scholarly journals The Value of Pedagogical Preferences: A Case of Personality and Learning Environments in Higher Education

2020 ◽  
Vol 9 (3) ◽  
pp. 269
Author(s):  
Jean L Davies ◽  
Thomas L Wilson
Keyword(s):  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Social Cognitive ◽  
Group Learning ◽  
Personality Factors ◽  
Learning Preference ◽  
Preference Ratings ◽  
Positive Correlations

To improve learning outcomes, research evidence has accumulated regarding the principles of teaching and learning; however, students’ perceptions of teaching methods have received little scientific investigation toward enhanced quality of their learning. To provide a demonstration of the value of researching student perceptions of the learning environments in which they find themselves, a sample of preference ratings (n = 69) was examined to test the hypothesis there exist among the Five Factor personality dimensions correlates of preference ratings for three environments: teacher-led, independent-autonomous, and groups.  Results confirmed preference for group learning in our sample and statistically reliable zero-order positive correlations between group-based learning preference and both extraversion and openness scores and between preference for teacher-led environments and openness scores.  First-order correlations showed no significant changes in accounted preference variation when controlling the other personality factors scores.  These findings are discussed with respect to likely social-cognitive and neurodevelopmental bases of group learning effectiveness and the utility of investigating student preferences for improving the quality of learning.

scholarly journals To the Issue of Improving Military Students’ Professional Training

2020 ◽  
pp. 44-51 ◽  
Author(s):  
С.А. Молочников ◽  
Е.С. Чернявская ◽  
Л.П. Костикова
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Professional Training ◽  
Professional Competence ◽  
Quality Education ◽  
Military Students ◽  
Efficient Management ◽  
Efficient Selection ◽  
Selection Of

Качественное образование в военных вузах является залогом высокой обороноспособности нашей страны. В статье рассматриваются важнейшие направления повышения качества профессиональной подготовки курсантов военного вуза. Уделяется особое внимание качественному отбору курсантов, высокому профессионализму профессорско-преподавательского состава, вопросам управления образовательным процессом и мониторингу качества, развитию и совершенствованию образовательной среды военного вуза. Анализируется опыт Рязанского гвардейского высшего воздушно-десантного командного училища (РВВДКУ) по повышению качества профессиональной подготовки будущих офицеров-десантников. Military students’ quality education is a necessary prerequisite for our country’s high defensive potential. The article treats major activities aimed at the improvement of military students’ professional training. The article underlines that it is essential to secure efficient selection of military students, ensure professional competence of professorial staff, secure efficient management of teaching and learning processes, ensure effective quality management, secure efficient development and improvement of learning environments. The article analyzes the experience of improving the quality of novice parachute regiment officers’ professional training at Ryazan Guards Higher Airborne Command School.

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

The Usability of Mobile Devices in Distance Learning

2020 ◽  
pp. 262-278 ◽  
Author(s):  
Fırat Sarsar ◽  
Tarık Kişla ◽  
Melih Karasu ◽  
Yüksel Deniz Arıkan ◽  
Murat Kılıç
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Processes ◽  
New Techniques ◽  
Factors Affecting ◽  
Communication Techniques ◽  
Technological Developments ◽  
Effective Use

Thanks to technological developments, distance education helped new techniques and strategies to emerge in the instruction field. However, these developments may cause problems about integration of the interaction between students and instructors. Communication is seen as one of the biggest problems. Instructors' online communications and their attitudes towards this process affect quality of teaching and learning processes. Other factors affecting this process are learning environment and its effective use. This study is designed to incorporate a mixed method with the aim of reflecting instructors' experiences about different communication techniques and learning environments. In scope of this research, the researchers planned a four-week process using the communication that the researchers have been establishing with Ege University Faculty of Education's instructors. The researchers will use different mobile devices and feedback methods for the process.

Improving the Quality of Online Learning Environments

2017 ◽  
pp. 278-300
Author(s):  
Komar Parveen Khan
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Specific Model ◽  
Design Guidelines ◽  
Online Learning Environments ◽  
Design Models ◽  
Design For Learning

In spite of the numerous changes in technology in the past decades, designers continue to utilize traditional instructional design models as a foundation for designing teaching and learning materials, which may not be suited for the design and development of online learning environments. A study was conducted to investigate the characteristics of an online-specific design model called Proactive Design for Learning (PD4L) (Sims, 2012; Sims & Jones, 2003) and its ability to address limitations of traditional design models. The study was conducted to examine in what ways the PD4L model would contribute to enhance the quality of online learning. Based on this research, this chapter will be able to provide readers with ideas on the ways the elements of an online specific model can serve as design guidelines, a framework or “a set of guiding principles” (Sims, 2011) for designers and developers to create quality teaching and learning environments.

2008 APSA Teaching and Learning Track Summaries—Track Five: Simulations and Role Play I

2008 ◽  
Vol 41 (03) ◽  
pp. 617-618
Author(s):  
Chad Raymond ◽  
Denise Vaughan
Keyword(s):  
Decision Making ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Role Play ◽  
Role Playing ◽  
Intercultural Understanding ◽  
Face Model ◽  
Quality Of Instruction ◽  
Face To Face

The Simulations and Role Play I track examined a broad range of approaches to classroom simulations and role-playing exercises. The presentations covered designs that operate online and face-to-face, model decision making at local and international levels, and run from only a few minutes to an entire semester. Participants and discussants identified several elements that are common to successful simulations. These elements included establishing clear objectives for a simulation prior to its use in a course, designing simulations to actively engage students in the learning process, and using simulations to develop professional skills, empathy, and intercultural understanding among students. The track members agreed that simulations need not be time intensive in preparation or presentation, but can be flexible and made to fit unique situations. Finally, while simulations may not increase student perceptions of the quality of instruction, the simulations do seem to increase student empathy and student decision-making skills, which are worthwhile achievements.

Improving the Quality of Online Learning Environments

2020 ◽  
pp. 507-529
Author(s):  
Komar Parveen Khan
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Specific Model ◽  
Design Guidelines ◽  
Online Learning Environments ◽  
Design Models ◽  
Design For Learning

In spite of the numerous changes in technology in the past decades, designers continue to utilize traditional instructional design models as a foundation for designing teaching and learning materials, which may not be suited for the design and development of online learning environments. A study was conducted to investigate the characteristics of an online-specific design model called Proactive Design for Learning (PD4L) (Sims, 2012; Sims & Jones, 2003) and its ability to address limitations of traditional design models. The study was conducted to examine in what ways the PD4L model would contribute to enhance the quality of online learning. Based on this research, this chapter will be able to provide readers with ideas on the ways the elements of an online specific model can serve as design guidelines, a framework or “a set of guiding principles” (Sims, 2011) for designers and developers to create quality teaching and learning environments.

Augmented Reality

2018 ◽  
pp. 291-309
Author(s):  
Nhu Le ◽  
Hanh Dinh
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Language Education ◽  
Future Research ◽  
Quality Of Teaching ◽  
Technological Tools ◽  
Language Classrooms

Rapid advancement in technology has altered the way language education is conceptualized and practiced. Technological tools, when effectively integrated with appropriate pedagogical foundations, can enhance the quality of teaching and learning experiences. Augmented reality (AR) has emerged as one of the latest technologies offering a new way to bridge virtual and reality worlds. Due to the widespread proliferation of digital technology, the implementation of AR on mobile devices such as smartphones and tablets has become a growing trend in educational settings. Regardless of the advantages that AR technology brings to language classrooms, there have been very few studies exploring the design, evaluation, and applications of AR for educational purposes. Therefore, this chapter aims to (a) introduce AR technology in learning environments, (b) embrace its potentials and foreseeable hindrances to language education, (c) discuss practical and applicable ways to use this merging technology effectively in the classroom, and (d) propose some issues for future research.

scholarly journals First-Year Undergraduate Student Expectations of two UK Chemistry Degree Programmes

2019 ◽  
Author(s):  
Dylan P Williams ◽  
Shane Lo Fan Hin ◽  
Erlina Erlina
Keyword(s):  
Student Perceptions ◽  
Contact Time ◽  
Teaching And Learning ◽  
Learning Experience ◽  
First Year ◽  
Learning Approaches ◽  
Student Expectations ◽  
The Difference ◽  
Academic Year

Recent work on student perceptions of skills development and engagement with different teaching and learning approaches have provided useful evidence bases for practitioners aiming to enhance the student learning experience. Although there has been some useful research on student expectations in non-STEM (Science, Technology, Engineering and Mathematics) disciplines, there remains an opportunity to measure and analyse the expectations of students in STEM disciplines, particularly chemistry. The aim of this study was to measure the expectations that first year undergraduate chemists have of the types of learning experiences that will be included in their degree programmes, the amount of time per week that they will devote to different aspects of study and the types of learning behaviours they will adopt. Data was collected using questionnaires deployed at the Universities of Leicester and Sussex in the 2017/18 academic year. The study has shown that many students overestimate the amount of lecture based (59%) and small group based (57%) contact time they expect to have. Students appear to place a high value on the importance of feedback in the learning process but the proportion of students who agree they will read and act on feedback decreases over the course of the academic year. A number of factors feed into student reflections on the difference between expectation and reality including the quality of student life (e.g. quality of accommodation and social activities), value-for-money concerns (e.g. the amount of contact time and the quality of teaching) and matters related to workload and learning support.

Measuring Higher Education Service Quality During COVID-19 Pandemic in China using a SERVQUAL Method

2021 ◽  
Vol 39 (10) ◽  
Author(s):  
Lijun Li ◽  
Sin Yin Teh
Keyword(s):  
Service Quality ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Gap Analysis ◽  
Self Report ◽  
Five Dimensions ◽  
Education Service ◽  
Perceptions And Expectations

There has been an emergency teaching and learning paradigm shift in China universities due to the closure of many higher educational institutions due to COVID-19. This study examines the education service quality during the pandemic. Five dimensions of SERVQUAL have been studied, namely tangible, dependability, responsiveness, assurance and empathy. Using a simple random sampling method, self-report questionnaires were distributed to undergraduate students from the Tianfu College of Southwestern University of Finance and Economics (SWUFE), who participated in this study. This resulted in 373 usable questionnaires. In all five dimensions of service quality, a gap was observed between students’ perceptions and expectations, and are listed in ascending order as follows: tangible: -0.073, assurance: 0.015, empathy: 0.050, responsiveness: 0.052, and reliability: 0.056. The gap analysis between service quality perceptions and expectations showed that all scores for perceptions were higher than expected, except for the tangible dimension. Nevertheless, the negative gap is small and negligible. This finding indicates that the service quality of tangible dimension could be slightly improved. Specifically, the university must upgrade facilities and equipment to improve the fluency of the teaching network, and skills of teachers should be improved to advance their teaching methods, in order to support online teaching and learning, which could reduce the gap of service quality of tangible dimension between student perceptions and expectations.

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