scholarly journals Active learning as enabler of sustainability learning outcomes: Capturing the perceptions of learners during a materials education workshop

2021 ◽  
Author(s):  
Vasiliki Kioupi ◽  
Tatiana V. Vakhitova ◽  
Katherine A. Whalen
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Self Assessment ◽  
Electric Cars ◽  
Sustainability Learning ◽  
Education Workshop ◽  
Critical Materials ◽  
And Performance ◽  
Assessment Questionnaire

AbstractActive learning is a promising teaching approach that can develop sustainability competences in learners. In this paper, we investigate the potential of active-learning pedagogies such as serious games and active-learning toolkits to deliver sustainability knowledge and skills in materials education. We organised a workshop for 20 participants from UK Universities where they played the serious game In the Loop around critical materials and circular economy and engaged in the Active-Learning ToolKit Sustainable Development (Granta Design/now Ansys UK Ltd.) to assess the sustainability of a proposed policy intervention around the use of electric cars. We used a self-assessment questionnaire and reflection sessions to deduce the level of sustainability skill developed by the participants as well as importance and performance analysis (IPA) to help the educators understand crucial components they should concentrate their teaching and learning efforts on in the future. Finally, we provide recommendations for educators on how to implement active learning in materials education in order to empower students with skills for sustainability. Graphical abstract

scholarly journals Competency Needs of Business Educators in Osun State Secondary Schools, Nigeria

2020 ◽  
Vol 13 (2) ◽  
pp. 80
Author(s):  
David Oluseyi Oyerinde ◽  
Onnoh Godwin Onajite ◽  
Adebayo Mattew Aina
Keyword(s):  
Teaching And Learning ◽  
Essential Elements ◽  
Competency Assessment ◽  
Ict Skills ◽  
Business Educators ◽  
Descriptive Research ◽  
Research Questions ◽  
And Performance ◽  
Practical Demonstration ◽  
Assessment Questionnaire

Competency is one of the essential elements in teaching. It also determines the effectiveness of teachers during the teaching and learning process and performance of students. The study therefore investigated the competency needs of business educators in Osun State with a view to know those competencies that are needed but not possessed. Descriptive research design of survey type was adopted for the study. The population was 613 business educators out of which 300 was sampled using simple and stratified random sampling techniques. A self-design 20-item questionnaire titled “Teachers’ Competency Assessment Questionnaire (TCAQ)” was used to collect data for the study. The instrument was constructed on 4-point scale. The instrument was validated by two experts. The reliability of the instrument was established using Cronbach alpha and this yielded reliability co-efficient of 0.78. The research questions raised were answered using the means scores. Any item with a mean score greater than or equal to 2.50 suggests moderate possession, item with mean score ranging from 1.50 to 2.49 suggests fairly possession while item with mean score of 1.49 or below suggests not possession. Findings of the study revealed that out four competencies assessed, two were moderately possessed (planning of instruction and classroom instruction skills) one was fairly possessed (practical demonstration skills) while the remaining one was not possessed (ICT skills). It was recommended among others that government and relevant agencies need to organize series of training for business educators to acquire the needed skills.

scholarly journals An Instructor Learning Analytics Implementation Model

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Holly McKee
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Research Problem ◽  
Self Reflection ◽  
Implementation Model ◽  
Design And Development Research ◽  
Pedagogical Intent ◽  
And Performance ◽  
Support Students

With the widespread use of learning analytics tools, there is a need to explore how these technologies can be used to enhance teaching and learning. Little research has been conducted on what human processes are necessary to facilitate meaningful adoption of learning analytics. The research problem is that there is a lack of evidence-based guidance on how instructors can effectively implement learning analytics to support students with the purpose of improving learning outcomes. The goal was to develop and validate a model to guide instructors in the implementation of learning analytics tools. Using design and development research methods, an implementation model was constructed and validated internally. Themes emerged falling into the categories of adoption and caution with six themes falling under adoption including: LA as evidence, reaching out, frequency, early identification/intervention, self-reflection, and align LA with pedagogical intent and three themes falling under the category of caution including: skepticism, fear of overdependence, and question of usefulness.  The model should enhance instructors’ use of learning analytics by enabling them to better take advantage of available technologies to support teaching and learning in online and blended learning environments. Researchers can further validate the model by studying its usability (i.e., usefulness, effectiveness, efficiency, and learnability), as well as, how instructors’ use of this model to implement learning analytics in their courses affects retention, persistence, and performance.

TEACHERS’ SKILLS OF EVALUATION AND PLANNING AS A PREREQUISITE FOR MANAGING EFFECTIVE LEARNING FOR THE DEVELOPMENT OF STUDENTS’ IN–DEPTH UNDERSTANDING AND COMPETENCE

2018 ◽  
pp. 51
Author(s):  
Aivars Vilkaste
Keyword(s):  
Effective Teaching ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Systematic Evaluation ◽  
School Teachers ◽  
Effective Learning ◽  
Individual Teacher ◽  
And Performance ◽  
Teaching Learning ◽  
Development Of Students

Teaching and learning is a bilateral process and students’ learning outcomes depend to a large extent on the motivation and performance of each individual teacher in the classroom and on the activities of all school teachers. Teacher's ability to evaluate and plan teaching and learning is one of the most important professional skills because systematic evaluation, planning and re-evaluation are an integral part of learning and maximization of development, which makes teaching effective and provides students with a profound understanding and competence. These are the means by which it can be ascertained that the results achieved are in line with national and local educational requirements. The paper analyzes the teachers' understanding of effective teaching and their skills to evaluate the teaching/learning process and to plan effective teaching as well as the need to improve teachers’ evaluation and planning skills.

scholarly journals Studying the Effectiveness of Teaching Sustainability in Project-Based Multi-disciplinary Graduate Level Engineering Course

2013 ◽  
Author(s):  
Lotfi Belkhir
Keyword(s):  
Pilot Study ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Graduate Level ◽  
Graduate Course ◽  
Sustainability Management ◽  
Management Level ◽  
Sustainability Learning ◽  
Framework For Teaching

Defining the relevant sustainability learning outcomes and how we could measure our success in teaching sustainability is a complex challenge. This paper introduces the design and findings of a pilot study on the effectiveness of a new Engineering graduate course, Total Sustainability Management, in teaching and learning sustainability, both at the cognitive and the management level. The design of the pre- and post-coursequestionnaires was driven by the course key objectives and adopted framework of sustainability competencies. The findings and questions raised from this pilot study inform the proposed design of further study and, more importantly, the development of a framework for teaching and learning – and thus measuring – sustainability in graduate, interdisciplinary Engineering education.

scholarly journals The outcome-based iCAN! / theyCAN! feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment

2019 ◽  
Vol 9 (1) ◽  
pp. 17-29
Author(s):  
Ioannis D K Dimoliatis ◽  
Ioannis Zerdes ◽  
Athanasia Zampeta ◽  
Zoi Tziortzioti ◽  
Evangelos Briasoulis ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Anticancer Agents ◽  
Cell Biology ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Formative Feedback ◽  
Individual Student ◽  
Self Assessment ◽  
Tnm System ◽  
Weak Learning

Abstract Background Can learning outcomes be transformed in useful tools revealing strong and weak learning outcomes, learners, teachers; reporting student self-assessment overestimation; informing formative feedback and summative examinations? Methods Based on the ESMO / ASCO global curriculum, 66 level-two learning outcomes were identified and transformed in the iCAN!-Oncology and theyCAN!-Oncology questionnaires, anonymously completed online, before and after teaching, by trainees and trainers respectively, in a five-day fulltime undergraduate oncology course. Results In total, students assessed themselves (iCAN!) with 55% before and 70% after the course (27% improvement); teachers assessed students (theyCAN!) with 43% before and 69% after (60% improvement). Twenty level-two learning outcomes (30%) were scored below the pass / fail cut-point by students while 46 (70%) by teachers, before the course; none after the course. Students assessed themselves the highest in “TNM system” before (81%) and after (82%), while the teachers assessed students so in “Normal cell biology” before (72%) and “Moral / ethical issues in clinical research” after (83%). The lowest assessed outcome was the “Research protocol” by students (28%) and teachers (18%) before, and the “Anticancer agents” after (54% by both). Individual students self-assessed themselves from 31% to 88% before, and from 54% to 88% after; individual teachers assessed students from 29% to 66% before, and from 55% to 94% after. The iCAN! / theyCAN! provided detailed individual student or teacher profile, tightfisted or generous. Conclusions The iCAN! / theyCAN! differentiate strong and weak learning outcomes, learners, teachers; reveal no student self-assessment overestimation; inform formative feedback and summative exams at a metacognitive level; generalize to any course and assessor; support evidence-based teaching and learning SWOT policy.

Assessing the Teaching and Learning Process of an Introductory Programming Course With Bloom's Taxonomy and Assurance of Learning (AOL)

2021 ◽  
pp. 1413-1430
Author(s):  
Sohail Iqbal Malik
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Programming Language ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Approach ◽  
Introductory Programming ◽  
Bloom’S Taxonomy ◽  
Assurance Of Learning ◽  
And Performance

Learning to program requires the development of multiple skills including critical thinking, problem-solving, as well as learning the syntax and semantics of the programming language. For novices, to acquire all these skills is considered a challenging and difficult task. They have to focus on both problem-solving strategies and the syntax and semantics of the programming language to acquire these skills. In this study, this article compares the current teaching and learning approach of an introductory programming (IP) course with the six categories of Bloom's taxonomy. The assurance of learning (AOL) process was incorporated in the IP course to assess students' learning outcomes on the basis of achiever (high, medium and low) and performance (very good, good enough and not good enough) categories. The results showed that the current teaching and learning approach of the IP course addressed all the six categories of Bloom's taxonomy. Most of the students (63%) fall under the medium achiever category. Moreover, 50% students learning outcomes come under ‘not good enough' performance category.

Assessing the Teaching and Learning Process of an Introductory Programming Course With Bloom's Taxonomy and Assurance of Learning (AOL)

2019 ◽  
Vol 15 (2) ◽  
pp. 130-145 ◽  
Author(s):  
Sohail Iqbal Malik
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Programming Language ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Approach ◽  
Introductory Programming ◽  
Bloom’S Taxonomy ◽  
Assurance Of Learning ◽  
And Performance

Learning to program requires the development of multiple skills including critical thinking, problem-solving, as well as learning the syntax and semantics of the programming language. For novices, to acquire all these skills is considered a challenging and difficult task. They have to focus on both problem-solving strategies and the syntax and semantics of the programming language to acquire these skills. In this study, this article compares the current teaching and learning approach of an introductory programming (IP) course with the six categories of Bloom's taxonomy. The assurance of learning (AOL) process was incorporated in the IP course to assess students' learning outcomes on the basis of achiever (high, medium and low) and performance (very good, good enough and not good enough) categories. The results showed that the current teaching and learning approach of the IP course addressed all the six categories of Bloom's taxonomy. Most of the students (63%) fall under the medium achiever category. Moreover, 50% students learning outcomes come under ‘not good enough' performance category.

Self-Regulated Learning and Achievement by Middle-School Children

1991 ◽  
Vol 69 (3) ◽  
pp. 979-989 ◽  
Author(s):  
Christopher A. Sink ◽  
Jerrold E. Barnett ◽  
Jon E. Hixon
Keyword(s):  
Test Scores ◽  
Teaching And Learning ◽  
Standardized Test ◽  
Self Assessment ◽  
Teachers Perceptions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Control Dimension ◽  
Affective Variables ◽  
And Performance

The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed.

scholarly journals MENINGKATKAN HASIL BELAJAR PESERTA DIDIK MENGGUNAKAN STRATEGI PEMBELAJARAN AKTIF TIPE GUIDED NOTE TALKING PADA MATERI PERUSAHAAN DAGANG DI KELAS XII IPS 1 SMA NEGERI 2 PEKANBARU

Perspektif ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 22-26
Author(s):  
Angreta Angreta
Keyword(s):  
High School ◽  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Active Learning Strategies ◽  
Asking Questions ◽  
Improve Student Learning

Teaching the learning materials of trading companies the author found that only a few students were active in expressing their opinions, as well as asking questions. Students are even passive, reluctant to ask the teacher if they do not understand the material being taught, unfocused and sleepy when the learning takes place so that the learning outcomes obtained by students on the subject of trading companies are on average 78. Students who complete only about 10 students and 24 students did not complete, while the minimum completeness criteria (KKM) were determined 82. To overcome the problem of lack of attention and activeness of students, the authors tried to apply Using the Guided Note Talking Type Active Learning Strategy to the Material of Trading Companies. This type of research is classroom action research. As for the object of this research are students of class XII IPS 1 Pekanbaru 2 High School. The method of data collection in this study used tests, observation and documentation. The research instrument is a formative test. The results showed an increase in accounting learning outcomes of students of class XII IPS 1 Pekanbaru 2 High School, amounting to 34 students. The application of active Guided Note Talking learning strategies can improve student learning activities. Where the teaching and learning process can be carried out pleasantly so that students can be motivated to learn. The application of active Guided Note Talking learning strategies can improve student learning outcomes with a percentage of the first cycle of 50%, and a second cycle of 85.29%, and the average learning value of students in cycle I 84.38 and cycle II 90.5.Keywords: Learning Outcomes, Economics, Accounting, Talking Guided Note Type Active Learning Strategies

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