The results have been both tabled and collated in a narrative summary. Twelve articles met the inclusion criteria, representing five countries and four health science disciplines. This review reported mostly positive outcomes on the effectiveness of peer teaching and learning; it can increase student's confidence in clinical practice and improve learning in the psychomotor and cognitive domains. Negative aspects were also identified; these include poor student learning if personalities or learning styles are not compatible and students spending less individualized time with the clinical instructor. Peer teaching and learning is an effective educational intervention for health science students on clinical placements. Preclinical education of students congruent with the academic timetable increases student educational outcomes from peer teaching and learning. Strategies are required prior to clinical placement to accommodate incompatible students or poor student learning. The findings from this systematic review, although not
Petersen, Karen Bjerg
For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning...... in Denmark with special attention towards the development of web-based materials for Danish pronunciation. This paper sets out to introduce differences between the international and Danish use of web-based language learning and teaching. Finally, dilemmas and challenges for the use of CALL, IT, and web 2.0 in...
Ngai, E. W. T.; Lam, S. S.; Poon, J. K. L.
This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with…
Anak Agung Sagung Shanti Sari Dewi
Full Text Available Teaching learning materials (TLM has been widely recognised as one of most important components in language teaching to support the success of language learning. TLM is essential for teachers in planning their lessons, assisting them in their professional duty, and use them as rosources to describe instructions. This writing reviews 10 (ten teaching learning materials in the form of cousebooks, games, worksheets, and audio video files. The materials were chosen randomly and were analysed qualitatively. The discussion of the materials is done individually by presenting their target learners, how they are applied by teachers and students, the aims of the use of the materials, and the role of teachers and learners in different kind of TLM.
Full Text Available Digital learners, who are now entering schools and universities, have learning expectations, styles, and needs different from past students. Today’s Gen-Z communicates in a language that older generation may not fully understand; the aforementioned learners have a vernacular of their own. It’s an ever-evolving language of interpretation and expression, an interactive approach to learning, creating and responding to information through a complex montage of images, sound, and communication. Students are pushing learning into a new dimension. It’s a mistake to continue to try to teach these learners in time-worn ways. Their choices of communication need to be diversified to encompass visual interpretations of texts and historical figures. Vast challenges have arisen and the impact of technology on the socio-economic landscape is becoming more significant. Gen-Z takes advantage of the enormous resources of the Web, transforming what they find there by using digital technologies to create something new and expressive. More advanced and specialized courses could also be converted, although some level of face-to-face contact is necessary to master such material. Unless teachers are trained to expect and accept content gathered through social networks with emphasis on teaching students how to check validity and reliability of the web, the full power of the digital natives cannot be released or expanded. Educators have to adjust their teaching styles to accommodate a new generation of Gen-Z. This paper, which is a predominantly theoretical one, maintains that creative thinking and a firm commitment are needed to move teaching and learning into the digital age.
Outlines the transmission theory of teaching explaining that the theory is criticized in terms of its implied acceptance of theory-free observation, learning by inductive process, and secure knowledge. Discusses Karl Popper's alternative theories of learning and the growth of knowledge and outlines some of the implications for educational…
Davidson, Sandra J; Candy, Laurie
Evidence-based practice (EBP) is considered a key entry to practice competency for nurses. However, many baccalaureate nursing programs continue to teach "traditional" nursing research courses that fail to address many of the critical knowledge, skills, and attitudes that foster EBP. Traditional classroom teaching strategies do little to promote the development of competencies critical for engaging in EBP in clinical contexts. The purpose of this work was to develop, implement, and evaluate an innovative teaching strategy aimed at improving student learning, engagement and satisfaction in an online EBP course. The goals of this paper are to: (1) describe the process of course development, (2) describe the innovative teaching strategy, and (3) discuss the outcomes of the pilot course offered using game-based learning. A midterm course-specific survey and standard institutional end of course evaluations were used to evaluate student satisfaction. Game platform analytics and thematic analysis of narrative comments in the midterm and end of course surveys were used to evaluate students' level of engagement. Student learning was evaluated using the end of course letter grade. Students indicated a high satisfaction with the course. Student engagement was also maintained throughout the course. The majority of students (87%, 26/30) continued to complete learning quests in the game after achieving the minimum amount of points to earn an A. Seven students completed every learning quest available in the game platform. Of the 30 students enrolled in the course, 17 students earned a final course grade of A+ and 13 earned an A. Provide students with timely, individualized feedback to enable mastery learning. Create student choice and customization of learning. Integrate the use of badges (game mechanics) to increase engagement and motivation. Level learning activities to build on each other and create flow. © 2016 Sigma Theta Tau International.
Brown, Karen M; Bright, Leslie M
Innovative teaching strategies develop nurses' knowledge, skills, and attitudes while simultaneously integrating the art of caring and transforming attitudes toward adults over age 65. The study's purpose was to explore students' experiences and attitudes toward older adults with cognitive and/or physical limitations as well as the effects on students' knowledge and skills during a baccalaureate nursing, course which included a service-learning experience. Service-learning synthesizes meaningful community service, academic instruction, and reflection. Participants included baccalaureate students enrolled in a service-learning nursing course focused on older adults. This retrospective, qualitative, phenomenological study used reflective journals and an online survey to explore baccalaureate nursing students' experiences toward older adults with cognitive and/or physical limitations. Themes included initial attitudes of anticipation, apprehension, anxiety, and ageist stereotypes. Final attitudes included a "completely changed perspective" of caring, compassion, and respect indicative of a rewarding, "life-changing" experience. Participants cited enhanced learning, especially in the areas of patient-centered care, collaboration, communication, advocacy, empathy, assessment skills, and evidence-based practice. This innovative teaching strategy led to transformed attitudes toward older adults, reduced fear of older adult populations, an increased desire to work with older adults, and the ability to form a transpersonal, caring relationship while enhancing nursing knowledge and skills. Copyright © 2017 Elsevier Ltd. All rights reserved.
Kean, Ang Chooi; Kwe, Ngu Moi
This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual "meaningful learning" among 15 students of a 12-Week Preparatory Japanese Language course under a teacher…
In this paper, I propose the use of E-learning as an effective interactive pedagogical tool in the teaching of Art Education in Nigeria. Discussions on how the electronic media may be effectively utilized in the teaching of art as well as on art education and E-learning were made within the context of this discourse. Electronic ...
Full Text Available Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc. does not play the role of a performance driver but serves as an enabler for blended learning.
Intakhab Alam Khan
Full Text Available Teaching of English in Saudi Arabia (KSA is on top priority these days. Linguists, researchers, pedagogues and teachers have different perceptions and views regarding the approaches/methods/techniques of teaching of English in EFL/ESL classrooms. In today’s modern learning scenario, it is believed that appropriate utilization of sophisticated tools of e-learning has generally been recommended in order to yield best possible results in a given situation. It is found that many students are found indifferent towards learning the target language (English. Different reasons are attributed to this situation. However, in order to overcome learning difficulties and motivate the concerned learners it is suggested that the students should be well involved in the teaching/learning activities. Online resources in particular can catch the attention of even a passive learner. While ascertaining the effectiveness of e-learning in general, the following aspects were also taken into account: relevance of e-learning, utilization of e-resource, e-training for the teachers etc. The effectiveness has been measured on account of the observation, responses of the questionnaires, experiment on the sample. The findings of the study are hopefully going to be effective and useful in the current practice of teaching English. Keywords: Teaching, E-learning, online learning, pedagogues, linguists, resource utilization, e-training
Full Text Available Learning styles have been a particular focus of a number of researchers over the past decades. Findings from various studies researching into how students learn highlight significant relationships between learners’ styles of learning and their language learning processes and achievement. This research focuses on a comparative analysis of the preferences of English learning styles and teaching techniques perceived by students from Thailand and Vietnam, and the teaching styles and techniques practiced by their instructors. The purposes were 1 to investigate the learning styles and teaching techniques students from both countries preferred, 2 to investigate the compatibility of the teaching styles and techniques practiced by instructors and those preferred by the students, 3 to specify the learning styles and teaching techniques students with high level of English proficiency preferred, and 4 to investigate the similarities of Thai and Vietnamese students’ preferences for learning styles and teaching techniques. The sample consisted of two main groups: 1 undergraduate students from King Mongkut’s University of Technology North Bangkok (KMUTNB, Thailand and Thai Nguyen University (TNU, Vietnam and 2 English instructors from both institutions. The instruments employed comprised the Students’ Preferred English Learning Style and Teaching Technique Questionnaire and the Teachers’ Practiced English Teaching Style and Technique Questionnaire. The collected data were analyzed using arithmetic means and standard deviation. The findings can contribute to the curriculum development and assist teachers to teach outside their comfort level to match the students’ preferred learning styles. In addition, the findings could better promote the courses provided for students. By understanding the learning style make-up of the students enrolled in the courses, faculty can adjust their modes of content delivery to match student preferences and maximize
Halverson, Richard; Smith, Annette
Information technologies have reshaped teaching and learning in schools, but often not in ways anticipated by technology proponents. This paper proposes a contrast between technologies for learning and technologies for learners to explain how technologies influence teaching and learning in and out of schools. Schools have made significant use of…
Dechenne, Sue Ellen
-efficacy for instructional strategies and a positive learning environment. It is correlated to GTA perception of teaching training and university GTA training. The K-12 teaching experience, GTA perception of teaching training, and facilitating factors in the departmental climate predict STEM GTA teaching self-efficacy. Hours of GTA training and supervision are fully mediated by perception of GTA training. Implications for research and training of STEM GTAs are discussed.
Ramm, Dianne; Thomson, Anna; Jackson, Andrew
The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice. Copyright © 2015 Elsevier Ltd. All rights reserved.
Full Text Available Teaching a foreign language aims at not only teaching the language and language skills, but transferring the culture of the target language. The main reason for that is people learn the target language as a standby in addition to learning the language. It is important that the more individuals learn the cultural features of the country the more they understand the language better. It is an undeniable fact that language and culture are inseparable parts, so culture should be learned simultaneously while learning that language. Because of that relationship between language and culture, language teaching also means teaching culture. Foreign language textbooks reflect the characteristics of the language-speaking community and make it a cultural product of that language. This study is to identify the place and importance of the textbooks used in teaching Turkish to foreigners in the target language teaching and to research which cultural items these books convey. Thus, A1-A2 level textbooks of the Turkish teaching set for Gazi Foreigners were selected as a sample and done document analysis to identify what these sources include in terms of "daily life, interpersonal relations, values and education, literature-arts and music, traditions and folklore, social life, geography and space, foreign (universal cultural elements". It was observed that the elements of Turkish culture concentrated on the relation between daily life and interpersonal relations, and there was no balanced distribution among other cultural elements. Therefore, these books need to be reviewed so that they can raise cultural awareness of the students.
Penlington, Roger; Steiner, Simon
This repository of teaching and learning resources is a companion to the 2nd edition of “An Introduction to Sustainable Development in the Engineering Curriculum”, by Roger Penlington and Simon Steiner, originally created by The Higher Education Academy Engineering Subject Centre, Loughborough University. \\ud The purpose of this collection of teaching and learning re-sources is to provide access, with a brief resumé, to materials in curricula reform, recognition awards, and university movemen...
Full Text Available Pre-school literacy teaching in Early Childhood Education (ECD inclusive classrooms is crucial in preparing learners for the transition to formal literacy teaching and learning. This article describes a collaborative exploratory research project between a university in South Africa and one in China, in order to gain an overview of early literacy teaching and learning in the two countries. In the case of South Africa, the focus was on Grade R literacy teaching and learning. Teacher participants in three rural schools, three township schools and four inner city schools in Mpumalanga and Gauteng were purposively selected. Data were gathered by means of open-ended questions in a questionnaire, individual interviews with Heads of Departments (HOD and classroom observations. Coding, categorising and identifying themes were manually conducted. Persistent challenges were identified of which limited resources, low socio-economic conditions, English as the language of learning and teaching (LoLT, inadequate teaching strategies used to implement the Curriculum Assessment Policy Statement (CAPS and barriers to learning were highlighted. This overview of early literacy teaching and learning in South Africa served as a precursor for the second phase of the project between the two countries.
Philip, Ninan Sajeeth
A learning algorithm based on primary school teaching and learning is presented. The methodology is to continuously evaluate a student and to give them training on the examples for which they repeatedly fail, until, they can correctly answer all types of questions. This incremental learning procedure produces better learning curves by demanding the student to optimally dedicate their learning time on the failed examples. When used in machine learning, the algorithm is found to train a machine...
de la Fuente, Jesus; Cano, Francisco; Justicia, Fernando; Pichardo, Maria del Carmen; Garcia-Berben, Ana Belen; Martinez-Vicente, Jose Manuel; Sander, Paul
Introduction: The current panorama of Higher Education reveals a need to improve teaching and learning processes taking place there. The rise of the information society transforms how we organize learning and transmit knowledge. On this account, teaching-learning processes must be enhanced, the role of teachers and students must be evaluated, and…
Anbarasi, M; Rajkumar, G; Krishnakumar, S; Rajendran, P; Venkatesan, R; Dinesh, T; Mohan, J; Venkidusamy, S
Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual (n = 34), auditory (n = 44), and kinesthetic (n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference (P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group (P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores (P learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject. Copyright © 2015 The American Physiological Society.
Brenda L Killingsworth; Yajiong Xue
Team teaching factors, including mission clarity, affiliation, innovativeness, and fairness, are examined to determine how they influence student learning in a team-taught course. The study involved 184 college students enrolled in an Introduction to Computers course delivered in a team-taught format in a large university located in the United States. The collaborative teaching design followed a traditional team teaching approach with an instructor team teaching the same course collaborativel...
Boon, J. A.
Education innovation is here to stay. This chapter gives the results of a study of the application of information and communication technology to advanced teaching and learning activities. It is strategically important that the technology opens up new ways of teaching and learning. The purpose of this chapter is firstly to identify the typical advanced teaching and learning activities/functions that can be applied in e-Learning and face-to-face teaching and learning. Case studies were selected from a group of teachers who have already been involved in both teaching modes for some years and thus have experience in blended teaching and learning. A number of teaching activities/functions were seen as positive in their application in the e-Learning situation. Those that stand out are peer review and collaboration, promotion of reflection and stimulation of critical and creative thinking, team teaching, promotion of discovery/extension of knowledge, and problematization of the curriculum. In face-to-face teaching and learning, inviting engagement, how to come to know, involving metaphors and analogies, teaching that connects to learning, inspire change, promote understanding, and others stand out. As seen by the teachers in the case studies, both e-Learning and face-to-face teaching and learning are seen as complementary to each other. We define this view as blended teaching and learning.
Ndirangu, Mwangi; Udoto, Maurice O.
Purpose: The purpose of this article is to report findings on the perceptions of quality of educational facilities in Kenyan public universities, and the implications for teaching/learning, and the learning environment. Design/methodology/approach: The study adopted an exploratory descriptive design. A total of 332 and 107 undergraduate students…
Giuliano, Jackie Alan
This work presents a process for teaching environmental studies that is based on active engagement and participation with the world around us. In particular, the importance of recognizing our intimate connection to the natural world is stressed as an effective tool to learn about humans' role in the environment. Understanding our place in the natural world may be a pivotal awareness that must be developed if we are to heal the many wounds we are experiencing today. This work contains approaches to teaching that are based on critical thinking, problem solving, and nonlinear, non-patriarchal approaches to thinking, reasoning, and learning. With these tools, a learner is challenged to think and to understand diverse cultural, social, and intellectual perspectives and to perceive the natural world as an intimate and integral part of our lives. To develop this Deep Teaching Process principles were drawn from many elements including deep ecology, ecofeminism, despairwork, spiritual ecology, bioregionalism, critical thinking, movement therapy, and the author's own teaching experience with learners of all ages. The need for a deep teaching process is demonstrated through a discussion of a number of the environmental challenges we face today and how they affect a learner's perceptions. Two key items are vital to this process. First, 54 experiential learning experiences are presented that the author has developed or adapted to enhance the teaching of our relationship to the natural world. These experiences move the body and activate the creative impulses. Secondly, the author has developed workbooks for each class he has designed that provide foundational notes for each course. These workbooks insure that the student is present for the experience and not immersed in taking notes. The deep teaching process is a process to reawaken our senses. A reawakening of the senses and an intimate awareness of our connections to the natural world and the web of life may be the primary
Matsuda, Noboru; Yarzebinski, Evelyn; Keiser, Victoria; Raizada, Rohan; Stylianides, Gabriel J.; Koedinger, Kenneth R.
In this paper we investigate how competition among tutees in the context of learning by teaching affects tutors' engagement as well as tutor learning. We conducted this investigation by incorporating a competitive Game Show feature into an online learning environment where students learn to solve algebraic equations by teaching a synthetic…
Marcus Vinícius Lara
Full Text Available The use of Information and Communication Technologies (ICTs in the academic environment of biomedical area has gained much importance, both for their ability to complement the understanding of the subject obtained in the classroom, is the ease of access, or makes more pleasure the learning process, since these tools are present in everyday of the students and use a simple language. Considering that, this study aims to report the experience of building learning objects in human physiology as a tool for learning facilitation, and discuss the impact of this teaching methodology
Full Text Available Teaching Learning Based Optimization (TLBO is one of the non-traditional techniques to simulate natural phenomena into a numerical algorithm. TLBO mimics teaching learning process occurring between a teacher and students in a classroom. A parameter named as teaching factor, TF, seems to be the only tuning parameter in TLBO. Although the value of the teaching factor, TF, is determined by an equation, the value of 1 or 2 has been used by the researchers for TF. This study intends to explore the effect of the variation of teaching factor TF on the performances of TLBO. This effect is demonstrated in solving structural optimization problems including truss and frame structures under the stress and displacement constraints. The results indicate that the variation of TF in the TLBO process does not change the results obtained at the end of the optimization procedure when the computational cost of TLBO is ignored.
Foster, Carol; And Others
The study involving two learning disabled (LD) seventh graders was designed to develop and evaluate a self instructional booklet that teaches adolescents to change their behaviors with minimal intervention from other individuals. The first part of the study examined whether LD Ss could learn the principles of self monitoring, goal establishment,…
Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit…
Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all…
This study was designed to examine the use of mobile phone, a widespread technology, and determined how this technology influences science students' learning. The study intended to examine the use of smartphones in science teaching and learning and propose of model in the use of smartphones for teaching and learning. The research design employed…
Dongmei, Zeng; Jiangbo, Chen
It is obvious to all that the National Undergraduate Teaching and Learning Evaluation plan for higher education institutions launched in 2003 has promoted undergraduate teaching at universities and colleges. At the same time, however, the authors have also witnessed problems with the evaluation work itself, for example, unified evaluation…
Hermens, Antoine; Clarke, Elizabeth
Purpose: The purpose of this paper is to explore the role of computer based business simulations in higher education as innovative tools of teaching and learning to enhance students' practical understanding of real business problems. Whether the integration of business simulation technologies will enable significant innovation in teaching and…
OECD Publishing, 2013
Effective teaching and teachers are key to producing high-performing students worldwide. So how can countries prepare teachers to face the diverse challenges in today's schools? The Teaching and Learning International Survey (TALIS) helps answer this question. TALIS asks teachers and schools about their working conditions and the learning…
Kovalenko Natalia A.
Full Text Available This article examines key styles of learning English as the second language, particularly for students from Asian-Pacific countries. It deals with the methods of improving their learning skills and abilities. The most traditional and popular ways of learning styles are pointed out. The authors also discuss teaching approaches for matching and interaction of learning styles in different cultures. The authors also discuss teaching approaches to matching and interaction of learning styles in different cultures.
Johnson, Robin R.; And Others
Supportive learning activities were implemented in a multiple-baseline time series design across four fifth-grade classrooms to evaluate the effects of a cooperative teaching alternative (supportive learning) on teaching behavior, the behavior and grades of general and special education students, and the opinions of general education teachers.…
Camila Maria Pereira Rates
Full Text Available Objective. Identifying the contribution of using films in the process of teaching-learning in bioethics and verifying the facilities and difficulties in using this teaching resource. Methodology. A qualitative study analyzed from the Bardin referential. Semi-structured interviews were carried out, recorded, and transcribed in full. For definition of the sample was used the criteria of repetition. In total, participated in the study 21 students of Nursing and Biochemistry, members of a Center for Teaching and Research in Bioethics of a public federal university in the city of Divinópolis, Minas Gerais, Brazil. During the analysis of interviews, two thematic categories and two subcategories emerged. Results. In their responses, students indicated the importance of viewing the bioethical problem for the reflection and decision-making in professional practice. Many reported that from the experience in discussions of the films showed, were made changes in the ethical position. Conclusion: The use of films as a teaching resource contributes to the process of teaching-learning in bioethics for undergraduate students. The discussions of the films are stimulating and provide a space for reflection and dialogue on bioethical problems that students may encounter in their professional practice.
Ambarini, Ririn; Setyaji, Arso; Suneki, Sri
Language and Mathematics are both skills and knowledge that need to master well so that it can be the provision for students' future life when mingling with the community or society. Because of that the integration of teaching both language and Mathematics in bilingual Math learning will give many benefits to the students. They will learn not only…
Supriyono; Joko Susilo; Muhtadan
A system e-learning of radiation protection lesson as a teaching aids has built, for lectures activities and teaching aids in deepening the course materials of radiation protection in STTN. This system contains learning materials of radiation protection lesson, they are : Basic radiation physics, Dosimetry, basic radiation protection, radiation measuring equipment, effects of radiation, radioactive waste management, transport of radioactive substances, etc. In building of this system, Moodle platform is used with the support from some softwares, they are : Apache web server, MySql, PHP in local host computer that use XAMPP 1.8.1. The one who has rights to access this system is an admin who has obligation to manage the system and to edit, add, and remove the materials and users that consist of teachers, students, and operators who have access to use that system, as a learning aids as well as teaching aids. The materials of E-learning displayed in the forms : lesson materials, animations, pictures, and simulations. The results of this system show that E-learning able to works well as a teaching aids. With this teaching aids, we hope it will increase the quality of learning and teaching process in STTN and also it will increase the accreditation of STTN. (author)
Ford, James H; Robinson, James M; Wise, Meg E
NIATx200, a quality improvement collaborative, involved 201 substance abuse clinics. Each clinic was randomized to one of four implementation strategies: (a) interest circle calls, (b) learning sessions, (c) coach only or (d) a combination of all three. Each strategy was led by NIATx200 coaches who provided direct coaching or facilitated the interest circle and learning session interventions. Eligibility was limited to NIATx200 coaches (N = 18), and the executive sponsor/change leader of participating clinics (N = 389). Participants were invited to complete a modified Grasha Riechmann Student Learning Style Survey and Teaching Style Inventory. Principal components analysis determined participants' preferred learning and teaching styles. Responses were received from 17 (94.4 %) of the coaches. Seventy-two individuals were excluded from the initial sample of change leaders and executive sponsors (N = 389). Responses were received from 80 persons (25.2 %) of the contactable individuals. Six learning profiles for the executive sponsors and change leaders were identified: Collaborative/Competitive (N = 28, 36.4 %); Collaborative/Participatory (N = 19, 24.7 %); Collaborative only (N = 17, 22.1 %); Collaborative/Dependent (N = 6, 7.8 %); Independent (N = 3, 5.2 %); and Avoidant/Dependent (N = 3, 3.9 %). NIATx200 coaches relied primarily on one of four coaching profiles: Facilitator (N = 7, 41.2 %), Facilitator/Delegator (N = 6, 35.3 %), Facilitator/Personal Model (N = 3, 17.6 %) and Delegator (N = 1, 5.9 %). Coaches also supported their primary coaching profiles with one of eight different secondary coaching profiles. The study is one of the first to assess teaching and learning styles within a QIC. Results indicate that individual learners (change leaders and executive sponsors) and coaches utilize multiple approaches in the teaching and practice-based learning of quality improvement (QI) processes
Education within Second Life frequently recapitulates the "sage on the stage" as students sit their avatars down in chairs in the virtual world and listen to or read an instructor's lecture while watching a slideshow. This conceptual article explores alternative active learning techniques supporting independent and collaborative learning…
Subekti, S.; Ana, A.
Vocational High Schools as one of the educational institutions that has the responsibility in preparing skilled labors has a challenge to improve the quality of human resources as a candidate for skilled labors, to compete and survive in a changing climate of work. BPS noted an increase in the number of non-worker population (BAK) in 2015-2017 on vocational graduates as many as 564,272 people. The ability to adapt and maintain jobs in a variety of conditions is called employability skills. This study purpose to measure the development of employability skills of communication skills, problem-solving skills and teamwork skills on the implementation of teaching factory learning in SMK Negeri 1 Cibadak, THPH Skills Program on bakery competency. This research uses mixed method, with concurrent triangulation mix methods research design. Data collection techniques used interviews and questionnaires. The result shows that there are increasing students’ employability skills in communication skills, problem solving skills, and teamwork skills in teaching factory learning. Principles of learning that apply learning by doing student centering and learning arrangements such as situations and conditions in the workplace have an impact on improving student employability skills.
Plomp, T.; ten Brummelhuis, A.C.A.; Rapmund, R.
This is the final report of the Committee on MultiMedia in Teacher Training (COMMITT), which offers a strategic framework to support efforts of teacher training institutes in the Netherlands to develop their own plans for enhancing the teaching and learning process as well as its outcomes through
Herbelin, Bruno; Ciger, Jan
It is known since Socrates that people learn better by experiencing a problem by themselves and by finding a (the) solution(s) by their own. It is however not always possible to offer such freedom to students when teaching the concepts of immersion and presence in virtual environments due......-presence, and observe the inherent problems liked to communication, field of view, or latency issues. The test performed shows that such experimentation have positive pedagogical impacts, both from the learning and students motivation perspectives....
Full Text Available ABSTRACT Objective: to evaluate students’ learning in an online course on basic life support with immediate feedback devices, during a simulation of care during cardiorespiratory arrest. Method: a quasi-experimental study, using a before-and-after design. An online course on basic life support was developed and administered to participants, as an educational intervention. Theoretical learning was evaluated by means of a pre- and post-test and, to verify the practice, simulation with immediate feedback devices was used. Results: there were 62 participants, 87% female, 90% in the first and second year of college, with a mean age of 21.47 (standard deviation 2.39. With a 95% confidence level, the mean scores in the pre-test were 6.4 (standard deviation 1.61, and 9.3 in the post-test (standard deviation 0.82, p <0.001; in practice, 9.1 (standard deviation 0.95 with performance equivalent to basic cardiopulmonary resuscitation, according to the feedback device; 43.7 (standard deviation 26.86 mean duration of the compression cycle by second of 20.5 (standard deviation 9.47; number of compressions 167.2 (standard deviation 57.06; depth of compressions of 48.1 millimeter (standard deviation 10.49; volume of ventilation 742.7 (standard deviation 301.12; flow fraction percentage of 40.3 (standard deviation 10.03. Conclusion: the online course contributed to learning of basic life support. In view of the need for technological innovations in teaching and systematization of cardiopulmonary resuscitation, simulation and feedback devices are resources that favor learning and performance awareness in performing the maneuvers.
van Schalkwyk, Gertina J.
This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.
2National Core Group in Chemistry, H.E.J Research Institute of Chemistry,. University of ... innovative way of teaching and learning through systemic approach (SATL) has been .... available to do useful work in a thermodynamic process.
Nguyen, Trang Thi Thuy
This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching…
Tobase, Lucia; Peres, Heloisa Helena Ciqueto; Tomazini, Edenir Aparecida Sartorelli; Teodoro, Simone Valentim; Ramos, Meire Bruna; Polastri, Thatiane Facholi
to evaluate students' learning in an online course on basic life support with immediate feedback devices, during a simulation of care during cardiorespiratory arrest. a quasi-experimental study, using a before-and-after design. An online course on basic life support was developed and administered to participants, as an educational intervention. Theoretical learning was evaluated by means of a pre- and post-test and, to verify the practice, simulation with immediate feedback devices was used. there were 62 participants, 87% female, 90% in the first and second year of college, with a mean age of 21.47 (standard deviation 2.39). With a 95% confidence level, the mean scores in the pre-test were 6.4 (standard deviation 1.61), and 9.3 in the post-test (standard deviation 0.82, p basic cardiopulmonary resuscitation, according to the feedback device; 43.7 (standard deviation 26.86) mean duration of the compression cycle by second of 20.5 (standard deviation 9.47); number of compressions 167.2 (standard deviation 57.06); depth of compressions of 48.1 millimeter (standard deviation 10.49); volume of ventilation 742.7 (standard deviation 301.12); flow fraction percentage of 40.3 (standard deviation 10.03). the online course contributed to learning of basic life support. In view of the need for technological innovations in teaching and systematization of cardiopulmonary resuscitation, simulation and feedback devices are resources that favor learning and performance awareness in performing the maneuvers.
Full Text Available Abstract Background Cardiopulmonary resuscitation (CPR training is gaining more importance for medical students. There were many attempts to improve the basic life support (BLS skills in medical students, some being rather successful, some less. We developed a new problem based learning curriculum, where students had to teach CPR to cardiac arrest survivors in order to improve the knowledge about life support skills of trainers and trainees. Methods Medical students who enrolled in our curriculum had to pass a 2 semester problem based learning session about the principles of cardiac arrest, CPR, BLS and defibrillation (CPR-D. Then the students taught cardiac arrest survivors who were randomly chosen out of a cardiac arrest database of our emergency department. Both, the student and the Sudden Cardiac Death (SCD survivor were asked about their skills and knowledge via questionnaires immediately after the course. The questionnaires were then used to evaluate if this new teaching strategy is useful for learning CPR via a problem-based-learning course. The survey was grouped into three categories, namely "Use of AED", "CPR-D" and "Training". In addition, there was space for free answers where the participants could state their opinion in their own words, which provided some useful hints for upcoming programs. Results This new learning-by-teaching strategy was highly accepted by all participants, the students and the SCD survivors. Most SCD survivors would use their skills in case one of their relatives goes into cardiac arrest (96%. Furthermore, 86% of the trainees were able to deal with failures and/or disturbances by themselves. On the trainer's side, 96% of the students felt to be well prepared for the course and were considered to be competent by 96% of their trainees. Conclusion We could prove that learning by teaching CPR is possible and is highly accepted by the students. By offering a compelling appreciation of what CPR can achieve in using
Sheeparamatti, B G; Angadi, S A; Sheeparamatti, R B; Kadadevaramath, J S
Micro-Electro-Mechanical Systems (MEMS) technology has been identified as one of the most promising technologies in the 21st century. MEMS technology has opened up a wide array of unforeseen applications. Hence it is necessary to train the technocrats of tomorrow in this emerging field to meet the industrial/societal demands. The drive behind fostering of MEMS technology is the reduction in the cost, size, weight, and power consumption of the sensors, actuators, and associated electronics. MEMS is a multidisciplinary engineering and basic science area which includes electrical engineering, mechanical engineering, material science and biomedical engineering. Hence MEMS education needs a special approach to prepare the technocrats for a career in MEMS. The modern education methodology using computer based training systems (CBTS) with embedded modeling and simulation tools will help in this direction. The availability of computer based learning resources such as MATLAB, ANSYS/Multiphysics and rapid prototyping tools have contributed to proposition of an efficient teaching-learning framework for MEMS education presented in this paper. This paper proposes a conceptual framework for teaching/learning MEMS in the current technical education scenario
This paper identifies some of the pedagogical benefits of an active learning course delivery complemented by an online discussion forum to teach sustainability by evaluating the case of a geography master's course. The potential benefits and some challenges of an active learning course delivery to teach sustainability in geography and related…
English as the language of learning, the acquisition of English as second (or even third) language, as well as OBE has been researched before. This study is unique in the way that it addresses the direct influence of the OBE approach on the teaching and learning process in Grade 8 EFAL classrooms. Keywords: English ...
Horsfall, Jan; Cleary, Michelle; Hunt, Glenn E
Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated. In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies, epistemologies and their relevance to nursing practice. Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined. A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners. Copyright © 2011 Elsevier Ltd. All rights reserved.
Slekar, Timothy D.
Although "No Child Left Behind" (NCLB) appears to disregard the teaching of social studies, it should not be assumed that teaching and learning in these content areas is of little importance. Prior to NCLB, discussions over social studies and history standards dominated the political and cultural landscapes. The eventual conclusion from…
Dȩbowska, E.; Girwidz, R.; Greczyło, T.; Kohnle, A.; Mason, B.; Mathelitsch, L.; Melder, T.; Michelini, M.; Ruddock, I.; Silva, J.
This paper presents the results of a peer review of multimedia materials for teaching and learning electricity and magnetism prepared as a part of the annual activities undertaken by an international group of scientists associated with Multimedia Physics in Teaching and Learning. The work promotes the use of valuable and freely accessible information technology materials for different levels of teaching, mostly higher education. The authors discuss the process of selecting resources and the rubrics used in the rating process. The reviews of high-quality learning resources are presented along with descriptions of valuable didactical features.
Koprowski, John L.; Perigo, Nan
Describes a method for teaching biology that includes more investigative exercises that foster an environment for cooperative learning in introductory laboratories that focus on vertebrates. Fosters collaborative learning by facilitating interaction between students as they become experts on their representative vertebrate structures. (SAH)
Dick, Marie-Louise B; King, David B; Mitchell, Geoffrey K; Kelly, Glynn D; Buckley, John F; Garside, Susan J
There is increasing demand to provide clinical and teaching experiences in the general practice setting. Vertical integration in teaching and learning, whereby teaching and learning roles are shared across all learner stages, has the potential to decrease time demands and stress on general practitioners, to provide teaching skills and experience to GP registrars, and to improve the learning experience for medical students, and may also help meet the increased demand for teaching in general practice. We consider potential advantages and barriers to vertical integration of teaching in general practice, and provide results of focus group discussions with general practice principals and registrars about vertical integration. We recommend further research into the feasibility of using vertical integration to enhance the capacity to teach medical students in general practice.
Full Text Available Online videos, particularly those on YouTube, have proliferated on the internet; watching them has become part of our everyday activity. While libraries have often harnessed the power of videos to create their own promotional and informational videos, few have created their own teaching and learning tools beyond screencasting videos. In the summer of 2010, the authors, two librarians at York University, decided to work on a video project which culminated in a series of instructional videos entitled “Learning: In Our Own Words.” The purpose of the video project was twofold: to trace the “real” experience of incoming students and their development of academic literacies skills (research, writing and learning throughout their first year, and to create videos that librarians and other instructors could use as instructional tools to engage students in critical thinking and discussion. This paper outlines the authors’ experience filming the videos, creating a teaching guide, and screening the videos in the classroom. Lessons learned during this initiative are discussed in the hope that more libraries will develop videos as teaching and learning tools.
This paper illustrates a teaching technique used in computer applications in chemical engineering employed for designing various unit operation processes, where the students learn about unit operations by designing them. The aim of the course is not to teach design, but rather to teach the fundamentals and the function of unit operation processes through simulators. A case study presenting the teaching method was evaluated using student surveys and faculty assessments, which were designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively demonstrate that this method is an extremely efficient way of teaching a simulator-based course. In addition to that, this teaching method can easily be generalised and used in other courses. A student's final mark is determined by a combination of in-class assessments conducted based on cooperative and peer learning, progress tests and a final exam. Results revealed that peer learning can improve the overall quality of student learning and enhance student understanding.
Lau, K H Vincent
The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to
Alerby, Eva; Ferm, Cecilia
In the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and…
Solis, Carmen A.
Research shows that the belief the teachers have about teaching, learning, and their students affect their planning, instructing and evaluation processes in the classroom, and also that they have a repercussion on the student's learning and performance in the classroom. In the case of university teachers, the beliefs about the teaching-learning…
Vosinakis, Spyros; Anastassakis, George; Koutsabasis, Panayiotis
Logic Programming (LP) follows the declarative programming paradigm, which novice students often find hard to grasp. The limited availability of visual teaching aids for LP can lead to low motivation for learning. In this paper, we present a platform for teaching and learning Prolog in Virtual Worlds, which enables the visual interpretation and…
The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…
This study outlines the use of a community-based learning (CBL) applied to a Retailing Management course conducted in a 16-week semester in a private institution in the East Coast. The study addresses the case method of teaching and its potential weaknesses, and discusses experiential learning for a real-world application. It further addresses CBL…
Almeida, Carla; Ruas, Fátima; Godinho, Margarida; Martins, Anabela
Problem Based Learning (PBL) is a teaching methodology based on the Inquiry Teaching approach, which consists of finding a solution to a problem that requires the use of higher-level cognitive skills. It's best carried out in small groups. (I) First the teacher asks some questions related to the implementation of rocks and minerals in the schooĺs area and in our life. (II) Then the teacher leads students to an area of the city (Avenida dos Aliados - Porto) and asks them to look at the buildings and the objects there are. They should take pictures and notes. (III) Finally, in the classroom, the teacher gives an object (phone, CD, lamp, lipstick, dish/cup, etc.) to each group and asks them to do a research to find out what materials they contain or are made of. The teacher helps students to think about where and how they can find information about the subject. Students should proceed with their research by presenting the results to their colleagues, discussing in groups, doing brainstorming and collaborating in the learning process. After the discussion the students must present their conclusions. The main aims are: to report some applications of rocks in society; to recognize the rocks used in some buildings of the region where the school is located; to respect and preserve the traditional architecture of the rocks in each region; and to raise awareness among young people about environmental issues of preservation and sustainability of our planet. The teacher finishes the lesson, asking some other questions: Will it be possible to use the natural resources of other planets? Can human beings use them to their advantage? This educational approach motivates students towards science, helping them to solve problems from their daily life and in collaborative work. The cognitive strand continues to be the most valued for pupils.
Chamnanwong, Pornpaka; Thathong, Kongsak
In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.
Zhang, X.-S.; Xie, Hua
This paper presents a learning-by-doing method in the Internet environment to enhance the results of information technology education by experimental work in the classroom of colleges. In this research, an practical approach to apply the "learning by doing" paradigm in Internet-based learning, both for higher educational environments and life-long training systems, taking into account available computer and network resources, such as blogging, podcasting, social networks, wiki etc. We first introduce the different phases in the learning process, which aimed at showing to the readers that the importance of the learning by doing paradigm, which is not implemented in many Internet-based educational environments. Secondly, we give the concept of learning by doing in the different perfective. Then, we identify the most important trends in this field, and give a real practical case for the application of this approach. The results show that the attempt methods are much better than traditional teaching methods.
Wulystan Pius Mtega
Full Text Available The study investigated the perceptions of students and lecturers on Web 2.0 as learning and teaching tools. It identified the commonly used web 2.0 tools; determined how the tools facilitate teaching and learning; assessed the appropriateness of features of the commonly used web 2.0 tools in teaching and learning and; determined the challenges associated with the usage of the tools in teaching and learning in higher education environments. The study was conducted at the Sokoine University of Agriculture (SUA in Tanzania; it employed combined research designs where both qualitative and quantitative designs were used. Stratified sampling techniques were employed to select respondents from the different strata namely students (undergraduate and postgraduate and teaching staff. Structured questionnaires were distributed to 120 students and 50 teaching staff who were randomly selected from each stratum. Findings show that blogs, Facebook, Wikis, Google drive and YouTube were used for teaching and learning at SUA. However, the level of usage of Web 2.0 tools for non academic activities was higher than for academic purposes. It is concluded that that not all tools and applications were suitable for teaching and learning. It is recommended that students and staff should be trained on how to use Web 2.0 tools in teaching and learning. Institutes should promote the usage of such tools because some of them have suitable applications for teaching and learning. Developers of Web 2.o tools should incorporate more applications that may help teaching staff to supervise and assist students in the learning process.
Lauridsen, Karen M.; Cozart, Stacey Marie
, and expectations about the teaching and learning processes and outcomes. Certainly, many teachers in these settings are meeting the challenges of this diversity, and some are leveraging it to improve student learning and intercultural competence. Nevertheless, the work of IntlUni, an Erasmus Academic Network (2012......As higher education in Europe becomes increasingly internationalized, many higher education institutions are facing new diversity issues as well as opportunities arising from educational settings where students and teachers often have different first languages, cultural backgrounds...... of principles for quality teaching and learning in the international classroom, developed by the network, as well as a number of the important lessons learned...
Osborne, Randall E.; Kriese, Paul; Tobey, Heather
This article explores lessons learned from a decade of teaching an online course on the politics and psychology of hatred using a scholarship of teaching and learning (SoTL) model. The authors illuminate course etiquette and a critical thinking model that incorporates SoTL into the ongoing fabric of the classroom. In addition, discussion centers…
Iksan, Zanaton Haji; Daniel, Esther
Verbal questioning is a technique used by teachers in the teaching and learning process. Research in Malaysia related to teachers' questioning in the chemistry teaching and learning process is more focused on the level of the questions asked rather than the content to ensure that students understand. Thus, the research discussed in this paper is…
The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…
This timeline looks at explicit uses of corpora in foreign or second language (L2) teaching and learning, i.e. what happens when end-users explore corpus data, whether directly via concordancers or integrated into CALL programs, or indirectly with prepared printed materials. The underlying rationale is that such contact provides the massive…
Hagstrom, Eva; Lindberg, Owe
In our article, we explore the possibility of formulating theses about teaching as one way to use research as a basis for educational action. The theses are formulated from current educational research on teaching and learning in higher education. We also explore the potential for action and the consequences derived from the theses. With our…
The Illinois Initiative on Transparency in Learning and Teaching is a grassroots assessment project designed to promote students' conscious understanding of how they learn and to enable faculty to gather, share, and promptly benefit from data about students' learning by coordinating their efforts across disciplines, institutions, and countries.…
Team-based learning was selected as a strategy to help engage pre-registration undergraduate nursing students in a second-year evidence-informed decision making course. To detail the preparatory work required to deliver a team-based learning course; and to explore the perceptions of the teaching team of their first experience using team-based learning. Descriptive evaluation. Information was extracted from a checklist and process document developed by the course leader to document the work required prior to and during implementation. Members of the teaching team were interviewed by a research assistant at the end of the course using a structured interview schedule to explore perceptions of first time implementation. There were nine months between the time the decision was made to use team-based learning and the first day of the course. Approximately 60days were needed to reconfigure the course for team-based learning delivery, develop the knowledge and expertise of the teaching team, and develop and review the resources required for the students and the teaching team. This reduced to around 12days for the subsequent delivery. Interview data indicated that the teaching team were positive about team-based learning, felt prepared for the course delivery and did not identify any major problems during this first implementation. Implementation of team-based learning required time and effort to prepare the course materials and the teaching team. The teaching team felt well prepared, were positive about using team-based learning and did not identify any major difficulties. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.
Full Text Available First-year engineering students of the Faculty of Engineering and Built Environment, UKM are in the process of transition in the way they learn mathematics from pre-university level to the undergraduate level. It is essential for good engineers to have the ability to unfold mathematical problems in an efficient way. Thus, this research is done to investigate students preference in learning KKKQ1123 Engineering Mathematics I (Vector Calculus (VC course; either individually or in a team; using modern (e-learning or traditional (cooperative-learning teaching strategy. Questionnaires are given to the first year Chemical and Process Engineering students from academic year 2015/2016 and the results were analysed. Based on the finding, the students believed that the physical educators or teachers play an important role and that they have slightest preference in the traditional teaching strategy to learn engineering mathematics course.
Kolachi, Nadir Ali
Purpose: The purpose of this research is to evaluate and investigate the most suitable model required for teaching business Management curriculum. The paper will report a new dimension of Business Management Teaching. For this purpose, a Practical teaching & Learning Model has been prepared and will be discussed through qualitative research…
Guarino, Salvatore; Leopardi, Eleonora; Sorrenti, Salvatore; De Antoni, Enrico; Catania, Antonio; Alagaratnam, Swethan
The rapid and dramatic incursion of the Internet and social networks in everyday life has revolutionised the methods of exchanging data. Web 2.0 represents the evolution of the Internet as we know it. Internet users are no longer passive receivers, and actively participate in the delivery of information. Medical education cannot evade this process. Increasingly, students are using tablets and smartphones to instantly retrieve medical information on the web or are exchanging materials on their Facebook pages. Medical educators cannot ignore this continuing revolution, and therefore the traditional academic schedules and didactic schemes should be questioned. Analysing opinions collected from medical students regarding old and new teaching methods and tools has become mandatory, with a view towards renovating the process of medical education. A cross-sectional online survey was created with Google® docs and administrated to all students of our medical school. Students were asked to express their opinion on their favourite teaching methods, learning tools, Internet websites and Internet delivery devices. Data analysis was performed using spss. The online survey was completed by 368 students. Although textbooks remain a cornerstone for training, students also identified Internet websites, multimedia non-online material, such as the Encyclopaedia on CD-ROM, and other non-online computer resources as being useful. The Internet represented an important aid to support students' learning needs, but textbooks are still their resource of choice. Among the websites noted, Google and Wikipedia significantly surpassed the peer-reviewed medical databases, and access to the Internet was primarily through personal computers in preference to other Internet access devices, such as mobile phones and tablet computers. Increasingly, students are using tablets and smartphones to instantly retrieve medical information. © 2014 John Wiley & Sons Ltd.
Videos play an important role in today's digital era. According to Cisco®, video (business and consumer combined) was 59% of the total Internet traffic in 2014. Video is permeating our educational institutions, transforming the way we teach, learn, study, communicate and work (Kaltura Report 2015). But are videos always the best choice? In this lecture we examine the benefits of the use of video in learning as well as its limits.Tips on how to minimize those limits will be explained.Example short videos that demonstrate success (or not) stories will be shown.Finally, guidelines for making good videos for education will be given. NB! All Academic Training lectures are recorded but not webcasted. The recording will be linked from this event and the CDS Academic Training collection. Participation is free. No registration needed. Bio: Pedro de Freitas has realized a MSc in learning & teaching technologies and MSc in Psychology in the University of Geneva. His thesis subject ...
Debowska, E; Greczyło, T; Girwidz, R; Kohnle, A; Mason, B; Mathelitsch, L; Melder, T; Michelini, M; Ruddock, I; Silva, J
This paper presents the results of a peer review of multimedia materials for teaching and learning electricity and magnetism prepared as a part of the annual activities undertaken by an international group of scientists associated with Multimedia Physics in Teaching and Learning. The work promotes the use of valuable and freely accessible information technology materials for different levels of teaching, mostly higher education. The authors discuss the process of selecting resources and the rubrics used in the rating process. The reviews of high-quality learning resources are presented along with descriptions of valuable didactical features. (letters and comments)
Slavich, George M; Toussaint, Loren
The ability to measure cumulative stress exposure is important for research and teaching in stress and health, but until recently, no structured system has existed for assessing exposure to stress over the lifespan. Here, we report the results of two experimental studies that examined the pedagogical efficacy of using an automated system for assessing life stress, called the Stress and Adversity Inventory (STRAIN), for teaching courses on stress and health. In Study 1, a randomized, wait-list controlled experiment was conducted with 20 college students to test whether the STRAIN, coupled with a related lecture and discussion, promoted learning about stress and health. Results showed that this experiential lesson led to significant learning gains. To disentangle the effects of completing the STRAIN from participating in the lecture and discussion, we subsequently conducted Study 2 on 144 students using a 2 (STRAIN versus control activity) by 2 (STRAIN-specific lecture versus general stress lecture) repeated-measures design. Although the STRAIN-specific lecture was sufficient for promoting learning, completing the STRAIN also generated significant learning gains when paired with only the general stress lecture. Together, these studies suggest that the STRAIN is an effective tool for promoting experiential learning and teaching students about stress and health. Copyright © 2013 John Wiley & Sons, Ltd.
Phillips, Diane; Forbes, Helen; Duke, Maxine
This paper begins with a literature review of blended learning approaches, including the creation of learning spaces in the online environment and the model of community of inquiry and collaborative learning promoted by Garrison and others. This model, comprising of three elements including 'social presence', 'cognitive presence' and 'teaching presence', guides academics in the development and delivery of quality programs designed to enhance each student's experience of their course. The second part of this paper is the application of blended learning for the Deakin University Master of Nursing Practice (Nurse Practitioner), including a range of online independent learning activities, Elluminate Live use (a real time online program) and on-campus contact with students. The application of these flexible and innovative online modalities offered in this course, have been designed to promote quality learning experiences for students around their employment commitments and lifestyle factors. As an off-campus course, the Master of Nursing Practice (Nurse Practitioner) presents as a more flexible option for nurses residing in various parts of Australia. The three core elements of the model of community of inquiry and collaborative learning by Garrison and others have been integrated through online teaching and learning access and face-to-face contact for one day in two trimesters of the academic year. The success of blended learning approaches are underpinned by effective communication and interactions between both academics and students.
Full Text Available Underlying any learning and teaching process is a set of preferred Learning Styles (LSs and Teaching Styles (TSs which epitomize the overall educational policy and identification of which is sine qua non for any reform of the educational system. This ex-post-facto study scrutinized preference of Iranian EFL teachers' for Expert, Formal Authority, Personal Model, Facilitator, and Delegator TSs and their students' tendencies towards Visual, Auditory, and Kinaesthetic student LSs. We collected the research data based on Grasha's (1996 Teaching Style Questionnaire administered to 30 Iranian EFL teachers and the Barsch Learning Style Questionnaire (1991 administered to 300 Iranian EFL learners. Descriptive statistics of the research data revealed that majority of Iranian EFL learners opt for the visual learning style and teachers highly favour facilitating foreign language learning. However, Visual and Delegate Learning and Teaching Styles reflected the lowest frequencies. The findings underscore the need to raise teachers’ awareness of LSs so that they can modify their teaching according to their students’ preferences.
Vacas Pérez, Juan Crisostomo; Mérida Serrano, Rosario; Molina Recio, Guillermo; Mesa Blanco, María del Pilar
The objective of this research focuses on the framework of teaching strategies, by acknowledging learning styles as first determination and, in relation to the changes that these are going through, identifying the teaching strategies best rated and preferred by the students. This is a prospective open cohort study with the students of Nursing Diploma 2007/2010 of the Universidad de Córdoba. Once the population was identified in the first year (first analysis), annual measurings were undertaken every year during their training. In order to study the learning styles, the questionnaire CHAEA was administered and a scale from 1 to 10 (1 = highest, 10 = lowest) was used to determine the preferences for learning strategies. The results show the variability of the learner (up to 11 styles). However, the dominant style is the reflective, followed by the theoretical and the pragmatic. The least developed was the active style. As the years of training go by, a tendency towards a dual style (reflective-theoretical) can be observed. In relation to teaching strategies, the preferred ones were those set in professional areas, workshops and debates. Relevant changes were also seen as they advanced in their training. The results establish a specific significant relationship between learning styles and teaching strategies.
Full Text Available The paper presents the application of a hybrid method (blended learning - linking traditional education with on-line education to teach selected problems of mathematical statistics. This includes the teaching of the application of mathematical statistics to evaluate laboratory experimental results. An on-line statistics course was developed to form an integral part of the module ‘methods of statistical evaluation of experimental results’. The course complies with the principles outlined in the Polish National Framework of Qualifications with respect to the scope of knowledge, skills and competencies that students should have acquired at course completion. The paper presents the structure of the course and the educational content provided through multimedia lessons made accessible on the Moodle platform. Following courses which used the traditional method of teaching and courses which used the hybrid method of teaching, students test results were compared and discussed to evaluate the effectiveness of the hybrid method of teaching when compared to the effectiveness of the traditional method of teaching.
Challenges of teaching and learning entrepreneurship education in library and ... Entrepreneurship Education in Library and Information Science Schools in the ... practical–oriented training, effective planning, supervision and evaluation of the ...
Potomkova, Jarmila; Mihal, Vladimir; Zapletalova, Jirina; Subova, Dana
Bedside teaching with evidence-based practice elements, supported by e-learning activities, can play an important role in modern medical education. Teachers have to incorporate evidence from the medical literature to increase student motivation and interactivity. An integral part of the medical curricula at Palacky University Olomouc (Czech Republic) are real paediatric scenarios supplemented with a review of current literature to enhance evidence-based bedside teaching & learning. Searching for evidence is taught through librarian-guided interactive hands-on sessions and/or web-based tutorials followed by clinical case presentations and feedback. Innovated EBM paediatric clerkship demonstrated students' preferences towards web-based interactive bedside teaching & learning. In two academic years (2007/2008, 2008/2009), learning-focused feedback from 106 and 131 students, resp. was obtained about their attitudes towards evidence-based bedside teaching. The assessment included among others the overall level of instruction, quality of practical evidence-based training, teacher willingness and impact of instruction on increased interest in the specialty. There was some criticism about excessive workload. A parallel survey was carried out on the perceived values of different forms of information skills training (i.e. demonstration, online tutorials, and librarian-guided interactive search sessions) and post-training self-reported level of search skills. The new teaching/learning paediatric portfolio is a challenge for further activities, including effective knowledge translation, continuing medical & professional development of teachers, and didactic, clinically integrated teaching approaches.
Prigge, Debra J.
Based on current knowledge about cognitive processes, this article presents strategies for preparing the learner, managing the environment to motivate students, gaining and keeping learner attention, and increasing memory and recall by making learning personally relevant to students. Resources are listed for brain-based teaching and learning. (CR)
Andréa R. dos S. Boettger Giardinetto
Full Text Available This paper has as subject autism, and sought to verify how the process of teaching and learning of students with autism occurs in a special education school. The Infantile Autism is today sorted as one of the “Global Developmental Disorders (PDD” and is characterized by a severe and global impairment in several areas of development, such as reciprocal social interaction skills, communication skills and presence of stereotypic behavior, interests and activities. This study aimed to identify the teaching methodology used with adolescents with autism in special education and see in what ways this methodology assists in the teaching and learning of these students. To this end, participated in this study a teacher, expert in this issue, and three students with autism in a Special Education School located within the State of São Paulo. For data collection, 19 observations of activities performed by students with autism in the classroom were conducted and a semi-structured interview with the specialized teacher was applied. The results revealed that the teacher mentioned above does not use any specific teaching methodology to assist in the teaching and learning of these students, although there are some specific methodologies for individuals with autism, which are used in special education schools. Thus, there is a gap in the teaching process on the part of the teacher and an uncertainty about the learning process of these students with autism in this institution.
Lasky, Barbara; Tempone, Irene
Action learning techniques are well suited to the teaching of organisation behaviour students because of their flexibility, inclusiveness, openness, and respect for individuals. They are no less useful as a tool for change for vocational teachers, learning, of necessity, to become researchers. Whereas traditional universities have always had a…
This diploma thesis deals with the topic of specific learning disability. In the theoretical part I define the term specific learning disability and I mention the related terms. I deal with the history, types and causes of specific learning disability, further I describe the possibilities of diagnostics and re-education concerning specific learning disability. I also attend to the situation of a pupil in the family and school background. The main attention is especially paid to teaching forei...
Full Text Available This article aims to explain an analysis of cooperative learning approach advantages in teaching writing. Accordingly, learning writing by using cooperative learning makes the students easier in developing the ideas to write. This approach is more than just putting students into groups, but the students can work together, share information, and they are responsible for completion of the tasks in group as well. Besides, in this approach, the students can transfer their information and knowledge to the others and help each other in getting the ideas to develop in written communication during teaching-learning process.
Full Text Available There is currently an unprecedented interest in the use of technologies for supporting teaching and learning. In post-compulsory education, the current Government's commitment to increasing access to Lifelong Learning is expressed through a number of initiatives that also affect the further education (FE sector. For example, in The Learning Age: A Renaissance for a New Britain (Stationery Office, 1998 the government outlines its proposal to expand the scale, scope and nature of both further and higher education. The Learning Age follows a number of such government papers that emphasize the importance of Information and Communication Technologies (ICTs or Information and Learning Technologies (ILTs in FE and HE.
Owen, Amy M; Ward-Smith, Peggy
Simulation in nursing education uses specific patient scenarios to provide students with hands-on learning experiences. A near-peer teaching experience, using upper-level nursing students as standardized patients, was created as an educational intervention. The premises of social cognitive theory, which include cognitive, behavioral, and environmental factors, were incorporated into this teaching activity. The upper-level students played the role of a patient, while they also practiced leadership, teaching, and mentoring of first-semester nursing students. In the scenario, the first-semester students provided care to the patient, while focusing on safety, identifying the problem, and practicing clinical decision making. Faculty were present to provide guidance and promote communication in debriefing. Near-peer teaching provided a learning opportunity for all students, facilitated teamwork, and encouraged knowledge and skills attainment. Copyright 2014, SLACK Incorporated.
Felder, E.; Fauler, M.; Geiler, S.
Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as "e-learning" have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but…
Lancaster, Jason W.; Stein, Susan M.; MacLean, Linda Garrelts; Van Amburgh, Jenny
Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school. PMID:24954939
Lancaster, Jason W; Stein, Susan M; MacLean, Linda Garrelts; Van Amburgh, Jenny; Persky, Adam M
Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.
Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy
The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.
This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand…
Child development theories conclude that nature and nurture interactively shape individual development. Implications for education are that children learn better when they feel wanted and are in a supportive environment. Teaching needs to go beyond pure content and focus on learning how to learn. Assessment should focus on the use of knowledge…
Lee, Li-Tze; Hung, Jason C.
McCarthy (1985) constructed the 4MAT teaching model, an eight step instrument developed in 1980, by synthesizing Dewey's experiential learning, Kolb's four learning styles, Jung's personality types, as well as Bogen's left mode and right mode of brain processing preferences. An important implication of this model is that learning retention is…
Johnston, Peter; Dozier, Cheryl; Smit, Julie
For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…
Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P.
We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…
Sato, Mistilina; Bartiromo, Margo; Elko, Susan
The authors report on their work with the Academy for Leadership in Science Instruction, a program targeted to help science teachers promote a science teaching and learning culture in their own schools.
Boonsong, S.; Siharak, S.; Srikanok, V.
The purposes of this research were to develop the learning management, which was prepared for the enhancement of students’ Moral Ethics and Code of Ethics in Rajamangala University of Technology Thanyaburi (RMUTT). The contextual study and the ideas for learning management development was conducted by the document study, focus group method and content analysis from the document about moral ethics and code of ethics of the teaching profession concerning Graduate Diploma for Teaching Profession Program. The main tools of this research were the summarize papers and analyse papers. The results of development showed the learning management for the development of moral ethics and code of ethics of the teaching profession for Graduate Diploma for Teaching Profession students could promote desired moral ethics and code of ethics of the teaching profession character by the integrated learning techniques which consisted of Service Learning, Contract System, Value Clarification, Role Playing, and Concept Mapping. The learning management was presented in 3 steps.
Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A
Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully
Loya, Melody Aye; Cuevas, Mo
Teaching about racism creates challenging issues for educators and students alike. Using experiential learning and a public-access curriculum to teach about racism and social inequality, graduate and undergraduate students participated in this elective course. The hybrid "minimester" course focused on affective responses to classroom activities,…
The teaching and learning of Sociology of Religion in Nigeria face some grave challenges. As an academic discipline in religious studies, many who teach this specialized discipline are not experts. This makes Sociology of. Religion anybody's game which does not promote sound scholarship, creativity and intellectual ...
Esmi, Keramat; Marzoughi, Rahmatallah; Torkzadeh, Jafar
One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners' needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation. This is a mixed method research of a sequential exploratory kind conducted through two stages: a) developing teaching methods of entrepreneurship curriculum, and b) validating developed framework. Data were collected through "triangulation" (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts). Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability), and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach's alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects) with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of teaching-learning methods of entrepreneurship curriculum
Full Text Available Introduction: One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners’ needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation Methods: This is a mixed method research of a sequential exploratory kind conducted through two stages: a developing teaching methods of entrepreneurship curriculum, and b validating developed framework. Data were collected through “triangulation” (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts. Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability, and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach’s alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results: Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of
Kelle, Sebastian; Sigurðarson, Steinn; Westera, Wim; Specht, Marcus
Kelle, S., Sigurðarson, S., Westera, W., & Specht, M. (2011). Game-Based Life-Long Learning. In G. D. Magoulas (Ed.), E-Infrastructures and Technologies for Lifelong Learning: Next Generation Environments (pp. 337-349). Hershey, PA: IGI Global.
Ana Grethel Suárez-Stable
Full Text Available This paper the principal fundaments of the teaching-learning process of the physics subject in the Senior High School are treated. The valuation of the conceptions more significant to this educational level that have signed the development of this process from an integrator researching approach taking into account the logical chain construction-integration-creation. The need of renew of the point of view regarding the teaching-learning of sciences in particular the physics, from power of the researching approach is discussed. Taking into account the development of the students though and the encourage toward a teaching learning based in new added values of the knowledge from the valuation of the significance of the experience, is analyzed in this paper
Crocco, Laura; Madill, Catherine J; McCabe, Patricia
The study systematically reviews evidence-based frameworks for teaching and learning of classical singing training. This is a systematic review. A systematic literature search of 15 electronic databases following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines was conducted. Eligibility criteria included type of publication, participant characteristics, intervention, and report of outcomes. Quality rating scales were applied to support assessment of the included literature. Data analysis was conducted using meta-aggregation. Nine papers met the inclusion criteria. No complete evidence-based teaching and learning framework was found. Thematic content analysis showed that studies either (1) identified teaching practices in one-to-one lessons, (2) identified student learning strategies in one-to-one lessons or personal practice sessions, and (3) implemented a tool to enhance one specific area of teaching and learning in lessons. The included studies showed that research in music education is not always specific to musical genre or instrumental group, with four of the nine studies including participant teachers and students of classical voice training only. The overall methodological quality ratings were low. Research in classical singing training has not yet developed an evidence-based framework for classical singing training. This review has found that introductory information on teaching and learning practices has been provided, and tools have been suggested for use in the evaluation of the teaching-learning process. High-quality methodological research designs are needed. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
New technologies continue to change every aspect of home, life and work: the way people communicate, calculate, analyse, shop, make presentations and socialise. "The Australian Curriculum" acknowledges the importance of teaching and learning with technology by including the use of information and communication technology (ICT) as one of…
Noh, Nurulrabihah Mat; Siraj, Saedah; Jamil, Mohd Ridhuan Mohd; Husin, Zaharah; Sapar, Ahmad Arifin
Use of Facebook in education is an innovation that is very suitable for getting the benefits of ICT to improve the quality of learning in Malaysia. Although Facebook is much applied in the teaching and learning process, no guidelines exist in Malaysia as a reference for teachers to develop teaching and learning effectively with Facebook. This…
Dunn, Peter K.; Carey, Michael D.; Richardson, Alice M.; McDonald, Christine
Learning statistics requires learning the language of statistics. Statistics draws upon words from general English, mathematical English, discipline-specific English and words used primarily in statistics. This leads to many linguistic challenges in teaching statistics and the way in which the language is used in statistics creates an extra layer…
When students are faced with learning abstract contents, creating meaningful teaching and learning opportunities is a challenge for many educators. Concerns for how to get students to connect theoretical constructs and apply them to the "real world" is especially critical for those students studying to be teachers. This descriptive study…
Chase, Scott Curland; Scopes, Lesley
In recent years, 3D virtual worlds have been explored for design teaching, yet it is unclear whether a specific pedagogy is used or adapted for such activities. Here we describe the pedagogical model of Cybergogy of Learning Archetypes and Learning Domains, developed specifically for teaching in ...... immersive virtual worlds, and its application to introductory building classes in the virtual world Second Life for architectural design students and teachers as part of the ARCHI21 project.......In recent years, 3D virtual worlds have been explored for design teaching, yet it is unclear whether a specific pedagogy is used or adapted for such activities. Here we describe the pedagogical model of Cybergogy of Learning Archetypes and Learning Domains, developed specifically for teaching in 3D...
The impact of storytelling in the classroom was examined, as was what motivates individuals to engage in storytelling. A storytelling methodology was introduced in an undergraduate nutrition course as an opportunity to enhance the teaching and learning environment. A 28-item, multi-part, self-administered survey was then distributed to the class (n=17). Survey responses (n=15, 88% response) indicate that educators' and students' storytelling can positively influence the learning environment. This occurs through the creation of a greater focus on personalized information, glimpses of real-life experience, a connection with a topic as participants recognize similarities in their own personal experience and knowledge, and connections between different topics and through the emphasis on key concepts. Stories initiate useful conversations about unexplored struggles within practice, such as the emotional dimension(s) of an issue or what it means to be professional. Students are motivated to participate in storytelling through an external focus on others (i.e., helping others to learn) and an internal focus on self (i.e., seeking a connection with others to promote social dialogue). Several challenges related to the use of storytelling in the classroom emerged. Storytelling develops ways of knowing and dialoguing about issues, which has the potential to influence how students will approach their professional practice.
Eun Young Kim; Seong Woo Jeon; Gwang Ha Kim
Endoscopic submucosal dissection (ESD) is becoming a popular procedure for the diagnosis and treatment of superficial mucosal lesions, and has the advantage of en bloc resection which yields a higher complete resection and remission rate compared to endoscopic mucosal resection (EMR). However, the learning process of this advanced endoscopic procedure requires a lengthy training period and considerable experience to be proficient. A well framed training protocol which is safe, effective, easily reproducible and cost-effective is desirable to teach ESD. In addition, the training course may need to be tailored around settings such as ethnicity, culture, workload, and disease incidence. In Asian countries with a large volume of early gastric lesions which need endoscopic treatment, endoscopists would be able to learn ESD expanding their skills from EMR to ESD under the supervision of experts. Whereas, in Western countries due to the low incidence of superficial gastric tumors, trials have utilized simulator modelsto improve learning. In Korea, the Korean Society of Gastrointestinal Endoscopy (KSGE) is playing an important role in training many gastroenterologists who have shown an interest in performing ESD by providing an annual live demonstration and a nationwide tutoring program. The purpose of this article is to introduce our ESD tutoring experience, review the published papers related to this topic, and propose several suggestions for future directions in teaching and learning ESD.
We examined the viability of using feedback from a learning environment instrument to guide improvements in the teaching practices of in-service teachers undertaking a distance-education programme. The 31 teachers involved administered a primary school version of the What Is Happening In this Class?
International Journal of Development and Management Review ... of French Language Teaching and Learning as a veritable tool for educational ... field of human endeavour, be it commerce, science, technology, culture, diplomacy and so on.
Letcher, Deborah C; Yancey, Nan Russell
Nurse educators have the opportunity to encourage meaningful reflections of nursing students. Dr. Rosemarie Rizzo Parse's teaching-learning processes provide a framework for such experiences. Student reflection through journaling and student participation in dialogue using these processes brings about an opportunity for students to discover new meaning for themselves and others. The process of how two nurse educators incorporated the human becoming teaching-learning model into students' experiences is discussed. Excerpts of student journals, themes of student work, and considerations for future development of the teaching-learning model with students are discussed.
Jensen, Bogi Bech; Hogberg, Stig; Jensen, Frida av Flotum; Mijatovic, Nenad
This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is…
Ghavifekr, Simin; Razak, Ahmad Zabidi Abd; Ghani, Muhammad Faizal A.; Ran, Ng Yan; Meixi, Yao; Tengyue, Zhang
Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by the scholars in education. This is due to the capability of ICT in providing a dynamic and proactive teaching and learning environment. In line with the current digital era, teachers are required to integrate ICT in their daily teaching and…
How children understand the concepts of teaching and learning is inherently underpinned by their mental state understanding and critical to the successful transition to formal schooling. Knowledge is a private representational mental state; learning is a knowledge change process that can be either intentional or not; and teaching is an intentional…
Smith, Deborah C.; Jang, Shinho
This case study of a fifth-year elementary intern's pathway in learning to teach science focused on her science methods course, placement science teaching, and reflections as a first-year teacher. We studied the sociocultural contexts within which the intern learned, their affordances and constraints, and participants' perspectives on their roles…
Huber, Elaine; Harvey, Marina
Purpose: In the higher education sector, the evaluation of learning and teaching projects is assuming a role as a quality and accountability indicator. The purpose of this paper is to investigate how learning and teaching project evaluation is approached and critiques alignment between evaluation theory and practice. Design/Methodology/Approach:…
Al-Maini, Yousef Hamad
The Saudi education system is facing a climate of change characterized by an interest in integrating new technology and educational approaches to improve teaching and learning. In this climate, the present paper explores the issues in integrating information technology in learning and teaching English as a foreign language (EFL) in government…
Full Text Available Development of current society requires integration of information technology to every sector, including education. The idea of adaptive teaching in e-learning environment is based on paying attention and giving support to various learning styles. More effective, user friendly thus better quality education can be achieved through such an environment. Learning can be influenced by many factors. In the paper we deal with such factors as student’s personality and qualities – particularly learning style and motivation. In addition we want to prepare study materials and study environment which respects students’ differences. Adaptive e-learning means an automated way of teaching which adapts to different qualities of students which are characteristic for their learning styles. In the last few years we can see a gradual individualization of study not only in distance forms of study but also with full-time study students. Instructional supports, namely those of e-learning, should take this trend into account and adapt the educational processes to individual students’ qualities. The present learning management systems (LMS offers this possibility only to a very limited extent. This paper deals with a design of intelligent virtual tutor behavior, which would adapt its learning ability to both static and dynamically changing student’s qualities. Virtual tutor, in order to manage all that, has to have a sufficiently rich supply of different styles and forms of teaching, with enough information about styles of learning, kinds of memory and other student’s qualities. This paper describes a draft adaptive education model and the results of the first part of the solution – definition of learning styles, pilot testing on students and an outline of further research.
Chan Yuen Fook
Full Text Available Over the past decade the push for academics to develop competencies in the use of information and communication technologies (ICT in teaching and learning has increased. Within the Malaysian context unfortunately, until now there has not been a holistic and conclusive study on the integration of ICT in higher education. This exploratory study examined the integration of ICT among academics for the enhancement of university teaching and learning. A descriptivecorrelational research methodology that employed a survey questionnaire was used in this case study. The data was analyzed using means, standard deviation, t-test, ANOVA, and correlation. The findings indicated that the ICT facilities in the higher instituion left much to be desired and the usage of ICT in teaching among the academics was not at a satisfactory level. Even though a majority of the acdemics are aware of the many benefits of ICT there still exists academics who hold firm to the importance of face-to-face interaction and the didactic role of the instructors. The findings also revealed that the integration of ICT into the classroom focuses mainly on teaching and learning rather than the technical knowhow about computers themselves and how this technology helps support users to participate in the integration of ICT into teaching and learning. However, most of the respondents have shown a keen willingness to adopt ICT in their future teaching and learning processes once proper training and relevant technical support are provided. The findings, in general, can help lecturers, IT staff and university management to manage the integration of ICT in university teaching and learning in a more organized manner. The findings also would enable the faculty to be more responsive to the needs of staff and students to effectively address the critical problems related to the integration of technology into university teaching and learning in ways that are both contextualized and authentic.
This paper addresses pedagogic issues relating to the teaching of English in a second language setting. It argues for a descriptive and functional approach to language teaching and learning and insists that traditional approaches, which tend to be mainly prescriptive, are no longer adequate for addressing the ...
Mulnix, Amy B.
Faculty eager to transform their teaching often have a difficult time understanding the learning literature and then integrating it into their teaching, in part because neuroeducation concepts such as constructivism, transfer, misconceptions, and metacognition are not part of their existing knowledge. Examples of these concepts in the literature…
In the process of designing teaching materials for learning problem solving in technology education, domain-specific design specifications are considered important elements to raise learning outcomes with these materials. Two domain-specific design specifications were drawn up using a four-step
Full Text Available This paper brings together the theory of the uncanny as it emerges in cultural theory, with an understanding of the uncanniness and troublesomeness seen to be inherent in certain understandings of teaching and learning in higher education. Drawing on research into students' experiences of learning in virtual worlds, it explores the sense in which teaching in such spaces materialises and extends the positive aspects of uncertainty, strangeness, disquietude and troublesomeness in online higher education.
National Science Teachers Association (NJ1), 2010
Research on science teaching and learning plays an important role in improving science literacy, a goal called for in the National Science Education Standards (NRC 1996) and supported by the National Science Teachers Association (NSTA 2003). NSTA promotes a research agenda that is focused on the goal of enhancing student learning through effective…
This article reports on two projects: one that investigated the impact of school gardens on primary children's learning and one that is currently exploring the pedagogies involved in teaching children in the garden. The evidence presented suggests that school gardens can be an interesting and effective way of engaging children with learning, but…
This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four…
Samuel de Souza Neto
Full Text Available Abstract AIMS to investigate how the professional socialization happens through teacher education. METHODS a qualitative research, descriptive, was developed using exploratory interview and narrative interview to clarify and deepen the collected information. Two Physical Education teachers with different stories of personal and professional development participated in this study. Through content analysis the data was organized in themes: the cultural capital and the learning of teaching, as a social, spatial and temporal process; a cognitive, plural and heterogenic process and a human, moral and relational process. RESULTS life settings can be viewed as the building scaffoldings of a professional socialization with the aim of understanding teachers and their practices in the knowledge of their lives, as influenced by social interactions. In this process of successive socializations, teachers build their professional identity, valuing social interactions in the environments they inhabit. In this study, practice was viewed as a site for training, the production of knowledge, and professional socialization in the acquisition of cultural capital. The knowledge of teachers was conceived as having a social nature, bringing underlying sources of acquisition associated with the family, school, and university because they decisively contribute to the structure of the educational practice. CONCLUSION the professional socialization is a dynamic process which involves not only the learning, but the acquisition of a professional ethos and, mainly, a teacher's identity and a base of knowledge that support the social interaction and the teaching culture in the activities and individual socialization in the habitus perspective.
This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers' learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary…
Meenakshi, S; Raghunath, N; Shreeshyla, H S
Faculty members of dental institutions are being asked to assume new academic duties for which they have received no formal training. To succeed in new teaching tasks, faculty development through assessment of teaching skills is essential. A Self-Assessment Questionnaire consisting 18 closed-ended questions was sent to various faculty members of dental colleges of Karnataka. A total of 210 faculty members volunteered to participate in the study. The response rate was 69.8%. Data gathered were statistically analyzed using SPSS software version 16, Chi-square test, and descriptive statistics. In the present study, 27.3% of participants were unaware of andragogy, 33.3% were unaware of teachers development programs, 44.6% do not obtain student feedback after teaching, 52.6% were unaware of peer review of teaching skills, and 50% were unaware of interprofessional education initiatives. By incorporating teaching and learning skills, dental faculty could acquire competencies and academic credentials to become valuable contributors to the institution. This study emphasizes the areas of improvement in dental school learning environment, based on activation of prior knowledge, elaboration of new learning, learning in context, transfer of learning, and organization of knowledge toward learning.
Rankin, Jean; Brown, Val
Traditional ways of teaching in Higher Education are enhanced with adult-based approaches to learning within the curriculum. Adult-based learning enables students to take ownership of their own learning, working in independence using a holistic approach. Introducing creative activities promotes students to think in alternative ways to the traditional learning models. The study aimed to explore student midwives perceptions of a creative teaching method as a learning strategy. A qualitative design was used adopting a phenomenological approach to gain the lived experience of students within this learning culture. Purposive sampling was used to recruit student midwives (n=30). Individual interviews were conducted using semi-structured interviews with open-ended questions to gain subjective information. Data were transcribed and analyzed into useful and meaningful themes and emerging themes using Colaizzi's framework for analyzing qualitative data in a logical and systematic way. Over 500 meaningful statements were identified from the transcripts. Three key themes strongly emerged from the transcriptions. These included'meaningful learning','inspired to learn and achieve', and 'being connected'. A deep meaningful learning experience was found to be authentic in the context of theory and practice. Students were inspired to learn and achieve and positively highlighted the safe learning environment. The abilities of the facilitators were viewed positively in supporting student learning. This approach strengthened the relationships and social engagement with others in the peer group and the facilitators. On a less positive note, tensions and conflict were noted in group work and indirect negative comments about the approach from the teaching team. Incorporating creative teaching activities is a positive addition to the healthcare curriculum. Creativity is clearly an asset to the range of contemporary learning strategies. In doing so, higher education will continue to keep
Jones, Ann; Barnard, Jane; Calder, Judith; Scanlon, Eileen; Thompson, Julie
With the current emphasis on quality assessment and the role of evaluation in quality assessment, it is likely that teachers in post-compulsory education will increasingly be expected to evaluate their teaching, especially when making changes to their teaching methods. In Further Education (FE), there have been a number of developments to foster the use of Information and Learning Technologies (ILT), following the publication of the Higginson Report in 1996. However, there is some evidence th...
Alexander N. Poddiakov
Full Text Available An advanced strategic behavior, which we term, “Trojan horse” teaching (ThT, is described. In this type of counteractive behavior, a “teacher”, ostensibly helping his or her rival to learn something, really teaches the rival useless or disadvantageous things. This interaction is an object of interdisciplinary research related to the theory of human capital, the theory of agency, knowledge management, the theory of conflict, and to social and educational psychology. Examples of ThT in real life, and results of experiential studies, including the administration of a survey concerning people’s beliefs about teaching “with evil intent”, and a set of experiments with participation of adults and children, have been described. Possible directions of artificial intelligence systems development related to ThT are described. General relations between: (a counteraction to learning, and (b development in spite of the counteraction are discussed.
Pedro A. Fuertes-Olivera
Full Text Available Research on the characteristics of specialized vocabulary usually replicates studies that deal with general words, e.g. they typically describe frequent terms and focus on their linguistic characteristics to aid in the learning and acquisition of the terms. We dispute this practise, as we believe that the basic characteristic of terms is that they are coined to restrict meaning, i.e. to be as precise and as specific as possible in a particular context. For instance, around 70% of English and Spanish accounting terms are multi-word terms, most of which contain more than three orthographic words that syntactically behave in a way that is very different from the syntactic behaviour of the node on which they are formed (Fuertes-Olivera and Tarp, forthcoming. This has prompted us to propose a research framework that investigates whether or not the literal translation hypothesis, which has been addressed in several areas of translation studies, can also be applied in ESP teaching/learning environments. If plausible, the assumptions on which this hypothesis is based can shed light on how learners disambiguate terms they encounter. Within this framework, this paper presents evidence that the literal translation hypothesis is possible in ESP; it offers the results of a pilot study that sheds light on how this hypothesis may work, and also discusses its usability in the context of ESP learning. In particular, this paper presents strategies for teaching multi-word terms that are different from those currently based on corpus data. We believe that exercises such as “cloze”, “fill in” and similar “guessing” exercises must be abandoned in ESP teaching/learning environments. Instead, we propose exercises that reproduce L1 teaching and learning activities, i.e., exercises that are typically used when acquiring specialised knowledge and skills in any domain, e.g. taking part in meetings and giving presentations in a business context.
Governor, Donna; Hall, Jori; Jackson, David
This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and…
Full Text Available The paper describes a system of teaching and learning strategies for pedagogical training of non-educational students. The modeling of teaching and learning strategies presented is the result of a research project carried out at the University of Camagüey; its results are being employed successfully. A full description of research methods, rationale, and each of the suggested strategies is provided.
Harlow, Danielle Boyd
As educational researchers and teacher educators, we have the responsibility to help teachers gain the skills and knowledge necessary to provide meaningful learning activities for their students. For elementary school science, this means helping teachers create situations in which children can participate in the practices associated with scientific inquiry. Through the framework of transfer I investigated how a professional development course based on an inquiry-based physics curriculum influenced five elementary teachers teaching practices and identified the factors that led to or hindered this transfer. In this study, evidence of transfer consisted of episodes where the teachers used the ideas learned in the physics course to solve new problems such as transforming activities to be appropriate for their students and responding to unexpected students' ideas. The findings of this study highlight the many different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. What the teachers transferred depended upon their existing teaching context as well as their prior ideas about teaching science and physics content. Specifically, the findings of this study suggest that the teachers transferred only what they sought from the course. One implication of this study is that the sort of science training we provide teachers can affect far more than just the teachers' conceptual understanding of science and performance on written conceptual exams. Science courses have the potential to impact the sort of science education that K-5 children receive in elementary classrooms in terms of the topics taught but the way that science is represented. An additional implication is that teaching science to teachers in ways
Dragon, Donna A.
Often in teaching dance, methods of teaching and learning are silently embedded into dance classroom experiences. Unidentified and undisclosed pedagogic information has impacted the content of dance history; the perpetuation of authoritarian teaching practices within dance technique classes and in some dance classes deemed "somatics";…
Full Text Available This paper discusses some major issues concerning teaching writing to future teachers. There are a lot of EFL/ESL textbooks focused on teaching writing. However, those that are intended for trainee teachers are rare on the market. The goal of this paper is to share the result of several years of work on the writing syllabus and materials that is effective in the process of teaching future teachers. It contains sample of tasks based on certain principles that may promote teachers to become effective writers for themselves and, at the same time, to acquire initial professional skills necessary in their future career. A course book can not address any audience in general. It must focus on a particular learner, the objectives, and content of the process of learning. In the situation when no textbook meets these requirements, the problem of providing students with an appropriate textbook must be solved by creating new textbooks.
Rondon-Berrios, Helbert; Johnston, James R
The interest in nephrology as a career has declined over the last several years. Some of the reasons cited for this decline include the complexity of the specialty, poor mentoring and inadequate teaching of nephrology from medical school through residency. The purpose of this article is to introduce the reader to advances in the science of adult learning, illustrate best teaching practices in medical education that can be extrapolated to nephrology and introduce the basic teaching methods that can be used on the wards, in clinics and in the classroom.
Lucélida de Fátima Maia da Costa
Full Text Available To teach and to learn mathematics are not always conjugated concomitantly, particularly in the context of formal indigenous schools. This article puts in discussion some facts about the role of schools in indigenous communities, often mistakenly called Indian schools, as well as questions about the meaning of teaching mathematics in those contexts. Based on the concepts of ethnomathematics, it shows that a dialogue is possible between the traditional mathematical knowledge of various ethnic groups of the Amazon and the knowledge disseminated by formal school teaching practice.
Bleiker, Jill, E-mail: email@example.com [College of Engineering, Mathematics and Physical Sciences, University of Exeter, Stocker Road, Exeter EX4 4QL (United Kingdom); Knapp, Karen M.; Frampton, Ian [College of Engineering, Mathematics and Physical Sciences, University of Exeter, Stocker Road, Exeter EX4 4QL (United Kingdom)
Understanding the complexity of the patient-practitioner interaction is a challenging area for radiography students early in their programmes. A small scale research project was undertaken to develop blended learning resources for the teaching of patient care to radiography students. Its purpose was to utilise experiences gathered from interviews with ex-patients to produce video clips of patient-practitioner interactions so that students might gain some insight into the reality of the clinical setting, thus enabling them to link theory with practice. A total of eight interviews with ex-patients were carried out and the transcripts used to generate scripts which were enacted and filmed by a professional acting company. Thematic analysis of the study data initiated the generation of scenarios, which formed the basis of the videos. Twelve scenes showing patient-practitioner interactions in various parts of a medical imaging department and four 'talking heads' clips were produced. These were loaded onto the university's virtual learning environment and made available for viewing together with self-test and evaluation questionnaires. A pilot study was carried out; evaluation of the videos by second year student radiographers was positive. The main study was carried out using first year students with similarly positive findings and the videos are now publically available for teaching purposes. Further work in this promising area of e-learning could further utilise patients' experiences, and using the same technology, might offer students of other professions the opportunity to gain vicarious experience prior to their first encounters with patients and the general public. In conclusion, research leading to the production of simulations of real-life patient-practitioner interactions delivered using blended learning is a useful pedagogical tool in the education of radiography students.