Repeated Learning Experience centered Teaching-Learning and Learning Community for Speech Education at the University

2012 ◽  
Vol null (23) ◽  
pp. 75-98
Author(s):  
Byoung-seob Ahn
Keyword(s):  
Learning Community ◽  
Learning Experience ◽  
Speech Education ◽  
Teaching Learning ◽  
The University

Tâches, interaction et présence à distance

2021 ◽  
pp. 65-74
Author(s):  
Christelle HOPPE
Keyword(s):  
International Students ◽  
Learning Experience ◽  
The Other ◽  
Health Crisis ◽  
Pedagogical Choices ◽  
The One ◽  
Teaching Learning ◽  
The University ◽  
Made In

This article presents the highlights of the learning experience within the teaching-learning scheme of French as an additional language as it was proposed to international students at the university to ensure pedagogical continuity during the health crisis between April and June 2020. Through vignettes that give an overview of the course, it proposes, on the one hand, to reflect on the pedagogical choices that were made in order to measure their effects effectively. On the other hand, it looks at the role of the tasks and the way in which they stimulate interaction, articulate or organise the cognitive, conative and socio-affective presence at a distance in this particular context. What emerges from the experience is that the flexible articulation of a set of tasks creates an organising framework that helps learners to shape their own curriculum while supporting their engagement. Overall, the pedagogical organisation of the device has led to potentially beneficial creative and socio-interactive use.

scholarly journals Adaptation to Online Technology for Learning during COVID-19 Pandemic: An Observational Study of Effectiveness and Student’s Perception in Various Universities

2021 ◽  
Author(s):  
Saurabh Kumar ◽  
Ankush Sharma ◽  
Shveta Sharma ◽  
Sajjan Pal ◽  
Anand Kumar Singh
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Total Sample ◽  
Online Classes ◽  
Indian Government ◽  
Online Technology ◽  
Rapid Spread ◽  
Teaching Learning ◽  
The University

Introduction: COVID-19 is a newly discovered infectious disease caused by a virus named ‘coronavirus’. To control the rapid spread of the virus, Indian government announced lockdown in whole country. The lockdown has largely affected the lives of students because education was shifted from traditional classroom learning to online learning. After COVID 19 pandemic the online teaching-learning has become more prevalent in India, it becomes particularly important to know its effectiveness and to know whether it’s actually helping the students to achieve what they expect. Aim: The present study was designed to understand the effectiveness, student’s perspective, attitudes and readiness about online classes being conducted at the University level. Materials and Methods: An observational, descriptive study was conducted with a total sample size of 400. Students studying in four different universities were included in the study. The data was collected using a Questionnaire. A semi structured, self-administered questionnaire was prepared on Google Forms with open and close ended questionnaire and was circulated among university going students via WhatsApp and e-mail. The data was tabulated by Google spreadsheet. SPSS version 20 was used for data analysis. Results: Out of 400 students, who participated in the study, 55.25% students liked and 44.75% disliked online teaching during the lockdown period. However, 90.5% said that classroom was an effective platform for learning in comparison to online learning. Total of 6.5% subjects were completely satisfied, 24.5% somewhat satisfied and 8.25% were completely unsatisfied with online learning experience. A 44.75% student also felt difficult to spend several hours on mobile or computer. Conclusion: After analysing the results, it was concluded that the students liked the online classes but are not interested in continuing the same way after the lockdown. They felt that classroom teaching was more effective than online learning due to issues related to topic understanding, net connectivity, and lack of practical and/or demonstrations. Hence, certain improvements must be made to increase its acceptability amongst students.

scholarly journals Theoretical and Empirical Background for a Higher Education Model of Active Community Learning

2019 ◽  
Author(s):  
Gabriella Pusztai ◽  
Zsuzsanna Demeter-Karászi ◽  
Tímea Szűcs
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Community Learning ◽  
Research Directions ◽  
Non Traditional Students ◽  
Basic And Applied Research ◽  
New Research ◽  
Teaching Learning ◽  
The University ◽  
Development Center

Higher Education Research and Development Center (CHERD) at the University of Debrecen performed several basic and applied research on Higher Education. Debrecen is a typical regional HE institution with international attraction in the peripheral area of EU. We performed a series of student surveys during the last decade, and we had the opportunity to reveal the process of gaining ground of non-traditional students in HE. Our center provides an inspiring context for  researchers, where they have opportunity to discuss  their formulating new research directions  and to interpretat data and research results together. The Center supports talent esplorations and -development. Both MA/PhD students and researchers with great experience work together as a learning community. Thus, the mutual transfer and exchange of experience makes possible a continuous teaching-learning process during the research. Further more the concentration of professional development increases a special form of social capital.

Binational learning communities: A work in progress

2015 ◽  
Vol 8 (2) ◽  
pp. 86-94 ◽  
Author(s):  
Joan Gross
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Experience ◽  
State Institution ◽  
Food Culture ◽  
Studying Abroad ◽  
Pros And Cons ◽  
Teaching Learning

Studying abroad can be a life-altering experience, but not necessarily. I credit the two study-abroad experiences I had as an undergraduate as setting my course as an anthropologist. At this stage in my career, having directed, taught and evaluated five study-abroad programmes in three different countries, I felt ready to create my own based on the pros and cons I had observed. In December 2013, I completed a pilot run of a binational learning community focused on food, culture and social justice in Ecuador and Oregon and would like to share the experience in order to encourage other higher education teachers to invent similar programmes. It is not an easy model to pull off, especially in a large state institution, but it achieved the kind of coherence that I have found lacking in other study-abroad programmes and was a very satisfying teaching/learning experience. I will outline some issues concerning study-abroad programmes and then describethe programme I was involved in implementing in 2013.

scholarly journals Pengajaran Puisi dengan Metode Discovery-Inquiry

2012 ◽  
Vol 10 (2) ◽  
Author(s):  
Yuli Tiarina
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Learning Experience ◽  
Literary Work ◽  
Learning Goals ◽  
English Teacher ◽  
Teaching Literature ◽  
Inquiry Method ◽  
Teaching Learning

The goal of teaching literature is enabling students to enjoy, comprehend, explore and use literary work for improving their knowledge and language skill as well. Besides that, it is also aimed at encouraging students to master and dig the distinctive points of literary work genres, namely prose, drama and poem. In fact, teaching literature, especially teaching poem for elementary students is not an easy job. Because it becomes a problem sometime for an English teacher to make their students love and enjoy poem. So that, an appropriate teaching method is needed to solve that problem, even there is no best method which can meet all of teaching and learning goals. One of recent method that is widely used by English teacher recently is Contextual Teaching Learning (CTL). The principles of CTL have high possibilities to be applied, they are; contructing, modelling, discovery, learning community and questioning. Dealing with Discovery-Inquiry method, Carin in mentioned that Discovery-Inquiry is a teaching method that give great chances for students to get involved and using their mental process to dig and make the discoveries  for materials that they are studied. This method designs the situation that empowers students to activate their learning experience. Students may study outside of class for observation and getting inspiration, next time that experience can be written in a poem, so unconsciously they have learned how to write and explore a poem. Key words: puisi, inquiry-discovery, modeling, learning community

Bridging Teaching, Learning and Assessment Processes through a Reflective Method: Implications for Plurilingual Learning Environments

2020 ◽  
Vol 10 ◽  
Author(s):  
Barbara Spinelli
Keyword(s):  
Transformative Learning ◽  
Learning Community ◽  
Learning Environments ◽  
Global Education ◽  
Life Experiences ◽  
Learning Experience ◽  
Cultural Learning ◽  
Participatory Methods ◽  
Teaching Learning ◽  
Blended Course

The challenges of global education highlight the need for students to meaningfully engage with their life experiences, deepen their reflection on their practices and feelings, and learn from them. What challenges may the implementation of such reflective approaches in a plurilingual and pluricultural learning environment entail? This article has a three-fold aim: first, it explores benefits that reflective and participatory methods have brought to plurilingual learners in different learning settings; second it describes the implementation of a three-mode reflective framework in a university blended course aimed at developing plurilingual competences, strategies, and literacies; and third, it argues how such reflective methods may contribute to promoting an integrated and transformative learning experience for a diverse linguistic and cultural learning community. Keywords: reflective approach, plurilingualism, plurilingual/pluricultural learning

scholarly journals How to motivate students to learn Metabolic Biochemistry in a Biomedical Sciences curricula

2019 ◽  
Author(s):  
Margarida Fardilha ◽  
Magda Carvalho Henriques
Keyword(s):  
Learning Experience ◽  
Traditional Teaching ◽  
Biomedical Sciences ◽  
Teaching Methodologies ◽  
Traditional Teaching Methods ◽  
Health And Disease ◽  
Teaching Learning ◽  
Metabolic Biochemistry ◽  
The University ◽  
Control Exercise

Teaching methodologies used in biochemistry classes at the University level are traditionally dependent on theorical classes. The assessment is usually based on written tests performed at the end of the semester. However, most students who learn metabolism by this traditional method consider the study of metabolic biochemistry a terrifying and unforgettable experience. Understanding biochemical metabolic pathways was the proposed goal of the Medical Biochemistry curricular unit. To this end, the multi-method active learning approach was used in order to increase students’ motivation towards the learning process and to allow the development of skills associated with group conflict resolution, critical thinking and communication skills. Overall, students and learning facilitators were highly motivated by the diversity of learning activities, particularly due to the emphasis on correlating theoretical knowledge with human health and disease. As a quality control exercise, the students were asked to answer a questionnaire on their evaluation of the teaching/learning experience. Thus, the initial analysis of the student’s perception questionnaires permits to conclude that the approach undertaken yields results that surpass the traditional teaching methods. Investing in preparing attractive and motivating classes increases students and teacher’s general satisfaction and the learning/teaching process becomes more efficient.

scholarly journals Design students’ perceptions of a wiki enhanced English learning at university

2020 ◽  
Vol 87 ◽  
pp. 00054
Author(s):  
M.S. Liashenko
Keyword(s):  
Learning Community ◽  
Course Completion ◽  
Small Scale ◽  
English Learning ◽  
Structured Interviews ◽  
Wiki Technology ◽  
Design Students ◽  
Teaching Learning ◽  
Collaborative Activities ◽  
The University

This small-scale research is aimed at exploring design students’ perceptions of collaborative English learning via a wiki site when doing a course of English for specific purposes (ESP) at the university. The learning community based on a wiki platform was launched to improve English skills in collaborative activities with the teacher and the peers. Semi structured interviews were conducted with the design students on a voluntary basis after the course completion. The data was analyzed using a qualitative analysis, which is resulted in five main categories describing design students’ perceptions of their experiences. The results enabled to present a model of wiki enhanced learning which is grounded in theory of teaching-learning cycle. It is expected to provide an insight into the strengths and limitations of collaborative learning via wiki technology and address the challenges and outcomes of deploying wiki sites into the educational context at university.

Anthropology 3: An Experiment in the Multimedia Teaching of Introductory Archaeology

1992 ◽  
Vol 57 (3) ◽  
pp. 458-466 ◽  
Author(s):  
Brian M. Fagan ◽  
George H. Michaels
Keyword(s):  
Learning Community ◽  
Learning Experience ◽  
New Technology ◽  
Santa Barbara ◽  
Multimedia Teaching ◽  
The University ◽  
Computer Resources ◽  
Substantial Change ◽  
Fundamental Shift ◽  
Lecture Time

The introductory archaeology course at the University of California at Santa Barbara has undergone a dramatic metamorphosis in the past two years. The course has gone from a largely passive, lecture-centered learning experience to a much more student-centric one. One aspect of that shift has been the incorporation of interactive computer exercises and simulations. While a substantial change in itself, the incorporation of computer exercises is only a small part of the total transformation of the course. The key to the successful use of the new technology in the course was a fundamental shift in our approach to teaching the material. Some elements of that shift include: reducing lecture time; increasing opportunities for one-on-one interaction between instructors and students; mixing small-group and individual exercises; and creating a more democratized information network incorporating instructors, teaching assistants, computer resources, readings, and students into a learning community.

The Lyre of Orpheus: Affectivity in the Teaching/Learning Process

Horizons ◽  
1990 ◽  
Vol 17 (2) ◽  
pp. 256-268
Author(s):  
Elizabeth Dreyer
Keyword(s):  
Thirteenth Century ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Experiences ◽  
Medieval Period ◽  
Rare Type ◽  
Teaching Learning ◽  
The University ◽  
Intense Emotion

AbstractAll of us have memories—good and bad—of learning experiences. Ridicule or a rap on the knuckles produced fear and intimidation. A knowledgeable and enthusiastic teacher may have opened the door to a life's work or even to a never-ending love for learning. One can be sure that affectivity was one key element in such experiences.When you think of the emotional, feeling aspects of learning experiences, what comes to mind? What is the setting? Who are the persons? What is the material? How would you describe the affective aspects of this experience? What elements were instrumental in eliciting strong feeling? What were the effects of this experience? Was it enjoyable? And finally, is this a common or rare type of experience in your life? With these questions in mind, let us reflect on several important aspects of the role of affectivity in the teaching/learning experience.My interest in affectivity emerged when I was a campus minister at a large university. Years of conversations with faculty and students about their faith experience produced a persistent question. Why did the emotions seem so non-functional in this arena? I began to wonder how persons understood and talked about affectivity before the Western emphasis on reason and strict empiricism became so pronounced. I discovered that scholars had described the medieval period as a time of intense emotion and longing, fierce passion and ardent desire. The first phase of my search ended in the thirteenth century with an analysis of affective language in the spiritual writings of the Franciscan professor at the University of Paris, Bonaventure.

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