Utilizing a Research Project as a Teaching/Learning Strategy : The Joys and Fears of Childhood

1987 ◽  
Vol 15 (3) ◽  
pp. 8-30
Author(s):  
Alison Searle
Keyword(s):  
Child Development ◽  
Learning Strategy ◽  
Learning Experience ◽  
Research Project ◽  
Teaching Learning ◽  
Child Learning

In Semester 2, 1986, a group of 2nd year Aboriginal and Islander Diploma of Teaching (AITEP-ECE) students embarked on a research project, designed to be a learning experience, which could generate further understandings of concepts within Child Development, Child Learning and Sociology. The project focused on the child within the five to eight year age bracket.

scholarly journals ICT Adaptation in ERL-Based Learning During the COVID-19 Pandemic

2021 ◽  
Vol 1 (3) ◽  
pp. 116-122
Author(s):  
Mariyudi Mariyudi ◽  
Halimatus Sakdiah ◽  
Teuku Fadhla ◽  
Ikramuddin Ikramuddin
Keyword(s):  
High School Students ◽  
Student Satisfaction ◽  
Learning Strategy ◽  
Learning Experience ◽  
Methodological Approach ◽  
Matrix Analysis ◽  
Research Approach ◽  
School Students ◽  
Swot Matrix ◽  
Teaching Learning

The purpose of this study is to produce a learning strategy formulation through ICT media based on Emergency Remote Learning (ERL) in an effort to strengthen post-pandemic learning and support the Merdeka Belajar program. This study uses a theoretical and methodological research approach, which mostly uses a deductive theoretical and qualitative methodological approach, including the SWOT matrix analysis. The structural questionnaire link was designed using a 'Google form' which was sent to 500 high school students and teachers. The test results show that the level of student satisfaction in ICT Adaptation on ERL Based Learning obtained that students are satisfied with the ICT Adaptation on ERL Based Learning experience and no serious obstacles were found during the teaching-learning process during the COVID-19 pandemic except for inadequate interaction between students and teachers, as well as social interaction between students. Alternative strategies in the ICT adaptation on ERL-Based learning formulated using a SWOT matrix analysis approach have been presented with the hope that policymakers feel more confident in their decision-making.

Action Research - A Valuable Teaching/Learning Strategy

1988 ◽  
Vol 16 (2) ◽  
pp. 44-52
Author(s):  
Alison Searle
Keyword(s):  
Action Research ◽  
Middle Childhood ◽  
Learning Strategy ◽  
Action Research Project ◽  
Research Project ◽  
James Cook ◽  
Cultural Perspectives ◽  
Second Year ◽  
Teaching Learning

This article is a follow-up to “Utilizing a Research Project as a Teaching/Learning Strategy : The Joys and Fears of Childhood” which appeared in Vol.15 No.3, 1987. In both projects the students contributed significantly.In Semester II, 1987, a group of Aboriginal and Islander students in their second year of the Diploma of Teaching (ECE) at James Cook University conducted an action research project entitled “Cross-cultural Perspectives on Children’s Friendships in Middle Childhood”.

scholarly journals The D-Learning Alternative during COVID-19 Crisis: A Preliminary Evaluation based on Kirkpatrick’s Model

2021 ◽  
Vol 8 (2) ◽  
pp. 181-198
Author(s):  
Jalal Ismaili ◽  
El Houcine Ouazzani Ibrahimi
Keyword(s):  
Learning Strategy ◽  
Learning Experience ◽  
Evaluation Model ◽  
Psychological Impact ◽  
Preliminary Evaluation ◽  
The World ◽  
Teachers And Students ◽  
Information And Communication ◽  
Teaching Learning ◽  
Kirkpatrick’S Model

The COVID-19 pandemic has placed schools around the world under unprecedented challenges where saving students’ lives is placed ahead of education as a priority. Within these conditions of distress and uncertainty, education authorities had no choice but to move traditional classes into online ones to ensure the sustainability of studies. The abrupt inevitable decision has been a first for most if not all teachers and students who are invited to cope with a totally new teaching/learning model without necessarily having prior experience in Distance Learning in terms of apparatus or techniques. This study comes as an in-progress appraisal of the D-learning scenarios proposed by Moulay Ismail University (MIU) in Meknes, Morocco, based on a two-level evaluation model (Reaction and Learning) proposed by Daniel Kirkpatrick. It is a real-time evaluation of a learning strategy that has long been considered optional for some students, to become, rather, a plan A constituent for many education departments around the world. The study investigates areas of success and failure from the students’ perspective via 4 sub-indicators: accessibility, autonomy, retention and psychological impact. The study concludes that the figures can be more reassuring about the D-learning experience in MIU once issues related to connectivity and communication are redressed. Keywords: d-learning, e-learning, pandemic, COVID-19, Kirkpatrick’s model, information and communication technology

Therapeutic and inclusive organic horticulture: an University-society collaborative learning experience

2020 ◽  
Author(s):  
Juana Labrador ◽  
Aída Pérez ◽  
Marta M. Moreno ◽  
Francisco Pérez-Vera
Keyword(s):  
Learning Strategy ◽  
Learning Experience ◽  
Psychosocial Problems ◽  
Collaborative Project ◽  
Agricultural Engineering ◽  
Therapeutic Horticulture ◽  
Organic Horticulture ◽  
Teaching Learning ◽  
The University ◽  
Mental And Physical Health

<p>Therapeutic horticulture is a discipline which belongs to both society and health sciences that has its own identity, which differentiates it from others. It arises as a result of the complementary fusion of two disciplines: horticulture and therapy or rehabilitation. In the therapeutic field, it incorporates some knowledges about physical, cognitive and sensory disabilities, different pathologies, psychosocial problems and special needs. Around horticulture, it allows us to develop knowledge about agriculture, gardening, landscaping, environment and others. It has been used, for educational and socialization purposes, for more than half a century, since then with great implantation and recognition in many countries.</p><p>The implementation of an organic garden with pedagogical purposes for students of Agroecology in the School of Agricultural Engineering of the University of Extremadura (Spain), has been the scene for the realization of a collaborative project of integrative - teaching - learning strategy between the University and the “Sorapán de Rieros” Foundation. This project has allowed the use of the ecological orchard created for pedagogical purposes based on the needs of students with mental disorders of different nature with whom the Foundation works, connecting then different points of view.</p><p>The specialized training in Permaculture, Organic Agriculture and Agroecology, the tutoring work with specific methodologies developed by the expert staff of the Foundation in Psychology and Psychiatry, as well as the coexistence with the University students has been an enriching experience, with enormously satisfactory results in the improvement of mental and physical health, as well as the labor integration of the Foundation students.</p><p><strong>Keywords</strong>: Therapeutic horticulture, inclusive horticulture, mental health, organic farming, permaculture.</p>

Role and Importance of Schemas in Pedagogy and Learning: A Cognitive Approach

2019 ◽  
Vol 1 (1) ◽  
pp. 45-60
Author(s):  
Naveed Akram Ansari
Keyword(s):  
Educational Psychology ◽  
Learning Experience ◽  
Vital Role ◽  
Constructivist Approach ◽  
Educational Strategies ◽  
Cognitive Approach ◽  
Educational Plan ◽  
Class Room ◽  
Teaching Learning ◽  
Forms Of Knowledge

Educational strategies are designed to cope with and fulfill the multifarious pedagogical and educational needs of teachers and learners. Moreover, no educational plan can possibly yield the required results without incorporating suitable instructive strategies. This research paper advocates the role and importance of schemas in learning new forms of knowledge and data in the perspective of class room teaching-learning. Cognitive approach is adopted to understand how students learn new forms of knowledge and experiences through different mental processes, quite unlike that of behaviorism. The concept of schema helps us understand how learners can link new pieces of information to the already existing knowledge in their minds. The notion of ‘Constructivist Approach’ has been extracted from the field of educational psychology for triangulation. Extracts are taken from the textbooks of English used in matriculation and intermediate through purposive sampling. Their analysis shows that schemas can play a vital role in enhancing the learning experience and making new forms of knowledge a permanent part of the memory of students which is the ultimate goal of education.

Effect of Digital Pedagogy in Ierventions in Rural Areas

2021 ◽  
pp. 227-240
Author(s):  
Sona Ahuja ◽  
Diksha Yadav
Keyword(s):  
Academic Achievement ◽  
Rural Areas ◽  
Online Teaching ◽  
Tamil Nadu ◽  
Learning Experience ◽  
Learning System ◽  
School Students ◽  
Digital Pedagogy ◽  
Set Up ◽  
Teaching Learning

The present study provides a description of the model of interactive digital pedagogy for remote areas and its impact on pedagogical satisfaction and academic achievement of students. This pedagogical intervention was designed to enrich and supplement the teaching-learning experience in remote and underprivileged schools through the use of technology. An interactive online teaching-learning system was set-up using a digital pedagogy. 150 school students and 80 prospective teachers from three higher secondary schools of Madhya Pradesh and Tamil Nadu participated in the study. Pedagogical satisfaction and academic achievement of the school students who studied in this set-up were examined. The results revealed that active learning, technological competence and learner autonomy were enhanced in an online environment when compared to an offline environment.

A blended learning strategy: reimagining the post-Covid-19 architectural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naglaa Megahed ◽  
Asmaa Hassan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Theoretical Framework ◽  
Delivery Mode ◽  
Instructional Models ◽  
Architecture Education ◽  
Content Type ◽  
Teaching Learning

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

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