Students' Perceptions of Teaching and Learning: The influence of students' approaches to learning and teachers' approaches to teaching

Ludic approaches to the everyday tasks faced in higher education have become a receptacle for individuality, creativity, and the acknowledgement of the value of individual thought processes. Thoughts, meanings, and emotions are not just an embedded part of or neatly contained within people; rather they exist as connectors within and between human individualities as part of wider collective aims, values, and experience. The purpose of this chapter is to provide an insight into how ludic approaches to learning and teaching have the capacity to facilitate the emotional self at work in the context of higher education. An insight into the use of the Lego Serious Play method is used in illustrating how gamification can impact upon processes of critical introspection and reflexivity.

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Identifying The Competencies Possessed By The Engineering College Faculty In India

Restaurant Business ◽

10.26643/rb.v118i4.7642 ◽

2019 ◽

Vol 118 (4) ◽

pp. 68-71

Author(s):

Mohanakumari. D ◽

R. Magesh

Keyword(s):

Domain Knowledge ◽

Teaching And Learning ◽

Vital Role ◽

Faculty Members ◽

Approaches To Teaching ◽

Global Workforce ◽

Content Domain ◽

Technology Changes ◽

Education In India ◽

Pre Service Teacher

The main intention of the Paper is identifying the competencies possessed by the faculty in engineering college and adequate skills of all the disciplines required and that plays a vital role in educational institutions.In this era, engineering education in India faces major challenges as it requires meeting the demands of technical profession and emerging job market. Researchers have created some universally desired, yet challenging skills for global workforce. Nowadays, technology changes rapidly, so we have to update our self-according to the changing world, i.e., infrastructure, content/domain knowledge, educators/HR trainers. Thus, our technical faculty members should necessary to learn the innovative approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. It is right time now to redesign our curriculam, pedagogy and make the pre-service teacher preparation programme mandatory part of technical higher education.

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Engineering teachers’ approaches to teaching and learning online

2020 IEEE Frontiers in Education Conference (FIE) ◽

10.1109/fie44824.2020.9273949 ◽

2020 ◽

Author(s):

Ida Naimi-Akbar ◽

Linda Barman ◽

Maria Weurlander

Keyword(s):

Teaching And Learning ◽

Approaches To Teaching

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Pedagogical Approaches to Teaching and Learning English: Connections with Critical Numeracy

Numeracy in Authentic Contexts ◽

10.1007/978-981-10-5736-6_9 ◽

2017 ◽

pp. 167-196

Author(s):

Rachel Burke ◽

Heather Sharp ◽

Caitlin Field

Keyword(s):

Teaching And Learning ◽

Approaches To Teaching ◽

Pedagogical Approaches ◽

Learning English

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Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme

Journal of Research in International Education ◽

10.1177/1475240918816401 ◽

2018 ◽

Vol 17 (3) ◽

pp. 262-285 ◽

Cited By ~ 1

Author(s):

Sandra Forrest

Keyword(s):

Focus Groups ◽

Formative Assessment ◽

Teaching And Learning ◽

Epistemological Beliefs ◽

International Baccalaureate ◽

Explicit Instruction ◽

Continuing Professional Development ◽

Approaches To Learning ◽

Training Model ◽

Summative Evaluation

This study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate a student-centred, process-focused approach in which the ‘Approaches to Learning’ (ATL) element of the IB curriculum takes a central role. Given its emphasis on participants’ collective perspectives, focus groups were selected as the data collection method. Respondents were twelve teachers with diverse backgrounds and experience, from different school departments, with varying teaching styles, epistemological beliefs and views regarding ATL. This study includes a discussion of the literature with reference to teachers’ beliefs, attitudes, values and knowledge, the role these play in teaching practices, the extent to which CPD may be able to influence them, and the elements of CPD which make teachers’ development more likely. Findings indicate that formatively assessing teachers’ development from CPD, and development itself, are ‘messy’ processes, as is trying to distinguish between ‘student-centred’ and ‘teacher-centred’ teaching in relation to facilitating self-regulated learning. Differences were identified in how experienced teachers, particularly those with Postgraduate Certificate in Education (PGCE) certification and new teachers, particularly those without a PGCE, reacted to CPD and developed in relation to the aims of CPD. However, these issues were mitigated over time by the CPD programme’s emphasis on collegiality and its coherence with previous CPD and IB standards for teaching and learning. Students’ increasing competence with, and acceptance of, student-centred teaching also made it easier for teachers to develop their practice, illuminating the nature of enculturation as a driver of learning. Importantly, formative assessment helped the researcher to understand the complex and incremental nature of teachers’ development as well as gain insights into how CPD contributed to that development. This investigation demonstrates that brief experiences of top down, whole school, ‘training model’ CPD can, indeed, enhance teachers’ student-centredness and facilitate explicit instruction of ATL skills, and illustrates the utility of using focus groups to formatively assess, and summatively evaluate, teachers’ CPD.

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Using 21st Century Technology In Online Business Education

Journal of Business & Economics Research (JBER) ◽

10.19030/jber.v5i12.2620 ◽

2011 ◽

Vol 5 (12) ◽

Author(s):

Susan Silverstone

Keyword(s):

Online Learning ◽

Online Education ◽

Teaching And Learning ◽

Learning Experience ◽

Approaches To Learning ◽

Virtual Classroom ◽

Online Discussions ◽

Font Size ◽

The Future ◽

National University

The challenges for education in the 21st century are fundamentally the same as they were in each of the past centuries – holding on to what is of value while discovering and developing what adds value to both teaching and learning. While the future is difficult to predict, the seeds of the future can be seen in the behaviors of the present. Obviously technology will play an even greater role in future education no matter how much and how quickly technology changes. Of greater importance than technology is the thinking needed for knowing how to use technology for advancing education for both students and instructors. Identifying the shifts in behavior that people are experiencing today provides clues on the practices that will be common tomorrow. Basic changes in education include the following: (1) moving from an instructor-centered paradigm focused on teaching to a learner-centered model focused on learning; (2) shifting from an emphasis on textbooks as a preferred source of knowledge to the use of technology as the primary tool for acquiring information and ideas; (3) advancing from knowledge to know-how exemplified in the differences expected from the cognitive, behaviorist and constructivist approaches to learning; and (4) sharing responsibility for learning through increased interaction and continuous communication between and among all individuals engaged in becoming educated persons. Technology, though it may be the key tool for facilitating these changes, has its limitations as well as its advantages, as any instructor knows when comparing face-to-face classroom lecturing with virtual asynchronous online discussions. Today’s students are techno-savvy and may be considered the “Wi-Fi Generation.” In the School of Business at National University, the second largest not-for-profit university in California, a blended approach to learning has been adopted in the accelerated one-month format used for its online education program. This paper explores the effects of some new technological options which were recently provided to marketing students in order to make their online learning experience more exciting and meaningful. National University’s online classes are offered on the eCollege platform. Students interact with each other asynchronously through discussion boards and synchronously in weekly chat sessions. Chat sessions had been offered in a text-based format, but the School of Business has invested in iLinc software which provides Voice over Internet Protocol (VoIP) capability. In iLinc, students can see and hear each other as well as the instructor in real time. The system allows application sharing, group web-browsing, the display of PowerPoint® slideshows, voting, and independent group work. Using this technology, the instructor acts as both a discussion moderator and a live lecturer. The traditional text-based chats are no longer used due to the high student acceptance and delight with the iLinc system. Outside of the virtual classroom, the marketing students were tasked to analyze and comment on the content of selected television shows. National University’s students are adult learners who grew up passively watching television from an early age. These assignments were designed to get them to think beyond the surface entertainment to the underlying marketing and business messages given in these shows. For example, a graduate advertising class was assigned to comment on the reality show, The Apprentice, while an undergraduate class critiqued the Super Bowl advertisements. In both classes the students were told to look at these programs critically and share their comments with the class. The use of these current mass media presentations, (which afforded live action cases that demonstrated the immediate consequences of managerial actions), was shown to be very powerful. Overall, the students appear to thoroughly enjoy this addition of topical and “live” learning tools to their online learning experience. While not tested empirically as yet, these new classroom tools seem to increase student comprehension and retention of the course material.

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Modern approaches to learning biotechnologies in the conditions of digitalization of technological education

Informatics in school ◽

10.32517/2221-1993-2021-20-2-32-35 ◽

2021 ◽

pp. 32-35

Author(s):

N. N. Novikova ◽

S. E. Tyapkin

Keyword(s):

Cognitive Activity ◽

Approaches To Learning ◽

Digital Transformation ◽

Basic Knowledge ◽

Technological Education ◽

Approaches To Teaching ◽

Educational Tools ◽

Methodological Aspects ◽

Digital Simulations ◽

Interdisciplinary Integration

The article discusses approaches to teaching the "Biotechnology" module in modern technological education in the context of its digital transformation. On the example of using digital simulations and models, the methodological aspects of using educational tools that allow organizing the interactive cognitive activity of students when caring for plants are described. The experience of using a remote controlled hydroponics system in technology lessons is described. A description of the means and tools, software for the remote hydroponics system and a methodology for constructing technology lessons for growing indoor and vegetable plants are given. It is noted that the creation and application of a hydroponics system is a unique example of interdisciplinary integration of knowledge in ecology, biology, informatics and technology. The proposed approaches to the use of modern digital means make it possible to activate the cognitive activity of students in the study of modern biotechnologies and in practice to apply basic knowledge of programming.

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Technology and the Historian

10.5622/illinois/9780252043710.001.0001 ◽

2021 ◽

Author(s):

Adam Crymble

Keyword(s):

Social Media ◽

Case Studies ◽

Digital Humanities ◽

Teaching And Learning ◽

Scholarly Communication ◽

Approaches To Teaching ◽

The World ◽

Digital Work ◽

History Of ◽

The Many

After nearly a decade of scholars trying to define digital work, this book makes the case for a need instead to understand the history of technology’s relationship with historical studies. It does so through a series of case studies that show some of the many ways that technology and historians have come together around the world and over the decades. Often left out of the historiography, the digital age has been transformative for historians, touching on research agendas, approaches to teaching and learning, scholarly communication, and the nature of the archive itself. Bringing together histories and philosophies of the field, with a genre of works including private papers, Web archives, social media, and oral histories, this book lets the reader see the digital traces of the field as it developed. Importantly, it separates issues relevant to historians from activities under the purview of the much broader ‘digital humanities’ movement, in which historians’ voices are often drowned out by louder and more numerous literary scholars. To allow for flexible reading, each chapter tackles the history of a specific key theme, from research, to communication, to teaching. It argues that only by knowing their field’s own past can historians put technology to its best uses in the future.

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