Effect of Type of Curriculum on Educational Outcomes and Motivation Among Marketing Students With Different Learning Styles

2011 ◽  
Vol 33 (3) ◽  
pp. 273-284 ◽  
Author(s):  
David S. Ackerman ◽  
Jing Hu
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Learning Approach ◽  
Positive Outcomes ◽  
Teaching Activities ◽  
Student Autonomy ◽  
Passive Learning ◽  
Marketing Educators

Using an active learning approach to motivate students to learn has been advocated by many educators. It has been an ongoing discussion on whether marketing educators should customize their teaching activities based on the learning styles found in their classes recently. This study uses a scale of learning styles that includes a measure of the degree of student autonomy from the instructor. Results from an experiment of marketing students indicate that courses using an active learning approach consistently receive significant higher ratings on learning outcomes and motivation measures than those using a passive learning approach for autonomous learners, but that there are few benefits for students who are low in autonomy. This suggests that though active learning assignments are very effective, they will not necessarily lead to positive outcomes for all types of learners.

Peningkatan Hasil Belajar Fisika Melalui Pendekatan Numbered Head Together Dengan Pemberian Reward di SMP Negeri 5 Kota Jambi

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Delismar Delismar
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Class Action ◽  
Learning Approach ◽  
Physics Learning ◽  
Lecture Method ◽  
Student Observation

In classical learning approach, conventional lecture method is commonly used by teachers in implementing learning process in classes.  The teacher becomes the main source of learning.  The current student’s habit that tends to be passive and individualistic resulted in a passive and monotone learning.      To overcome these problems, I was interested to implement the model of numbered heads together in learning Physics in the Class VII B of SMP Negeri 5 Kota Jambi. The purpose of this learning approach is to enable students to develop cooperative skill and more active learning of physics and to improve learning results. This research is a class action research, which were performed in two cycles.  All students’ activities in the class were observed and recorded in observation sheet, consisting of teacher observation sheet and student observation sheet. To find out the learning outcomes, formative test was performed using a written instrument form.  The results show the increase of students’ discipline, cooperation, liveliness, timeliness in learning Physics.  In addition, the learning model also increases the students’ learning outcomes. The average learning results increased to 75.38 (increase 3.25 points).  To conclude, the implementation of Number Head Together increase students’ discipline, cooperation, activities, and timeliness.  The model also increase the Physics learning outcome of student in SMP Negeri 5 Kota  Jambi.

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

scholarly journals Development of Student Worksheets (LKPD) Based on Problem Based Learning to Improve Learning Outcomes in Business Economics Subjects

2021 ◽  
Vol 5 (1) ◽  
pp. 65-77
Author(s):  
Monika Karolina Sianturi ◽  
Arwansyah Arwansyah ◽  
Muhammad Yusuf
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Problem Based Learning ◽  
Learning Resources ◽  
Development Study ◽  
Business Economics ◽  
Passive Learning ◽  
Basic Framework ◽  
Vocational Curriculum

The curriculum in Indonesia is currently curriculum 2013, especially  on the basic framework and structure of the vocational curriculum that states that the 2013 curriculum was developed with the improvement of mindset, among others:  educationthat focuses on teachers so focused on students, as well as passive learning so active learning. Therefore, as a teacher can develop the learning process, especially learning resources that are able to explore the ideas of students into an innovative and critical so that they can produce and solve theirown problems,through problem-based LKPD  learning. This method and type of research is a development study with a 4-Dmodelby Thiagarajan and Semmel. The findings in this study are the use of problem-based learning-based LKPD   and the response of students who were found to be positive or good

scholarly journals Developing Cognitive Skills Through Active Learning: A Systematic Review of Health Care Professions

2019 ◽  
Vol 14 (2) ◽  
pp. 135-148 ◽  
Author(s):  
Nicolette Harris ◽  
Cailee E. Welch Bacon
Keyword(s):  
Health Care ◽  
Active Learning ◽  
Learning Outcomes ◽  
Cognitive Skills ◽  
Problem Based Learning ◽  
Higher Order ◽  
Health Care Professions ◽  
Passive Learning ◽  
Research Questions ◽  
Assessment Measures

ObjectiveTo systematically review current literature to determine whether active learning is more successful than passive learning at producing cognitive skills in health care professions students.Data SourcesAn electronic search was conducted in 4 databases: EBSCO-CINAHL, EBSCO-Sport Discus, Educational Resources Information Center, and PubMed. Search terms included: millennial AND health education, active learning AND knowledge retention, flipped classroom AND learning outcomes, problem based learning AND learning outcomes, problem based learning AND student confidence, active learning AND critical thinking, higher order thinking AND active learning.Study SelectionWe included studies if they were published in English between 2007 and 2017 and evaluated outcomes of an active learning intervention. Studies of nonhealth care disciplines, practicing health care practitioners, or studies that did not address the primary research questions were excluded.Data ExtractionStudy design, health care discipline, intervention used, assessment measures, outcome(s) measures, main results, and conclusions were extracted from each article, as appropriate.Data SynthesisArticles were categorized based on capacity to answer 1 or both of the research questions. Conclusions were summarized according to the learning technique used and its effectiveness in regard to studied learning outcome. Out of 85 studies on lower-order cognition, 61 (72%) indicated active learning techniques were effective at achieving improved recall, understanding, and/or application of course material. Of 69 studies on higher-order cognition, 58 (84%) supported active learning over passive instruction for improving students' confidence in or performance of analytical, evaluative, and creative skills.ConclusionsActive learning produces gains to both lower- and higher-order cognition at levels equal to, and more often, greater than the use of passive learning methods. Despite this evidence, we believe more high-quality, well-designed prospective studies using validated assessment measures are needed to endorse the value of these methods in producing cognitive skills.

scholarly journals Positive outcomes increase over time with the implementation of a semiflipped teaching model

2016 ◽  
Vol 40 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Brittany K. Gorres-Martens ◽  
Angela R. Segovia ◽  
Mark T. Pfefer
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Model ◽  
Positive Outcomes ◽  
Class Time ◽  
Online Lectures ◽  
Tremendous Amount ◽  
Over Time

The flipped teaching model can engage students in the learning process and improve learning outcomes. The purpose of the present study was to assess the outcomes of a semiflipped teaching model over time. Neurophysiology students spent the majority of class time listening to traditional didactic lectures, but they also listened to 5 online lectures and spent 8–10 class periods completing an active learning assignment. At the end of the term, students completed a survey to assess the outcomes of the active learning assignments. The positive outcomes were greater the second time the course was taught in a semiflipped manner. While completely flipping a course takes a tremendous amount of time, instructors can still obtain positive outcomes by implementing a semiflipped teaching model.

Incorporating Research into Undergraduate Design Courses: A Patent-Centered Approach

2009 ◽  
Vol 37 (2) ◽  
pp. 98-110 ◽  
Author(s):  
Dirk Schaefer ◽  
Jitesh H. Panchal
Keyword(s):  
Deep Learning ◽  
Diesel Engine ◽  
Student Learning ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Research ◽  
Educational Setting ◽  
Teaching Activities ◽  
Research And Teaching ◽  
Educational Framework

It is well known and widely accepted that the integration of research and teaching in a problem-based educational setting helps to foster deep learning among students. In this paper, we describe how a patent on a rotary diesel engine, which had failed to work in practice, was used to link undergraduate research and teaching activities by orchestrating two design courses around this patent. Learning outcomes, course goals, content as well as assignments and projects were defined based on constructive alignment. Students' performance was assessed using so-called assessment rubrics, based on Bloom's taxonomy, which were specifically developed for both courses. After introducing the educational framework for this approach to enhancing student learning, we explain how both courses were designed and delivered in order to meet the higher-level educational outcomes envisaged. The paper closes with an overview of both our experiences and those of our students.

Analysis of the Use of Social Network in the 21st Century Active Learning for Undergraduate Students Based on the Subject of Rapid Application Development

2018 ◽  
Vol 15 (03) ◽  
pp. 1850020
Author(s):  
Orawit Thinnukool
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Undergraduate Students ◽  
Modern World ◽  
Application Development ◽  
Technology Generation ◽  
Rapid Application Development ◽  
The Subject

The correlation between learning styles in a classroom and suitable tools to facilitate learning directly affect learning outcomes Characteristics of students nowadays have been changed by the modern world of technology. Generation Z students have a different concept of what is interesting, challenging and satisfying which in turn, affects learning outcomes. Thus, to achieve a better learning outcome, a suitable learning style and tool to support learning are needed. This paper aims to research and test learning outcomes of students who studied the subject of rapid application development, which was a computational application development course. Two groups of students used two different learning styles: the active learning style and traditional style. The results show a statistical analysis, which was used to compare the learning outcomes and student’s satisfaction. The active learning style indicates that those students who used this had a higher level of effective learning than the students who studied traditionally. Regarding analysis, the learning outcomes and satisfaction of the two learning styles are discussed.

scholarly journals STRATEGI PEMBELAJARAN AGAMA ISLAM PADA SITUASI PANDEMI BAGI ANAK SEKOLAH DASAR MELALUI METODE IDO DASA CITA

Dharma LPPM ◽  
2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Hilma Gusparima ◽  
Adi Junaidi ◽  
Kharisma Nur Pratama ◽  
Refianto Damai Darmawan ◽  
Lindawati Kartika
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Primary Data ◽  
Learning Approach ◽  
Model Concept ◽  
Learning Improvement ◽  
Learning Modules ◽  
Active Learning Method ◽  
Online Quizzes ◽  
Online Assignments

Juvenile delinquency is a phenomenon caused by many causes, and one of them is the lack of religion comprehension and its application in daily life. One way to instill a good religion comprehension in childhood is through an active learning approach, where students learn and play, and in this case using IDO Box: Islamic Dolanan. Active learning method is quite complex so that an effective approach and appropriate environment is needed, especially in a pandemic condition. The aim of this research are to know the appropriate media in implementing IDO Box and increasing the student's religion comprehension. This research was done in Taman Pendidikan Al Quran (TPA) Anugrah, Bojongsari, Depok City, West Java. Learning media that was used in this research are learning modules, website, learning videos, and webinars that were done online. Primary data was obtained by online interviews and questionnaires. IDO Box was implemented using The House Model that was created by Horovitz and Ohlsson-Corboz (2007). The House Model concept is divided into three parts that is vision mission purpose (roof), program indicators and milestones (middle), and IDO Box program and media (cornerstone). Overall the IDObox program consisted of 10 main indicators that has been completed 100% through the activities, i.e. Quran memorizing test, Islamic stories, online assignments, online quizzes, webinars, and also parents and teachers satisfaction survey. This accomplishment is supported by pretest, posttest, and learning improvement evaluation in terms of cognitive, affective, psychomotor, and learning outcomes.

scholarly journals An Examination Of Kolb's Learning Style Inventory

2009 ◽  
Vol 2 (3) ◽  
pp. 57-62
Author(s):  
Doreen J. Gooden ◽  
Robert C. Preziosi ◽  
F. Barry Barnes
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Process ◽  
Outcomes Research ◽  
Teaching Methodology ◽  
Positive Outcomes ◽  
Learning Style Inventory ◽  
Primary Focus

As educators our primary focus is that of ensuring that students experience positive learning outcomes. Research, however, has shown that there are differences in students learning styles and that these differences will impact on the overall learning process. One way of ensuring that these positive outcomes are achieved is by identifying the different learning styles of students and modifying our teaching methodology to meeting those needs. This paper examines Kolbs (1984) Learning Style Inventory and provides suggestions on how to address the different students learning styles in order to enhance the learning process.

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