scholarly journals An Analysis on the Effectiveness of Active Learning Activities for Students of Different Learning Styles in Petroleum Economics

2019 ◽  
Author(s):  
Dinesh Kanesan ◽  
◽  
Rajalingam Sokkalingam ◽  
Mysara Eissa Mohyaldinn ◽  
Muhammad Luqman Hasan ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Activities ◽  
Petroleum Economics

scholarly journals Membangun Atmosfir Belajar Siswa Ekstrovert & Introvert dengan Metode Active Learning Klop and Zonk

2018 ◽  
Vol 1 (3) ◽  
Author(s):  
Maria Patricia Tjasmadi ◽  
Diana Ifan Sari Ledoh
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Personality Characteristic ◽  
Learning Activities ◽  
Ideal Situation ◽  
Significant Difference ◽  
Creative Learning ◽  
Good Learning ◽  
The Ideal

Learning atmosphere is the situation and condition or atmosphere of the process of teaching and learning  activities in a classroom. The ideal situation and condition  is to create a cheerfull, communicative and educative atmosphere. This learning above requires a good cooperation between teachers and student and fellow students. In the class teaching and learning activities, teachers usually feel a significant difference from each student, their personality, habits and learning styles. There are two types of personality characteristic that stand out and contradict each other if viewed from the psychological aspects. The first characteristic are students who are enthusiastic, active, courageous, and ask spontaneously. The second characteristic are shy, quite, and solitary students. If not addressed properly this defference will affect the process of teaching and learning activities. Based on the above exposure, teachers should be able to design a comfortable, interesting  and creative learning environment in order to facilitate learning on both  types of personality characteristics. The writer chooses active learning  methods and designs klop and zonk media to create  a fun learning atmosphere for all students, that aims to build the good learning atmosphere for ekstrovert and introvert students. To strengthen the method of active learning klop and zonk the writer has doing classroom action research for ekstrovert and introvert students.

FACILITATING SKILLS OF GRADE SCHOOL TEACHERS IN INCREASING LEARNING RETENTION AMONG GRADE SCHOOL PUPILS

2019 ◽  
Author(s):  
GARRY LINGON
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Learning Activities ◽  
Survey Questionnaire ◽  
Grade School ◽  
School Teachers ◽  
Weighted Mean ◽  
Daily Lives ◽  
Learning Retention ◽  
Materials Used

<p>Teachers are a facilitator of the learning process. Teachers give pupils an ample time to discover new things on their own. Many challenges faced by the teachers in facilitating the activity of learners such as planning, creating, preparing, and selecting the materials used in the activity. Because of this, the task of the teachers is multi-faceted. Many things to be considered in making learning activities, must suit the capability of the learners, this activity can be adapted to different learning styles, and the activity must stimulate the interest of the learners. But not all activities are fitted for all learners because learners are diverse and unique in nature. The needs of pupils are the major concern of the teachers, to retain the learning of the pupils and especially the learning could apply in their daily lives for meaningful learning. The research dealt with the challenges of the teachers in increasing the learning retention among pupils and possible activities that stimulate the interest of the learners. This research measure the responses measured in getting the frequency, percentage, and weighted mean using formulas to analyze the data gathered. Utilize descriptive design with a survey questionnaire as the research instrument. This research has two sets of respondents the grade school teachers and pupils. <br></p>

scholarly journals A Proposed Model for Detecting Learning Styles Based on Agent Learning

2016 ◽  
Vol 11 (10) ◽  
pp. 65 ◽  
Author(s):  
M S Hasibuan ◽  
L E Nugroho ◽  
P I Santosa ◽  
S S Kusumawardani
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Evaluation Model ◽  
Learning System ◽  
Learning Activities ◽  
Instructional Materials ◽  
Data Driven ◽  
Automatic Learning ◽  
Proposed Model ◽  
Agent Learning

A learning style is an issue related to learners. In one way or the other, learning style could assist learners in their learning activities if students ignore their learning styles, it may influence their effort in understanding teaching materials. To overcome these problems, a model for reliable automatic learning style detection is needed. Currently, there are two approaches in detecting learning styles: data driven and literature based. Learners, especially those with changing learning styles, have difficulties in adopting these two approach since they are not adaptive, dynamic and responsive (ADR). To solve the above problems, a model using agent learning approach is proposes. Agent learning involves performing activities in four phases, i.e. initialization, learning, matching and, recommendations to decide the learning styles the students use. The proposed system will provide instructional materials that match the learning style that has been detected. The automatics detection process is performed by combining the data-driven and literature-based approaches. We propose an evaluation model agent learning system to ensure the model is working properly.

scholarly journals Improving Students' Learning In Precalculus With E Learning Activities And Through Analyses Of Students' Learning Styles And Motivational Characteristics

2020 ◽  
Author(s):  
Seung Youn Chyung ◽  
Janet Callahan ◽  
Doug Bullock ◽  
Kendra Bridges ◽  
Joanna Guild ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Activities ◽  
E Learning

Reality and Diversity: Reform in the Architectural Design Studio

2006 ◽  
Vol 31 (2) ◽  
pp. 20-31
Author(s):  
Jia Beisi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Personal Experience ◽  
Architectural Design ◽  
Learning Activities ◽  
Two Dimensional ◽  
Learning Style Inventory ◽  
Reflection In Action ◽  
Architectural Design Studio ◽  
And Performance

Habraken points out that the architectural studio failed to bring students to basic questions in the architecture of everyday environments. Till criticizes that in a studio, it is only the professional value represented by the teachers that prevails. To investigate the reasons of the allegation, this paper introduces a learning model defined by David A. Kolb, in which a learning process consists of two dimensional movements: i.e., prehension (concrete experiences vs. abstract conceptualization) and transformation (reflection and experiment). The paper then inquires into Schön's observation in the studio learning mode characterized as reflection-in-action. It is found that this studio is mainly dealing with the transformation dimension, and prehension dimension is either suppressed or represented by the teacher's experiences and conceptions. The paper discovers that the cause of problems raised by Habraken and Till is the inherent lack of substance in the prehension dimension. The paper assesses a studio programme in which the basic questions of built environment were systematically introduced. It analyzes the students' reactions and performance in line with students' learning styles found using Kolb's Learning Style Inventory (LSI). It suggests that the students' learning activities are more diversified than what Schön could perceive. There is a possibility to adapt students' personal experience and abstract conceptualization which may play into the studio. By enhancing diversity of learning styles rather than letting one's learning style (reflection-in-action) prevail, the studio may become a platform in which students may learn from each other.

Pengembangan Paket Strategi Pembelajaran Aktif

2016 ◽  
Vol 18 (2) ◽  
pp. 115
Author(s):  
Supardi Supardi
Keyword(s):  
Active Learning ◽  
Small Groups ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Tools ◽  
State Institute ◽  
Training And Education ◽  
Islamic Studies ◽  
Is Research

This research is aimed at developing active learning tools to improve the effectiveness of the instructional strategy lectures at the Faculty of Teacher Training and Education of State Institute for Islamic Studies (FITK IAIN) Mataram. The method of this research is research and development (R&D) that was started with the process of needs assessment, the design of prototype of active learning tools that were tested in the next process by meansof expert validation, one to one, small groups, whole class, and effectiveness trials. The result of the trials on the developed product showed that its use had been effectively improved the students contribution during teaching and learning activities if compared to the students contribution in conventional learning process.

Active Learning Strategies for Online College Classrooms

2020 ◽  
pp. 1-19
Author(s):  
Marina Kamenetskiy
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Educational Leaders ◽  
Learning By Doing ◽  
Learning Activities ◽  
College Classrooms ◽  
Learning Techniques ◽  
Online Classrooms ◽  
Active Learning Strategies ◽  
Interest And Motivation

The term active learning is also known as “learning by doing”; it is where students are presented with a variety of learning activities that encourages thinking and reflection. Educational leaders recognize the value of promoting active learning in the educational setting and encourage their faculty to apply active learning techniques in their online classrooms to increase learner interest and motivation. This chapter identifies various active learning strategies that can be applied to any discipline in any online course, as well as presents different examples of active learning activities. Active learning strategies can include group work, simulations (role play), and games, in order to build learners' critical thinking, problem-solving, and collaboration skills.

Advancing Learning Through Virtual Worlds

2010 ◽  
pp. 556-572
Author(s):  
Steve Mahaley ◽  
Robin Teigland
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Virtual Worlds ◽  
Second Life ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
Learning Activity ◽  
Future Research ◽  
Implementation Challenges ◽  
Incoming Students

Higher education institutions and corporations are increasingly exploring new pedagogical methods to align with learning styles of incoming students and employees, who are amazingly adept at using Web 2.0 applications. This chapter explores the use of virtual worlds, in particular that of Second Life, in educational activities by organizations such as higher education institutions or corporations. We begin by introducing virtual worlds with a particular focus on Second Life. We then provide an overview of the benefits of this environment for learning activities before presenting a set of potential learning activities that can be conducted within Second Life. We then discuss an in-depth example of 3D teaming-one learning activity within Second Life conducted by the authors. After a discussion of implementation challenges, we then present areas for future research.

scholarly journals Analysis of Middle Grades’ Science Textbooks Based on the Active Learning

2019 ◽  
Vol 7 (1) ◽  
pp. 80
Author(s):  
Al-Momani Fayhaa N.
Keyword(s):  
Active Learning ◽  
Scientific Inquiry ◽  
Intermediate Stage ◽  
Natural Sciences ◽  
Physical Activities ◽  
Learning Activities ◽  
Student Activities ◽  
Textbook Series ◽  
The Subject ◽  
Intellectual Activities

The study aimed to analyse the series of natural sciences textbooks for the intermediate stage in the light of active learning in KSA. Two sources of data used: active learning activities card; content analysis card to measure the degree of involvement. The results showed the concentration of the middle textbook series on physical activities, while the students were weakly involved in intellectual activities, social activities were neglected, in addition; the integration activities were low. On the other hand, the values of the involvement coefficient of the natural sciences textbook series for the middle stage in light of the subject matter indicated that it is suitable and excellent, as well as; acceptable in the light of graphics, shapes and, but not satisfactory in activities Where students are involved in the practice of thinking and scientific inquiry in a few percentages. The study recommended that teachers should take into account the diversity of the forms of student activities in active learning during instruction.

scholarly journals Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

2018 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Renee M. McFee ◽  
Andrea S. Cupp ◽  
Jennifer R. Wood
Keyword(s):  
Veterinary Medicine ◽  
Active Learning ◽  
Student Performance ◽  
Student Attitudes ◽  
Learning Activities ◽  
Learning Activity ◽  
Hands On ◽  
Case Based Learning ◽  
Survey Responses ◽  
Case Based

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests ( P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest ( P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

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