A Diary Study of The Teaching and Learning Experience in A High School Programming Course

2021 ◽  
Vol 65 (1) ◽  
pp. 201-205
Author(s):  
Earl W. Huff ◽  
Julian Brinkley
Keyword(s):  
Teacher Perceptions ◽  
Students With Disabilities ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Diary Study ◽  
Learning And Teaching ◽  
Course Material ◽  
Visually Impaired Students ◽  
Learning Programming

Prior research into the accessibility of computing education focused primarily on the curricula and tools used in the classroom and the challenges students with disabilities faced in learning from them. We argue that there is insufficient research that explores these problems through observations in an actual programming course to learn about the learning and teaching processes used in conjunction with such curricula and tools. We address this gap through a four-week diary study involving a teacher and two visually impaired students throughout an ongoing distance learning programming course to examine teacher perceptions of their students’ performance in learning to code and students’ perceptions of the course material, tools, and instruction. Findings reveal that despite challenges encountered, students could achieve their learning outcomes from the teacher’s instructions. Additionally, we learn how online learning could be a viable platform for a more accessible learning experience for visually impaired learners.

scholarly journals Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880779 ◽  
Author(s):  
Edward Asamoah ◽  
Kwadwo Ofori-Dua ◽  
Ebenezer Cudjoe ◽  
Alhassan Abdullah ◽  
Joy Ato Nyarko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Educational Institution ◽  
Phenomenological Approach ◽  
Eastern Region ◽  
Inclusive School ◽  
Visually Impaired Students ◽  
Equal Educational Opportunities ◽  
Depth Interviews

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

Inquiry: A Teaching Approach for Gifted Visually Impaired Learners

2009 ◽  
Vol 25 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Deborah L. Rooks ◽  
C. June Maker
Keyword(s):  
Visually Impaired ◽  
Inquiry Learning ◽  
Visual Impairments ◽  
Gifted Students ◽  
Natural World ◽  
Gifted Student ◽  
Gifted Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Visually Impaired Students

Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of inquiry learning, explain how these approaches are important to use with gifted children with visual impairments, provide examples, summarize research on the effectiveness of inquiry learning, give an example of science teaching using an inquiry learning model in a regular classroom setting, and show how this lesson could be an effective way to involve and challenge a gifted student with a visual impairment.

scholarly journals Communication Idol: Using popular culture to catalyse active learning by engaging students in the development of entertaining teaching and learning resources

2016 ◽  
Vol 13 (5) ◽  
pp. 24-40
Author(s):  
Tinashe Dune ◽  
◽  
John Bidewell ◽  
Rubab Firdaus ◽  
Morwenna Kirwan ◽  
...  
Keyword(s):  
Popular Culture ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Learning Task ◽  
Health Science ◽  
Peer Ratings ◽  
Teaching Innovation ◽  
Learning And Teaching ◽  
Professional Health

Bringing popular culture to tertiary education can potentially increase student engagement with learning tasks and content, especially when the learning task has students producing the content. Using a singlegroup intervention plus post-test design, this study implemented and evaluated a purposely developed learning and teaching innovation capitalising on popular and consumer culture to promote active over passive learning in a large, interprofessional health science unit. Students were invited to develop educational video presentations in a friendly competition based on high-rating television musical and vocal talent quests, with cash prizes based on peer ratings, this being the intervention. From a cohort of 569 students in 12 undergraduate allied health programs, 14 students in seven teams of 1 to 3 students produced seven, high-quality videos about communication in professional health practice, and recorded their experiences of doing so. Ratings showed the majority found the process fun (85%) and instructive (64%), with 29% finding the task harder than expected. The prospect of prizes along with intrinsic motivators were reasons for producing a video. A further 285 students viewed the productions and for extra marks completed evaluation of the videos’ educational value. Videos were perceived as an educationally valuable yet entertaining way to engage unit content. Producers of videos rated the teaching and learning experience significantly more positively than students not involved in production. Qualitative analysis of open-ended responses supported relevant numerical findings. Barriers to producing videos were identified as time, resources, confidence and lack of a team. Results should encourage educators contemplating similar initiatives. The project highlights benefits of harnessing popular genres with which students identify, to encourage involvement in producing educationally justifiable content that rewards both performer and audience. The project shows how learning content and tasks created and presented in familiar and entertaining formats can catalyse students’ agentic engagement in tertiary curricula.

scholarly journals The links between technology and principles of language teaching and learning: theoretical and practical insights

2020 ◽  
Vol 14 ◽  
pp. 718-726
Author(s):  
Turki Alsolami ◽  
Nashwa Saaty
Keyword(s):  
Language Learning ◽  
Significant Role ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Integration Of Technology ◽  
Teaching Instruction

The paper examines the integration of technology into various language learning aspects, mainly how technology can enhance language learning and teaching. The focus is on selected studies that highlight the significant role of technology in promoting higher levels of motivation, enhancing language input, contextualizing the language learning process through access to various cultural materials, improving learners’ L2 attitudes and enhancing better language teaching instruction.  In examining these areas, we hope to provide pedagogical insights that would help practitioners and curriculum developers to utilize technology in an effective way to promote a better language learning experience. 

scholarly journals Programavimo mokymasis: lyginamoji kalbos ir aplinkos analizė

2010 ◽  
Vol 54 ◽  
pp. 44-62
Author(s):  
Valentina Dagienė ◽  
Jūratė Urbonienė
Keyword(s):  
Programming Languages ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Introductory Programming ◽  
Solo Taxonomy ◽  
Learning And Teaching ◽  
The World ◽  
Fundamental Research ◽  
Future Citizen ◽  
Learning Programming

Straipsnyje nagrinėjami programavimo mokymo ypatumai, apžvelgiamos svarbiausios programavimo mokymo ir mokymosi tyrimo tendencijos pasaulyje, išskiriamos problemos ir jų sprendimo būdai. Remiantis mokslinės literatūros analize ir daugiamete Jaunųjų programuotojų mokyklos patirtimi, nagrinėjamos programavimo mokymosi sunkumo priežastys: programavimo srities specifiškumas, mokymosi būdų ir metodų parinkimas, mokinių gebėjimai ir nuostatos, psichologinis motyvuotumas. Daugiausia dėmesio skiriama programavimo kalbų ir aplinkos, tinkamos mokytis programavimo, kriterijams aptarti. Remiamasi fundamentaliais šios srities mokslininkų darbais, jie sisteminami, išskiriamos ir apibendrinamos esminės idėjos. Gilinamasi į programavimo mokymuisi tinkamų kalbų sintaksės ir semantikos ypatumus: patirtis rodo, kad pirmosios kalbos sintaksė daro didelį poveikį tolesniam mokymuisi, formuoja pažangią mąstyseną.Pagrindiniai žodžiai: programavimo mokymasis, programavimo kalbos, programavimo aplinka, sintaksė, programavimo kalbų kriterijai, Bloomo taksonomija, SOLO taksonomija.Learning Programming: Comparative Analysis of Languages and EnvironmentsValentina Dagienė, Jūratė Urbonienė SummaryDeveloping the abilities to master modern technologies and skills for solving problems is among the most important capabilities of an educated future citizen of any society. Problem solving based on the learning of programming is a very important part in understanding the information technologies.The question which language (together with environment) should be used in introductory programming has been discussed for many years. Several studies on the benefits of a certain language or comparisons between two languages have been conducted, but there is still a lack of systematic overviews of teaching and learning programming.The paper discusses the features of programming teaching, the most important research trends in programming education over the world, identifies the problems and their solutions. Based on literature review and multiyear experience in the Young Programmers’ School, the paper deals with programming teaching difficulties, especially with the selection of programming languages, learning and teaching methods, developing students’ skills and attitudes, psychological motivation. Investigations show that the first language syntax has a significant impact on the further learning and develops a certain mindset.The paper discusses a list of criteria based on an analyzis of research works all over the world. The criteria are used to compare some programming languages used at introductory programming courses. It focuses on the programming language suitable to start learning programming. Based on fundamental research works in thes area, the related criteria are organized, the key ideas are identified and summarized.The commonly accepted cognitive skills, Bloom’s taxonomy as well as the SOLO taxonomy and their application in teaching programming are discussed.span>

The Scholarship of Learning and Teaching in the Dynamic Discipline of Pharmacology and Chemistry

2018 ◽  
pp. 12-36
Author(s):  
Abdullah Karaksha
Keyword(s):  
Teaching And Learning ◽  
Chemistry Education ◽  
Adverse Drug Events ◽  
Learning Experience ◽  
Rapid Expansion ◽  
Learning And Teaching ◽  
Curriculum Review ◽  
United States Food ◽  
Approved Drugs ◽  
Teaching Learning

The scholarship of learning and teaching (SoLT) involves research into practices of teaching, learning, and curriculum. SoLT's main principle is that effective teachers in higher education should engage in scholarly teaching practices as a matter of course by staying in touch with the latest research developments in their discipline, integrating these developments into their curriculum, and routinely gathering and using student feedback to guide curriculum review and improvement. SoLT research focuses on understanding student learning in order to improve the teaching and learning experience for participants. SoLT principles are particularly important in pharmacology and chemistry education because they entail rich content that is rapidly changing. Over the years, the discipline of pharmacology has undergone rapid expansion and advancement: the number of United States Food and Drug Administration-approved drugs has increased exponentially, patients have become more educated, and our knowledge of the mechanisms underlying many adverse drug events and interactions has evolved.

Sign in / Sign up

Export Citation Format

Share Document