scholarly journals Assimilating Smart Devices In The Practice of Teaching And Learning To Bring An Effective Learning Environment

2021 ◽  
Vol 8 (1) ◽  
pp. 7-10
Author(s):  
Vencelin Gino V ◽  
Senthil Jayapal ◽  
Ramesh Palanisamy
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Smart Devices ◽  
Effective Learning ◽  
Practice Of Teaching

scholarly journals Integrating andragogical philosophy with Indigenous teaching and learning

2020 ◽  
pp. 135050762097252
Author(s):  
Annette Gainsford ◽  
Michelle Evans
Keyword(s):  
Learning Environment ◽  
Business Education ◽  
Teaching And Learning ◽  
Indigenous Australian ◽  
Effective Learning ◽  
Business Acumen ◽  
Indigenous Entrepreneurs ◽  
Learning Principles ◽  
Evidence Based Model ◽  
Education Business

Recent Australian research has identified that the success of an Indigenous business greatly relies on the business acumen of its owner. Whilst business education offered through Business Schools is seemingly open to all, Indigenous Australian participation in these educational offerings have been low. In contrast the number of Indigenous businesses emerging in Australia over the past decade is building a demand for Indigenous specific business education offerings. The MURRA Indigenous Business Master Class at Melbourne Business School is such an example of an Indigenous business education program. We discuss how this program implements an andragogical philosophy into the Indigenous teaching and learning approach of business education to take into consideration an individual’s cultural and business knowledge to contextualise business learning. This paper identifies a framework of andragogy principles that contributes to the learning environment for Indigenous entrepreneurs. We identify four key learning principles and offer an evidence based model to progress business education. Through well designed Indigenous business education, business education can provide Indigenous entrepreneurs with an effective learning environment that integrates their cultural identity, highlights Indigenous knowledges and allows for the development of skills to support self-determination practices.

Lessons from Constructivist Theories, Open Source Technology, and Student Learning

2011 ◽  
pp. 39-54
Author(s):  
Gladys Palma de Schrynemakers
Keyword(s):  
College Students ◽  
Learning Environment ◽  
Student Learning ◽  
Open Source ◽  
Teaching And Learning ◽  
Effective Learning ◽  
The World ◽  
Impact Of Technology ◽  
The Impact ◽  
Shed Light

There has been a great deal written about the three subjects discussed in this chapter. One of the challenges, however, is establishing meaningful links between the first two, constructivism and open source, so that the synergism between them can provide faculty with the tools to create the best possible learning environment for students. Herein, therefore, we examine these connections, first by an overview of how students acquire information and thus learn about themselves and others in the 21st century. From here, the discussion moves on to shed light on the deeply-rooted need of individuals to understand themselves and the world through dialectic, that is by investigating truths through discussion. Intrinsic to this task is an examination of the impact of technology on those interested in pursuing teaching and learning through open source platforms: How, for example, has technology abetted or truncated that dialogue in education? We then follow the linkages between constructivism and open source to examine how both link up to provide support and pedagogical assistance to student learning. The chapter concludes with examples of how the author has integrated constructivist philosophies with open source technology to establish a collaborative and effective learning environment for college students.

Effective Learning Through Moodle Management, Social Media, and Peer-Guided Learning

2018 ◽  
pp. 89-108
Author(s):  
Mohd Muttaqin Mohd Adnan
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Problem Statement ◽  
Effective Learning ◽  
Guided Learning ◽  
The Subject ◽  
Future Leaders ◽  
The Way

The old method of teacher-centric learning has been criticized as a less effective method of teaching and learning. Academics have been implementing newer and better initiatives that are more student-centric, which has proven to be more meaningful and effective in delivering the knowledge needed for students to grow and obtain the necessary skills to be future leaders. However, through self-observation and feedback from students, the author noticed that some subjects are still using the old methods in delivering the subject to the students. The problem statement here is that there are still subjects taught today that are teacher-centric, which might not be suitable to develop students as future leaders. The author argues that a good educator should focus in creating a healthy self-guided learning environment. Several initiatives were made by the author to change the way of teaching and learning. By analyzing the previous performance and gathering students' feedback, the outcome of the initiatives has been successful in ensuring students have better learning experiences.

Building a Culture of Ethical, Comparable, Authentic Assessment

2019 ◽  
pp. 463-481
Author(s):  
Andrew Reid ◽  
Julie Ballantyne
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Authentic Assessment ◽  
Subject Area ◽  
Music Educators ◽  
System Level ◽  
Diverse Range ◽  
Effective Learning ◽  
School Based ◽  
The Subject

In an ideal world, assessment should be synonymous with effective learning and reflect the intricacies of the subject area. It should also be aligned with the ideals of education: to provide equitable opportunities for all students to achieve and to allow both appropriate differentiation for varied contexts and students and comparability across various contexts and students. This challenge is made more difficult in circumstances in which the contexts are highly heterogeneous, for example in the state of Queensland, Australia. Assessment in music challenges schooling systems in unique ways because teaching and learning in music are often naturally differentiated and diverse, yet assessment often calls for standardization. While each student and teacher has individual, evolving musical pathways in life, the syllabus and the system require consistency and uniformity. The challenge, then, is to provide diverse, equitable, and quality opportunities for all children to learn and achieve to the best of their abilities. This chapter discusses the designing and implementation of large-scale curriculum as experienced in secondary schools in Queensland, Australia. The experiences detailed explore the possibilities offered through externally moderated school-based assessment. Also discussed is the centrality of system-level clarity of purpose, principles and processes, and the provision of supportive networks and mechanisms to foster autonomy for a diverse range of music educators and contexts. Implications for education systems that desire diversity, equity, and quality are discussed, and the conclusion provokes further conceptualization and action on behalf of students, teachers, and the subject area of music.

Teaching and Learning activities that promote effective learning of Research Methodology among Psychology students

2021 ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching And Learning ◽  
Psychology Students ◽  
Learning Activities ◽  
Student Perspective ◽  
Effective Learning ◽  
Psychology Courses ◽  
The Subject ◽  
Analyse Data ◽  
High Level

BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton & Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba & Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.

scholarly journals Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes

2016 ◽  
Vol 2 (2) ◽  
pp. 90
Author(s):  
Lin Siew Fong
Keyword(s):  
Case Studies ◽  
Peer Tutoring ◽  
Group Process ◽  
Teaching And Learning ◽  
Group Analysis ◽  
Financial Accounting ◽  
Accounting Students ◽  
Effective Learning ◽  
Video Recordings

<p>Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher’s observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students’ abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.<strong> </strong></p>

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