scholarly journals Student perspectives of independent and collaborative learning in a flipped foundational engineering course

2019 ◽  
Author(s):  
Wendy H Fox ◽  
Paul David Docherty
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Independent Learning ◽  
First Year ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Learning And Collaboration

Flipped teaching and learning approaches are being increasingly used in higher education. Some advantages associated with the approach include providing opportunity for self-directed learning and enhanced collaboration between students. In this study, an implementation of a flipped approach in a first year foundational engineering dynamics course was researched to investigate student views on independent and collaborative learning inherent in flipped learning. Eighteen undergraduate students (11 male and 7 female) participated in this qualitative study. The flipped part of the course was designed to include self-paced independent learning and in-class learning, with opportunities to collaborate, ask questions, and work on examples. Data were collected using semi-structured interviews. The results of the study indicated that students universally enjoyed learning independently and appreciated the increased collaboration induced by the flipped approach. The flexibility of the approach enabled a range of approaches to independent learning and collaboration, and students were able to find learning styles that suited them. This article concludes with a range of recommendations for practice to further support independent and collaborative learning with the use of flipped approaches.

scholarly journals Teachers Perceptions of Gender Differences in Learning Styles in Pakistan

2020 ◽  
Vol 1 (3) ◽  
pp. 35-46
Author(s):  
Tayyaba Mehmood
Keyword(s):  
Gender Differences ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Structured Interviews ◽  
Undergraduate Level

The purpose of the study is to explore the preferred language learning styles of the undergraduate students based on their gender. In Pakistan, the traditional lecture method is commonly used at the undergraduate level which is teacher centred (Hussain, Azeem & Shakoor, 2011), not accounting for the learner and learning style differences. The difference in learning styles varies from one individual to another; thus, influencing the overall language learning process and performance (Manochehr, 2006). The present study used a mixed method approach, with Kolb’s learning style model (1986) as the basis of the theoretical framework to determine individual learning styles. The sample was selected through purposive sampling technique and comprised of 60 undergraduate students and 10 teachers who were teaching English to these students. Data was collected from the students studying English at the undergraduate level and their teachers by using survey questionnaire and semi structured interviews respectively and was analysed in the form of descriptive statistics. The findings of the study confirmed that gender differences had a direct influence on the learning style preferences of the students. Moreover, both male and female students showed a tendency for Active Experimentation (AE) style of learning, indicating that they want to be actively engaged in their own learning process, instead of merely listening to the lectures being delivered in the traditional method. In addition, although the findings indicated that the teachers were aware of the differences in the learning styles based on gender, but their teaching practices did not account for the preferred learning styles of the students. These results can be further utilized to improve the teaching and learning styles for the students at the undergraduate students.

scholarly journals HOW EFL STUDENTS’ ORAL PERFORMANCES ARE PROMOTED WITH TASK-BASED ACTIVITIES: AN INTEGRATION OF MULTIPLE INTELLIGENCES THEORY

2018 ◽  
Vol 127 (6B) ◽  
pp. 101
Author(s):  
Don Van Chau ◽  
Vien Truong
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
First Year ◽  
Language Training ◽  
Learning Approaches ◽  
Reasoning Abilities ◽  
Multiple Intelligences Theory ◽  
Traditional Language ◽  
Classic Approach ◽  
Efl Students

<p>The major goal of implementing communicative activities in our daily life is to express our ideas as well as make ourselves understood. However, according to Sayed (2013), for most of the EFL students, oral performances are often regarded as one of the hardest to be trained and developed. Traditional language teaching and learning approaches for improving oral performances, much attention seems to be paid to verbal and reasoning abilities only. Gardner (1983) proposed that schools and institutes usually deploy the classic approach of assessing intelligence quotient (IQ) in their language training programs, and such methods of training and assessment are perhaps not sufficient enough for the learners whose learning styles are not well-matched with those two verbal and reasoning skills.</p>This research mainly deals with an exploration on the effectiveness of using task-based activities as an application of MIT on improving oral performances and promoting learning motivation for first-year EFL students at Phu Yen University.

scholarly journals A virtual alternative to molecular model sets: a beginners’ guide to constructing and visualizing molecules in open-source molecular graphics software

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Siripreeya Phankingthongkum ◽  
Taweetham Limpanuparb
Keyword(s):  
General Chemistry ◽  
Open Source ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Molecular Model ◽  
Bond Line ◽  
First Year ◽  
Molecular Graphics ◽  
Model Sets ◽  
Graphics Software

Abstract Objective The application of molecular graphics software as a simple and free alternative to molecular model sets for introductory-level chemistry learners is presented. Results Based on either Avogadro or IQmol, we proposed four sets of tasks for students, building basic molecular geometries, visualizing orbitals and densities, predicting polarity of molecules and matching 3D structures with bond-line structures. These topics are typically covered in general chemistry for first-year undergraduate students. Detailed step-by-step procedures are provided for all tasks for both programs so that instructors and students can adopt one of the two programs in their teaching and learning as an alternative to molecular model sets.

Receptive Skills: Reading & Listening (ReaL) Resource Pack with App Support

2018 ◽  
Vol 2 (3) ◽  
pp. 35
Author(s):  
Nur Ain Abdul Malek ◽  
Nor Syamimi Iliani Che Hassan ◽  
Nor Hairunnisa Mohammad Nor ◽  
Hanis Kamarudin
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Language Teaching ◽  
New Technology ◽  
Lesson Plans ◽  
Independent Learning ◽  
Self Directed Learning ◽  
Technology In The Classroom ◽  
Support Materials ◽  
Language Classrooms

Educators all over the world have been incorporating smartphones specifically by using mobile applications (apps) in teaching. However, many educators encourage students to use smartphones especially for independent learning without any guidance. It is easy to assume that students would know how to use a certain app on their own. Barrs (2011) asserts that students demonstrate greater interest to continue self-directed learning using mobile devices when they are provided detailed guidance and explanation on how to use smartphone appropriately in classroom settings. This suggests that guided lessons using apps may increase the level of effectiveness in language teaching and learning. The objectives of the resource pack designed are to offer guided approach to the use of apps in language classrooms and to provide support materials to consolidate the lessons. Meanwhile, the novelty lies in the comprehensiveness of the lesson plans and materials while incorporating new technology in the classroom. The resource pack will give a valuable contribution to instructors in the teaching of English particularly on receptive skills like reading and listening. The development of this resource pack which is based on two apps: NST Mobile and LEB English is timely to educators who have interest in incorporating mobile devices in language teaching. Basically, this resource pack underscores a compilation of exciting and meaningful lesson plans meant for educators to conduct listening and reading instructions. Knowing time constraints often experienced by educators in preparing for their classes, worksheets are also included for the proposed lesson plans so that learning outcomes can be achieved at the end of the lessons.

scholarly journals Advanced Learning Tools for (Non) Formal Education

2013 ◽  
Vol 8-9 ◽  
pp. 65-74 ◽  
Author(s):  
Sanda Porumb ◽  
Cosmin Porumb ◽  
Aurel Vlaicu ◽  
Bogdan Orza
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Project Based Learning ◽  
Assessment Process ◽  
Educational Services ◽  
Learning Approaches ◽  
Learning Tools ◽  
Virtual Collaboration ◽  
Generic Framework

An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

scholarly journals Turning chemistry education on its head: Design, experience and evaluation of a learning-centred ‘Modern Chemistry’ subject

2020 ◽  
Vol 17 (3) ◽  
pp. 179-194
Author(s):  
Ingo Koeper ◽  
◽  
Joe Shapter ◽  
Vanessa North ◽  
Don Houston ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Chemistry Education ◽  
Academic Staff ◽  
Analytical Techniques ◽  
Relevant Information ◽  
Initial Assessment ◽  
First Year ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Final Exam

In science courses in general, but especially in first year chemistry classes, the amount of content that is delivered is often overwhelming and too complex for the student to easily cope with. Students not only have to gain knowledge in a variety of different field, they also have to learn new laboratory skills and analytical techniques. Additionally, there is an issue with more and more information being available to everybody through the internet, while our education often still focusses on delivering that knowledge, rather than exploring ways how students can be guided to understanding and using the knowledge provided. There have been different approaches on how to make ‘dry’ scientific concepts more interesting and how enhance student engagement, ranging from problem-based learning approaches, case studies or flipped classroom models. We have recently turned a fairly classic first year chemistry course on its head. In the new structure, students are gaining knowledge and understanding purely through the completion of a range of challenges. We have removed all lectures, tutorials and the final exam, and all interaction with the student happens in the laboratory. Throughout the semester, students attempt to complete a range of challenges, both theoretical and practical, find relevant information, propose approaches to solving the challenges, and discuss these and subsequent outcomes with academic staff. In order to analyse the design, we have conducted structured interviews with students from 2016-2018. Initial assessment of the data suggests a high level of engagement of the students, paired with a better preparation of students for their subsequent studies. Students enjoyed having the freedom to choose and design their own experiments. Additionally, students improved significantly in non-content related aspects such as timemanagement, organisation, planning and self-learning, with notable impact on their learning in higher years.

scholarly journals Student Self-Responsibility in the Indonesian Distance Education System

2018 ◽  
Vol 1 (2) ◽  
pp. 69
Author(s):  
Daudi Lazarus
Keyword(s):  
Distance Education ◽  
Education System ◽  
Teaching And Learning ◽  
Independent Study ◽  
Independent Learning ◽  
Learning Needs ◽  
Learning Approaches ◽  
Online Distance Education ◽  
Online Distance ◽  
Distance Education System

An ongoing concern in the distance education system in Indonesia is students’ lack of commitment to ‘independent study’. The purpose of this paper is to review conceptual frameworks that could empower Indonesian students to accept responsibility for their learning at a level to address the learning challenges of distance education.  The review shows that to meet quality and equity expectations in online distance education, independent study modes should promote students’ self-responsibility based primarily on both autonomy and capability.  The findings have the potential to add new perspective to education through supporting teaching and learning approaches in an online distance education class to enhance self-responsibility.  The paper suggests that students would take more control of independent learning if they accepted primary responsibility to determine their learning needs, resources, activities and outcomes.  To do this they need to view themselves as active agents with power to take independent choices that can result in creating their own approaches to resolve their learning limitation.

An assessment of information literacy skills among first-year postgraduate students at Sokoine University of Agriculture Tanzania

2016 ◽  
Vol 50 (4) ◽  
pp. 427-434 ◽  
Author(s):  
Mugyabuso J. F. Lwehabura
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Search ◽  
Concept Maps ◽  
Literacy Skills ◽  
Independent Learning ◽  
First Year ◽  
Postgraduate Students ◽  
Literacy Knowledge ◽  
Information Literacy Skills

This study was set to examine and identify some aspects of information literacy skills among postgraduate students at Sokoine University of Agriculture and determine challenges and problems facing them in terms of searching and use of various information resources. Systematic probability sampling and questionnaires were used to collect data from175 students out of 314 first-year postgraduate students registered. The findings showed that although information literacy exists among students, a good number of students demonstrated significant deficiency in their information literacy knowledge and skills in key aspects including searching for information from electronic sources, application of various information search techniques such as Boolean operators, use of truncation, synonyms and concept maps. Based on the findings, the paper recommends addressing the shortcomings found by introducing a mandatory information literacy course for both postgraduate and undergraduate students to ensure effective independent learning among students.

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