scholarly journals In Search of Intellectual Stimulation: Understanding the Relationship Between Motivation, Deep Learning and Stimulation in the Higher Education Classroom

2017 ◽  
Vol 5 (1) ◽  
pp. 9-29
Author(s):  
Sandeep Chowdhry ◽  
Renata Osowska
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Learning Styles ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Strategy ◽  
Learning Approach ◽  
Intellectual Stimulation ◽  
Student Survey

One of the key educational notions measured in the National Student Survey (NSS) is intellectual stimulation. This study aimed to find out Higher Education (HE) engineering students’ views of intellectual stimulation with a focus on its measurement and supporting its increase within the classroom environment. A quantitative questionnaire acted as a data gathering instrument. The sample comprised 128 students from Edinburgh Napier University (ENU), Scotland. The survey findings showed a positive correlation and positive agreement between the intellectual stimulation (IS), intrinsic motivation (IM) and deep learning approach (DLA) scales. The students’ feedback suggests that implementation of the new intellectual scale based teaching and learning strategy is useful in intellectually stimulated the students and encouraged them to adopt deep learning approach. The findings suggest the design of an intellectually stimulating environment in HE classroom, should consider students’ learning styles, challenge students, allow the provision of timely feedback and provide opportunities to encourage independent thought. Further, the research suggests, the studied institution should encourage staff to consider the intellectual stimulation scale when constructively aligning learning and teaching with an assessment.

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

scholarly journals A deep learning approach to capture the essence of Candida albicans morphologies

2021 ◽  
Author(s):  
Van Bettauer ◽  
Anna CBP Costa ◽  
Raha Parvizi Omran ◽  
Samira Massahi ◽  
Eftyhios Kirbizakis ◽  
...  
Keyword(s):  
Deep Learning ◽  
Learning Strategy ◽  
Developmental Trajectories ◽  
Generative Adversarial Networks ◽  
Learning Approach ◽  
Adversarial Networks ◽  
Latent Space ◽  
Contrast Microscopy ◽  
Opportunistic Human Pathogen ◽  
Community Meeting

We present deep learning-based approaches for exploring the complex array of morphologies exhibited by the opportunistic human pathogen C. albicans. Our system entitled Candescence automatically detects C. albicans cells from Differential Image Contrast microscopy, and labels each detected cell with one of nine vegetative, mating-competent or filamentous morphologies. The software is based upon a fully convolutional one-stage object detector and exploits a novel cumulative curriculum-based learning strategy that stratifies our images by difficulty from simple vegetative forms to more complex filamentous architectures. Candescence achieves very good performance on this difficult learning set which has substantial intermixing between the predicted classes. To capture the essence of each C. albicans morphology, we develop models using generative adversarial networks and identify subcomponents of the latent space which control technical variables, developmental trajectories or morphological switches. We envision Candescence as a community meeting point for quantitative explorations of C. albicans morphology.

Factors contributing to Gen Z's deep learning: investigating undergraduates' course experience in Malaysian private higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lei Mee Thien ◽  
Mi-Chelle Leong ◽  
Fei Ping Por
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Significant Relationship ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Generic Skills ◽  
Content Type ◽  
Course Experience ◽  
Private Higher Education Institutions

PurposeThis study aims to examine the relationship between undergraduates' course experience and their deep learning approach and to identify areas of improvement to facilitate students' deep learning in the private higher education context.Design/methodology/approachData were collected from 844 Malaysian undergraduate students who studied in six private higher education institutions (HEIs) in Penang and Selangor. This study used partial least squares structural equation modelling (PLS-SEM) for data analysis.FindingsThe findings revealed that good teaching and appropriate assessment have no significant relationship with deep learning. Generic skills, clear goals and standards, appropriate workload and emphasis on independence are positively related to deep learning. Generic skills and emphasis on independence are two domains that deserve attention to enhance deep learning among undergraduates.Practical implicationsLecturers need to focus on to the cultivation of generic skills to facilitate students' deep learning. Student autonomy and student-centred teaching approaches should be empowered and prioritised in teaching and learning.Originality/valueThe current study has its originality in providing empirical findings to inform the significant relationship between dimensions of course experience and deep learning in Malaysian private HEIs. Besides, it also identifies the areas of improvement concerning teaching and learning at the private HEIs using importance-performance matrix analysis (IPMA) in a non-Western context.

Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education

2019 ◽  
pp. 33-50
Author(s):  
Baraka M. Kagombe ◽  
Michael P. J. Mahenge ◽  
Sotco Claudius Komba ◽  
Safari Timothy Mafu ◽  
Camilius Aloyce Sanga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Prior Knowledge ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Experiential Learning Theory ◽  
The University

This chapter emanates from a study which sought to investigate challenges of teaching and learning computer programming in higher education. The study was conducted at Sokoine University of Agriculture. The study had three specific objectives: first, to identify learners' prior knowledge on computer programming at the time of joining the university; second, to investigate learners' self-efficacy in computer programming course; the third objective was to evaluate the learning styles used by learners in the computer programming course. The study adopted a quantitative research method, grounded in experiential learning theory. The data was collected from respondents using questionnaires and the analysis of the data was done using statistical software. The findings indicate that inadequate computer laboratories, lack of competent staff in ICT-based instructional design, inadequate teaching and learning materials, and students' lack of prior knowledge on computer programming at the time of joining the university are the main challenges.

Blended Learning

2016 ◽  
pp. 17-40
Author(s):  
Virendra Gawande
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Learning Styles ◽  
Blended Learning ◽  
Significant Influence ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Relationship ◽  
Factors Affecting ◽  
Acceptance Model

Higher Education in developing countries like Oman offers several unique circumstances that suggest curriculum delivery using Blended Learning is a rational choice. Research has been conducted to identify the factors affecting blended learning adoption and to determine whether the teaching and learning process is amenable to its adoption at HEIs in Oman. Based on the findings a model, Blended Learning Acceptance Model (BLAM), has been developed. It was inferred from the findings that there is a positive relationship among the demographic factors and behavioral Intention i.e. blended-learning adoption. In addition, the teaching and learning styles also had significant influence on adoption of blended learning. BLAM was primarily intended to be used at HEIs in Oman, but may also be used in other developing countries as a reference for the adoption of blended learning.

Students Writing Their Own Lectures with a Wiki and the CSA

2010 ◽  
pp. 244-259 ◽  
Author(s):  
Cath Ellis ◽  
Sue Folley
Keyword(s):  
Higher Education ◽  
Information Society ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Higher Education Institutions ◽  
Teaching Strategy ◽  
Student Population ◽  
Diverse Background ◽  
Overwhelming Evidence ◽  
Didactic Lecture

This chapter examines why despite decades of research and overwhelming evidence questioning the pedagogical effectiveness of lecturing as a teaching and learning strategy, it remains the dominant pedagogical mode in most higher education institutions worldwide. The authors explore further why lectures are not the most appropriate teaching strategy in the current higher education climate for three main reasons: the way we now view ‘knowledge’; the information society in which we are currently immersed; and the diverse background and experience of today’s student population. The authors offer an alternative to the lecture which can achieve what a lecture aims to, but in a more student-centred way. Their alternative is informed by the contributing student approach, devised by Collis & Moonen (2001), whereby students collaboratively find, explore, share, and engage with the content which they would have otherwise received passively via a didactic lecture.

Distance Education

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Diane A. Matthews
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
The United States ◽  
Department Of Education ◽  
Learning Systems ◽  
Post Secondary ◽  
Advantages And Disadvantages ◽  
Virtual Universities

Technology-based distance education is emerging as an increasingly visible feature of post-secondary education in the United States (U.S. Department of Education, 1999). Educators have the opportunity to define, design, and manage effective and robust teaching and learning systems, programs, and courses. As distance learning becomes a serious alternative to the standard classroom environment, enormous opportunities and dilemmas present themselves for the players. This chapter examines the technology used in distance education; the type of student utilizing distance education; advantages and disadvantages for the student, the instructor, and the institution in the use of distance education; and the players involved—including higher education institutions, virtual universities, states, and consortia.

scholarly journals Perception and Attitude Toward Self-Regulated Learning of Thailand’s Students in Educational Data Mining Perspective

2019 ◽  
Vol 14 (09) ◽  
pp. 34 ◽  
Author(s):  
Wongpanya Sararat Nuankaew ◽  
Pratya Nuankaew ◽  
Direk Teeraputon ◽  
Kanakarn Phanniphong ◽  
Sittichai Bussaman
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Educational Data Mining ◽  
Learning Technology ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Modern Learning

The Self-Regulated Learning (SRL) strategies can be the best. It can be achieved by a sub-goal that will be more important in the younger generation. This paper proposes the process of developing factors (attributes) which are related to the development of learning styles through self-regulated strategies. The objectives of this paper are (1) to study the perception and attitude toward the attributes of students with self-regulated learning of the students in higher education, and (2) to find the level of acceptance towards the factor of SRL using applied statistics and machine learning technology. The results show that two tools have proved the respondents and the factors of SRL in the accepted level. Besides, the results found that Thai higher education students still focus on formal learning, which conflicts with the behavior and us-age of Internet and telephone in the classroom. In future work, the author is committed to develop and apply a self-regulated learning strategy model with a combination of collaborative learning strategies of blended learning. Also, it supports undergraduate students in analyzing the factors and studying the behavior patterns of learners in suitable modern learning.

scholarly journals Sustainability in education: An evaluation of a new teaching and learning strategy in chartered accountancy studies – A student perspective

2013 ◽  
Vol 6 (2) ◽  
pp. 285-308 ◽  
Author(s):  
Riëtte De Lange ◽  
Ben Marx ◽  
Alex Van der Watt
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Education Institution ◽  
Accounting Education ◽  
First Century ◽  
Student Perspective ◽  
Social Landscape ◽  
Educational Perspective ◽  
Economic Imperative

Sustainability has been described as the primary moral and economic imperative of the twenty-first century and one of the most important sources of both opportunities and risks for businesses. From an educational perspective, sustainability could be related to enhancing accurate, reliable and relevant teaching and learning in an ever-changing and evolving educational, economic and social landscape. The objective of the paper is twofold: it aims, firstly, to provide a brief overview of the higher education landscape and drivers for change in accounting education and the need for sustainable teaching and learning; and, secondly, it aims to provide evidence of the implementation of a new teaching and learning strategy in accountancy education programmes at a large SAICA-accredited residential higher education institution. This was done through a literature review and supported by empirical evidence obtained from questionnaires completed by the honours student group in chartered accountancy of the stated institution. The study found that, although initially new to students, the teaching and learning approach was well accepted and eventually created an environment conducive to teaching and learning. It was also found that students marks improved, which resulted in higher throughput rates.

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