Learning and teaching breathing and oboe playing: action research in a conservatoire

2007 ◽  
Vol 24 (2) ◽  
pp. 207-231 ◽  
Author(s):  
Helena Gaunt
Keyword(s):  
Action Research ◽  
Literature Review ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Individual Learning ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
School Of Music

This paper presents findings from action research in a conservatoire (the Guildhall School of Music & Drama) which focused on teaching and learning effective breathing in playing the oboe. A range of approaches and techniques emerged from a literature review. These were implemented in practice with oboe students at the Guildhall School, and changes in their practice and perceptions of breathing were analysed. Participants' responses to the approaches used were diverse, emphasising individual learning styles. Considerable changes in their breathing practice as oboists were observed, and in addition it was noted that in several cases their approach to learning became more reflective and self-directed.

Applied Areas of Three Dimensional Virtual Worlds in Learning and Teaching

2019 ◽  
pp. 172-192
Author(s):  
Reza Ghanbarzadeh ◽  
Amir Hossein Ghapanchi
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Virtual Environments ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Educational Goals ◽  
Learning And Teaching

Three Dimensional Virtual Worlds (3DVW) have been substantially adopted in educational and pedagogical fields worldwide. The current study conducted a systematic literature review of the published research relevant to the application of 3DVWs in higher education. A literature search was performed in eight high-ranking databases, and following scrutiny according to inclusion criteria, 164 papers were selected for review. The systematic literature review process was summarized, reviews undertaken by the authors, and results about the applicability of 3DVWs in higher education were extracted. A wide variety of application areas for the 3DVWs in higher education were found, and were classified into five main categories. Various 3DVW platforms and virtual environments used for educational goals were also identified. The results revealed Second Life as the most popular 3DVW platform in higher education. This study also found that by using 3DVW technology a wide range of virtual environments and virtual tools have been designed and applied in teaching and learning for higher education.

scholarly journals Teachers are from Heaven, Students are from Hell — True or False?

2003 ◽  
Vol 17 (6) ◽  
pp. 417-422
Author(s):  
Luiz Fernando Capretz
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Psychological Theory ◽  
Learning Approaches ◽  
Myers Briggs Type Indicator ◽  
Approach To Learning ◽  
University Teachers ◽  
Class Differences ◽  
Type Indicator ◽  
Approach To Teaching

Researchers have long tried to relate personality types to teaching and learning styles. It is believed that the psychological theory behind the Myers–Briggs Type Indicator (MBTI) can help university teachers to accept variety in teaching and learning approaches. This paper makes some assertions about the personality traits of academics and students. These traits can create harmony or discord for individual students, depending on whether their approach to learning matches the teacher's approach to teaching. Although some teaching strategies can be useful for a whole class, differences among students make it necessary to diversify those strategies.

scholarly journals Teaching and learning research in higher education in Colombia: a literature review

2019 ◽  
Vol 3 (2) ◽  
pp. 10
Author(s):  
Alison Kay Reedy ◽  
María Lucía Guerrero Farías
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
The South ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Teaching And Learning Research ◽  
Global North ◽  
Learning Research ◽  
Nature Of Teaching

This paper presents a systematic review of the extent and nature of teaching and learning research in higher education in Colombia over the past two decades and shines light on a body of literature from the South that has been relatively invisible on the global stage. The study found that the volume of SOTL taking place in higher education in Colombia is greater than indicated by previous research, but is taking place unevenly across the higher education landscape. This paper explores the challenges faced by Colombian scholars in engaging in and publishing teaching and learning research. The findings show that while teaching and learning research is happening in higher education in Colombia there are major issues in identifying and locating that research due to a lack of consistent terminology to describe SOTL. The findings also show that the nature of research emerging from Colombia is highly aligned with the global North in terms of methods, methodologies and themes. This paper concludes with recommendations on how to make Colombian learning and teaching research more visible and to reflect to a greater extent the diversity and richness in teaching and learning that takes places in Colombia.   How to cite this article:  REEDY, Alison Kay; GUERRERO FARÍAS; María Lucía. Teaching and learning research in higher education in Colombia: a literature review. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 10-30, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=113&path%5B%5D=44  This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Applied Areas of Three Dimensional Virtual Worlds in Learning and Teaching

2016 ◽  
pp. 26-47 ◽  
Author(s):  
Reza Ghanbarzadeh ◽  
Amir Hossein Ghapanchi
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Virtual Environments ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Educational Goals ◽  
Learning And Teaching

Three Dimensional Virtual Worlds (3DVW) have been substantially adopted in educational and pedagogical fields worldwide. The current study conducted a systematic literature review of the published research relevant to the application of 3DVWs in higher education. A literature search was performed in eight high-ranking databases, and following scrutiny according to inclusion criteria, 164 papers were selected for review. The systematic literature review process was summarized, reviews undertaken by the authors, and results about the applicability of 3DVWs in higher education were extracted. A wide variety of application areas for the 3DVWs in higher education were found, and were classified into five main categories. Various 3DVW platforms and virtual environments used for educational goals were also identified. The results revealed Second Life as the most popular 3DVW platform in higher education. This study also found that by using 3DVW technology a wide range of virtual environments and virtual tools have been designed and applied in teaching and learning for higher education.

Pedagogical Action Research

2013 ◽  
pp. 291-303
Author(s):  
Lin Norton ◽  
Tessa Owens
Keyword(s):  
Action Research ◽  
Staff Development ◽  
Teaching And Learning ◽  
Effective Means ◽  
Policy And Practice ◽  
Learning And Teaching ◽  
Pedagogical Action ◽  
Teaching Community ◽  
Education Today ◽  
The Individual

In this chapter, the authors consider the dominance of the managerial discourse in higher education today related to staff development in learning and teaching, often perceived as a “top down” policy with which individuals are forced to comply (sometimes their successful completion of probation depends on it). Furthermore, there is an implication of a “deficit” approach to externally imposed staff development in learning and teaching where the assumption is that something in the teacher’s practice needs to be improved (Biggs, 1993). Such an approach does not take account of disciplinary and subject alliances; nor does it intrinsically motivate the individual academic, so it is unlikely to engender any real conceptual change. In light of these issues, the authors put forward a case for establishing strong communities of practice in teaching and learning where professional academics themselves can continue to influence policy and practice within their departments, their institutions, and ultimately, across the sector. In so doing, they draw on an example at one UK university of a community of practice in learning and teaching that evolved as a grass roots Pedagogical Action Research (PAR) group in 2001. Pedagogical action research has been proposed as an effective means of encouraging academics to engage with learning and teaching driven by their own need to know (Breslow, Drew, Healey, Matthew, & Norton, 2004; Norton, 2009). The authors conclude by analysing the effect of this initiative on the individual, the institution, and the wider learning and teaching community.

scholarly journals Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation

2017 ◽  
Vol 10 (12) ◽  
pp. 182 ◽  
Author(s):  
Ashraf Atta Mohamed Safein Salem
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Teaching And Learning ◽  
Business Students ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Listening Skills ◽  
Vocabulary Retention ◽  
Learning And Teaching ◽  
Brain Based Learning

The concept of teaching and learning has changed drastically over the past few years by the virtue of both research results carried out in the fields of second/Foreign language learning and acquisition. Of all these researches, findings related to the brain structure and functions in cooperation with cognitive aspects of the education process, including the study of learning styles and intelligence have struck the language learning domain. A due understanding of learners’ learning styles, emotional preferences as well as their memory functions help teachers to build their teaching practices to optimize students’ learning. Brain Based Learning Approach (BBLA) is a natural, motivating, and a positive way that supports and maximizes learning and teaching. The current study implements Brain Based Learning Approach to improve listening skills of Business students, retention and establish positive attitudes with regards to their brain dominance and learning styles. To achieve these aims, listening skills test, vocabulary retention test, adapted form of Robert Gardner Motivation Scale, were developed and used. The sample of the study consists of thirty six Business majors. Findings show that Brain Based Learning Is an effective approach for developing listening skills, consolidate vocabulary recalling and retention. It also helps maximize motivation towards learning language skills.

scholarly journals Learning human biology: Student views on the usefulness of IT materials in an integrated curriculum

2002 ◽  
Vol 18 (2) ◽  
Author(s):  
Mary Peat ◽  
Sue Franklin ◽  
Alison Lewis ◽  
Rod Sims
Keyword(s):  
Action Research ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Value Added ◽  
Perceived Usefulness ◽  
Learning Resources ◽  
Computer Based Learning ◽  
Multimedia Resources ◽  
Communications Technologies ◽  
Computer Based

<span>Given the significant investment by tertiary institutions in the design and creation of computer based teaching and learning resources, it is important to continually evaluate outcomes from their implementation. Within this context, this study reports on the use and perceived usefulness of educational multimedia resources and communications technologies within a single course in a first year biology program. Using an action research model as the basis for the evaluation, data of expected and actual use and usefulness of the resources were collected from students using surveys and focus groups. While the majority of students indicated the multimedia resources were useful for learning activities through providing off campus access to supplementary and relevant materials, others did not find the resources useful, and some did not use them at all. In addition, the use of communications technologies was greatest for social interactions rather than course specific activities. Use was not a function of students' access to computers or the Internet. These findings highlight that online resources will not necessarily generate value added learning for all learners, and that programs will need to offer a variety of learning resources that target different learning styles and enable a mix of off campus and on campus opportunities. Other important factors also emerged from the study, in particular the barriers that learners encounter when working with computers and the integration of these resources into the teaching curriculum. In addition, the study highlighted the value of action research as a means of conducting evaluations of computer based learning resources.</span>

scholarly journals MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SEJARAH MATERI PERADABAN AWAL MASYARAKAT DI DUNIA YANG BERPENGARUH TERHADAP PERADABAN DI INDONESIA MELALUI MODEL PEMBELAJARAN MAKE A MATCH PADA KELAS X 3 SMA NEGERI 4 BARABAI TAHUN PELAJARAN 2013/2014

Jurnal Socius ◽  
2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Riswiyani Riswiyani
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Individual Learning ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Match Model ◽  
Grade 3 ◽  
The Individual

The aims of this research is to find out activities and learning outcomes of History major grade 3 of SMAN 4 Barabai. This research was classroom action research ( PTK )that used qualitative approach. The techniques for collecting data were observation to the students learning activities and teacher activities in teaching and learning. Meanwhile, the learning outcomes taken from the pretest and postest scores, and also questionnaires which are given to students after the lessons in order to get their responses. As the result, showed that the students’ learning activities  have been increasing in the first cycle with 84% and in the second cycle with 92%. The learning outcomes have been increasing in the first cycle with 83.3% and in the second cycle with 95.8%. The individual learning completeness has been increasing  which is seen from the average learning outcomes, and positive responses are shown by the students during  the lessons using make-a-match learning model.Key Word: Activity, Learning Outcome of History, Make-a-match model.

scholarly journals RECONCILING LEARNING AND TEACHING STYLES IN SCIENCE, TECHNOLOGY ENGINEERING AND MATHEMATICS DISCIPLINES THROUGH COGENERATIVE DIALOGUES

2013 ◽  
Vol 52 (1) ◽  
pp. 105-114
Author(s):  
Nelson Nunez Rodriguez
Keyword(s):  
Community College ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Student Diversity ◽  
Specific Class ◽  
Cogenerative Dialogues ◽  
Cultural Backgrounds ◽  
Learning And Teaching ◽  
And Mathematics ◽  
Oral Presentations

The use of cogenerative dialogues in Science disciplines is a pedagogical approach bringing together the plethora of academic and cultural backgrounds of current community college students. Specifically, this project illustrates the effects of integrating cogens in a community college chemistry class for science majors. Cogenerative dialogues were implemented in a Hostos Community College spring 2011 chemistry class as follows: some students discussed class issues with the professor in an informal setting once a week. An integrative assignment connecting typical foods from different countries was used as a framework to reinforce the learning process and to unravel content misunderstanding. The project outcomes transcended spring 2011 semester. A new book has been adopted in the class as a result of the dialogue. Oral presentations, the use of masteringchemistry.com and a forum to create exam questions have been implemented. Office hours are now used to both develop specific class problems and to dialogue with students about learning styles. Overall, cogenerative dialogues have opened a venue to facilitate the learning of difficult science concepts while building an atmosphere of acceptance, respect, and collegiality between instructor and the students. Key words: cogenerative dialogues, student diversity, college STEM teaching and learning.

scholarly journals Voices on Data Literacy and Initial Teacher Education: Pre-service teachers’ reflections and recommendations

2020 ◽  
Vol 45 (7) ◽  
pp. 60-76
Author(s):  
Shannon Kennedy-Clark ◽  
◽  
Vilma Galstaun ◽  
Peter Reimann ◽  
Taylor Martyn ◽  
...  
Keyword(s):  
Action Research ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Systematic Investigation ◽  
Initial Teacher Education ◽  
Learning And Teaching ◽  
Teachers Experiences ◽  
Improving Teaching And Learning ◽  
Insight Into

The purpose of study was gain insight into pre-service teachers’ experiences in using classroom data to make learning and teaching decisions. The qualitative study is based on the reflections and recommendations of three pre-service teachers’ that participated in a data-driven decision-making intervention whilst on an immersive 10-week professional learning experience. This study is underpinned by an action research framework. There are many understandings of action research, here the approach is understood to be a systematic investigation into one’s own practice with the aim of improving teaching and learning. From the thematic analysis of the reflections, several recommendations were put forward by the pre-service teachers. They advocated for dedicated time to develop data collection, analysis, and visualisation skills and that these skills should be embedded in their degrees. Their reflections articulate the need to have a strong set of data related skills and competencies in order to be able to engage with professional practice.

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