The Role of Situation Perception in Teaching

2020 ◽  
Vol 122 (12) ◽  
pp. 1-26
Author(s):  
Michelle P. Martin-Raugh ◽  
Harrison J. Kell ◽  
Richard J. Tannenbaum
Keyword(s):  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teacher ◽  
Research Question ◽  
Preliminary Evidence ◽  
Student Behaviors ◽  
Social Situations ◽  
Classroom Discussions ◽  
Course Content ◽  
And Performance

Background/Context Rich classroom discussions are thought to provide several benefits to students, including improved connections to course content and general literacy development, and they provide a rich evidence stream from which teachers can make inferences about student learning to contribute to decisions about next teaching and learning steps. However, the way in which teachers perceive complex social situations characterized by student behaviors and aspects of the learning environment varies. Research has shown that expert teachers are better than novice teachers at identifying information that is important in complex social situations and that this expertise translates into improved teaching decisions. Purpose/Objective/Research Question/Focus of Study This study examined whether situation perception is related to teachers’ performance when they lead classroom discussions. Research Design A total of 126 elementary school teacher candidates completed video-based situation perception and personality measures; scores were used to predict performance in simulations of facilitated classroom discussions. Findings/Results Situation perception was associated with candidates’ performance in discussions (r = .20, p < .05), and agreeableness was associated with situation perception (r = .21, p < .05) and performance in leading discussions (r = .19, p < .05). Conclusions/Recommendations Findings provide preliminary evidence to suggest that situation perception may be an important skill for teachers in leading discussions.

scholarly journals The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates

2020 ◽  
Vol 6 (2) ◽  
pp. 347
Author(s):  
Nevin Kozcu Çakır
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teacher ◽  
Primary School Teacher ◽  
Data Set ◽  
Efficacy Belief

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant  relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.

Analyzing Evidence

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Content Analysis ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Assessment Tool ◽  
Research Question ◽  
Data Set ◽  
Verbal Data ◽  
And Performance ◽  
And Mathematics

Chapter 7 focuses on two methods for analyzing qualitative data: rubrics and content analysis or coding. Rubrics facilitate the assessment of separate aspects of a complex task. A rubric with dimensions and performance levels that align well with the research question can be a valuable assessment tool in a scholarship of teaching and learning (SoTL) study. The chapter takes the reader through the process of creating a rubric, and then applying it, as well as a discussion of achieving inter-rater agreement. It also describes techniques for coding qualitative data (also called content analysis) to extract meaning by using codes or labels to identify common themes that appear throughout the data set. Multiple examples are provided of science, technology, engineering, and mathematics (STEM) studies that used or developed rubrics and of studies that did a content analysis of verbal and non-verbal data. It also describes and compares the standards used to assess quantitative research and qualitative research.

Subject Matter Content Creation for Second Life Delivery

2010 ◽  
pp. 414-432 ◽  
Author(s):  
Michael N. DeMers
Keyword(s):  
Social Presence ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Matter Content ◽  
Successful Implementation ◽  
Course Content ◽  
Traditional Course ◽  
And Performance

Worldwide, educators are experimenting with the myriad possibilities that Second Life and other multi-user virtual environments (MUVEs) provide for teaching and learning for online courses. Some find the ability to collaborate enhanced, others see the social presence improved, more acknowledge the ease of employing role play intriguing, and a few have employed highly complex simulations as means of delivering complex material. The ability of educators to develop, test, and effectively deliver meaningful educational content within virtual worlds is often limited by the rather steep learning curve such environments present. This chapter provides first a set of basic guidelines for preparing instructors for an incremental approach to content delivery and predisposes learners for successful implementation and performance. Second, using examples from the discipline of geography, specifically my subspecialty of geographic information systems (GIS), it describes the use of some basic tools contained within Second Life for creation of active course content through small learning objects. Finally, it demonstrates real-world examples of such in-world learning objects from a laboratory-based course to illustrate how traditional course content can be transformed to hands-on exercises in the virtual environment.

Subject Matter Content Creation for Second Life Delivery

2011 ◽  
pp. 256-272
Author(s):  
Michael N. DeMers
Keyword(s):  
Social Presence ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Matter Content ◽  
Successful Implementation ◽  
Course Content ◽  
Traditional Course ◽  
And Performance

Worldwide, educators are experimenting with the myriad possibilities that Second Life and other multi-user virtual environments (MUVEs) provide for teaching and learning for online courses. Some find the ability to collaborate enhanced, others see the social presence improved, more acknowledge the ease of employing role play intriguing, and a few have employed highly complex simulations as means of delivering complex material. The ability of educators to develop, test, and effectively deliver meaningful educational content within virtual worlds is often limited by the rather steep learning curve such environments present. This chapter provides first a set of basic guidelines for preparing instructors for an incremental approach to content delivery and predisposes learners for successful implementation and performance. Second, using examples from the discipline of geography, specifically my subspecialty of geographic information systems (GIS), it describes the use of some basic tools contained within Second Life for creation of active course content through small learning objects. Finally, it demonstrates real-world examples of such in-world learning objects from a laboratory-based course to illustrate how traditional course content can be transformed to hands-on exercises in the virtual environment.

Blogging for Effective Teacher Education Course in English as a Second Language

2010 ◽  
pp. 41-55 ◽  
Author(s):  
Francis Bangou ◽  
Douglas Fleming
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Effective Teacher ◽  
Structured Interviews ◽  
Course Content ◽  
Democratic Spaces ◽  
Technological Integration

Two years ago, as teacher educators, the authors decided to integrate the use of blogs into their practice in order to contribute to the development of an understanding of the knowledge base related to the processes of teaching and learning English as a Second Language (ESL) and provide their teacher candidates with a space to critically reflect collectively and individually on course content. In this chapter, the authors use discourse analysis (Johnston, 2008) of semi-structured interviews conducted with these teacher candidates to explore how they use and perceive blogs within a course specifically focused on ESL teaching methods. This allows the authors to problematize the notion of technological integration in teaching and learning and complexify the notion of blogs as democratic spaces (Kuzu, 2007). On the basis of this analysis, the authors formulate four recommendations to guide teacher educators who are working in similar contexts.

scholarly journals Growing Lemon Trees from Lemons: Lessons Reaped from a SoTL Faculty Learning Community's Research "Failures"

2017 ◽  
Vol 17 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Linh Dich ◽  
Karen M Brown ◽  
Jeff H Kuznekoff ◽  
Theresa Conover ◽  
John P Forren ◽  
...  
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Research Question ◽  
Research Projects ◽  
Scholarship Of Teaching ◽  
Course Content ◽  
Faculty Learning Community ◽  
Teaching And Learning Research ◽  
Faculty Learning

Failure can be central to faculty research; however, failure produces a vehicle for learning. Through an interdisciplinary faculty community, the authors supported each other in facing, learning from, and overcoming “failed” aspects of research projects. This article reports obstacles encountered in conducting Scholarship of Teaching and Learning research and the role of a faculty learning community in overcoming these challenges. Research pitfalls included lack of student participants, non-significant findings, expectations for understanding related course content, technology issues, use of deception, determining the research question, and managing bias. Ultimately, the faculty learning community engendered a foundation for successful research projects by shared inquiry into these research “failures.” 

scholarly journals Koswer Multimedia Interaktif Berasaskan Web Bagi Tajuk ‘Discovering Computer’ Berkonsepkan Strategi Pembelajaran Kendiri

2021 ◽  
Vol 3 (3) ◽  
pp. 128-143
Author(s):  
Noralia Akilah Salman ◽  
Roznim Mohamad Rasli
Keyword(s):  
Learning Strategies ◽  
Interface Design ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Survey Method ◽  
Course Content ◽  
Teaching Aids ◽  
And Performance ◽  
Computer Teaching ◽  
Effective Teaching And Learning

Teknologi multimedia interaktif telah menyumbang kepada proses pengajaran dan pembelajaran yang lebih efektif khususnya dalam penggunaan perisian instruksional koswer. Tujuan kajian ini adalah untuk membangunkan koswer multimedia interaktif bagi pelajar universiti untuk mempelajari dengan lebih mendalam berkenaan komputer yang bertajuk Discovering Computer. Koswer ini dibangunkan dengan menggunakan metodologi ADDIE yang terdiri daripada modul pelajar, video pembelajaran dan koleksi latihan. Pengujian kebolehgunaan meliputi isi kandungan kursus, kebolehcapaian, reka bentuk antara muka dan kebolehfungsian dijalankan dengan menggunakan kaedah tinjauan kuantitatif yang melibatkan seramai 33 orang sampel. Sasaran utama koswer ini ialah pelajar universiti yang berumur di antara 18 tahun ke 25 tahun sahaja. Dapatan menunjukkan bahawa kandungan pembelajaran di dalam koswer ini adalah lebih menarik dan interatif berbanding pembelajaran menggunakan teknik pengajaran tradisional iaitu berasaskan buku. Selain itu, pengguna koswer ini dapat meningkatkan mutu dan prestasi pengajaran dan pembelajaran (bahan bantu mengajar) dan juga meningkatkan pengalaman dan motivasi pelajar. Web-Based Interactive Multimedia Courseware for the ‘Discovering Computer’ in the Self-Learning Strategies Concept Abstract: Interactive multimedia technology has contributed to a more effective teaching and learning process, especially in the use of instructional software. The purpose of this study is to develop an interactive multimedia courseware for university students to learn more about computer entitle Discovering Computer. This courseware is developed by using the ADDIE methodology comprises of student modules, learning videos and a collection of exercises. Software Usability testing consist of course content, accessibility, interface design and functionality were evaluated using a quantitative survey method that involving 33 samples respondents by student in different categories. The main target of this study is university student‘s aged between 18 and 25 years old. Findings indicate that the learning content in this book is more interesting and interactive than learning using traditional teaching technique, book based learning. In addition, this courseware can enhance the quality and performance of teaching and learning (teaching aids) and also improve student’s experience and motivation. Keywords: Computer Teaching and Learning, Interactive Multimedia Courseware, Self-Paced Learning Strategies, Teaching Aids.

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

scholarly journals Coronavirus Disease 2019 and Its Effect on Teaching and Learning Process in the Higher Educational Institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 90-107
Author(s):  
Harshavardhan Reddy Kummitha ◽  
Naveen Kolloju ◽  
Prakash Chittoor ◽  
Venkatesh Madepalli
Keyword(s):  
Digital Divide ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Cross Sectional Study ◽  
Successful Implementation ◽  
Cross Sectional ◽  
Training Programmes ◽  
Teaching Learning

In response to the coronavirus disease 2019 (COVID-19) pandemic, most of the higher education institutions (HEIs) across the globe have replaced conventional teaching with online teaching. However, the technological preparedness of countries of varied nature differs significantly. In this context, the purpose of the study is to answer the following research question: how are the HEIs mitigating the difficulties that have resulted from the COVID-19 pandemic to facilitate online teaching–learning process? The study is carried out based on a cross-sectional study from 281 academic professionals who are employed in HEIs in India and Ethiopia. The findings from this comparative study highlight that digital divide and lack of institutional preparedness are found to be major problems that constrained the effective implementation of online teaching/learning. Besides, this study also found that training programmes for the faculty members to utilize web resources and facilitate online teaching were found to be limited in both the countries. The article concludes by offering suggestions and policy advice to minimize the digital divide and for successful implementation of online teaching in HEIs.

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