KINAESTHETIC LEARNING STYLE AND ITS USAGE IN LEARNING PROCESS IN BASIC SCHOOL

Learning Content ◽

Basic School ◽

Teaching Learning ◽

Relaxation Exercises

The aim of the research is to explore the possibilities and methodological solutions of using kinaesthetic teaching style in the teaching/learning process in basic school and its impact on pupil involvement in learning activities and attainment of goals. Qualitative and quantitative methods - experienced teacher’s survey and student-trainee survey after observation and analysys of lessons at school are used during the study. It is concluded that: 1)the kinesthetic style of learning involves different forms - tactile, movement-based learning, warm-up and relaxation exercises; 2)it is applicable at all stages of education and in teaching/ learning and extra-curricular activities; 3) it is effective during the classroom if it is consistent with the age of the pupils and the learning content. The survey concluded that majority of surveyed teachers positively evaluate the kinesthetic teaching/ learning style and quite often apply it in their lessons according to their competence.

The Use of Rosetta Stone® as Teaching Media to Improve Students’ Vocabulary Mastery

English Education ◽

10.20961/eed.v6i3.35889 ◽

2018 ◽

Vol 6 (3) ◽

pp. 304

Author(s):

Gigih Aji Prasetyo ◽

Martono Martono ◽

Suparno Suparno

Keyword(s):

Junior High School ◽

Learning Process ◽

Quantitative Methods ◽

New Words ◽

Central Java ◽

Rosetta Stone ◽

Academic Activities ◽

Teaching Learning ◽

Active Learner

The objectives of the research are to identify: (1) whether the use of Rosetta Stone® can improve students‟ vocabulary mastery; (2) the strengths and weaknesses of Rosetta Stone®. The research was carried out at a Junior High School in Surakarta, Central Java in 2014/2015 academic year. It was conducted in two cycles and applied Rosetta Stone® as teaching media for teaching vocabulary. The data were analysed by qualitative and quantitative methods. The result of the research showed the improvements, students could:(1) pronounce most of the words correctly; (2) memorized the new words more easily; (3) use the correct grammar in sentences. The class situation also improved, the students: (1) gave a full attention and did not make non- academic activities during teaching learning process; (2) tended to be active learner. In addition, the students‟ mean score also improved. The strengths of Rosetta Stone® are on the enhancement of teaching learning process. On the other hand, the weaknesses of this software are on the task preparation and the images limitation.

UN ESTUDIO DE INVESTIGACIÓN-ACCIÓN SOBRE LA PERCEPCIÓN DE LOS ESTUDIANTES SOBRE EL USO DE NICENET, UN ASISTENTE EN LÍNEA PARA EL APRENDIZAJE DEL INGLÉS COMO SEGUNDA LENGUA, EN EL SALÓN DE CLASE EN ECUADOR

Revista Electrónica Calidad en la Educación Superior ◽

10.22458/caes.v1i2.406 ◽

2011 ◽

Vol 1 (2) ◽

pp. 31-45

Author(s):

María del Carmen Boloña-López

Keyword(s):

Action Research ◽

Classroom Management ◽

Language Learning ◽

Learning Process ◽

English Learners ◽

Quantitative Methods ◽

English Learning ◽

Technological Tools ◽

AN ACTION RESEARCH STUDY OF LEARNERS’ PERCEPTION OF USING OF INTERNET ACTIVITIES THROUGH CLASS THE NICENET ICA IN THE EFL CLASSROOM IN ECUADORLa incorporación de actividades de Internet y Sistemas de Manejo de Clase en el proceso de enseñanza / aprendizaje en el idioma Inglés ha aumentado su popularidad entre los profesores y estudiantes usuarios de las Tecnologías de Información y Comunicación. La computadora es concebida como una herramientas que favorece el desarrollo cognitivo. Como resultado, tanto profesores como estudiantes están usando frecuentemente estas tecnologías para diferentes propósitos tales como gestión de conocimiento, comunicación, interacción, participación y colaboración cuando son miembros de ambientes de aprendizaje de Inglés en línea.El propósito de este estudio fue investigar las percepciones del proceso, práctica y uso de actividades de Internet a través de Nicenet Asistente de Clase en Internet para descubrir como los estudiantes percibieron la integración y aplicación de estas tecnologías en su proceso de aprendizaje de Inglés. El estudio usó métodos cuantitativos y cualitativos de investigación en acción tales como documentos de clase, una encuesta, diarios y comentarios de los estudiantes para explorar sus reacciones y percepciones a estas dos tecnologías. Dos preguntas de investigación fueron exploradas en este estudio: (1) ¿Cómo pueden ser descritas las percepciones de los estudiantes del proceso del uso de herramientas tecnológicas? y(2) ¿Cuáles son las percepciones de los estudiantes del uso de actividades de Internet para aprender Inglés?Los participantes de este estudio consistieron de estudiantes universitarios en nivel Intermedio Superior de Inglés los cuales se graduaron en colegios públicos, religiosos y bilingües. Los resultados indican que hubo un alto nivel de aceptación de las actividades de Internet a través de Nicenet Asistente de Clase en Internet cuando los estudiantes interactúan, se comunican y gestionan conocimiento para aprender Inglés a través de ambientes colaborativos de aprendizaje en Internet.Palabras clave: Internet, aprendizaje del Inglés online, Nicenet, educaciónAbstract The incorporation of Internet activities and Classroom Management Systems in the English teaching/learning process has increased popularity among teachers and learners of these Information Communication Technologies since computers became cognitive tools to enhance learning. As a result, teachers as well as learners are frequently using these technological tools for different purposes such as knowledge management, communication, interaction, participation and collaboration when they are members of online English learning environments. The aim of this study was to investigate learners’ perceptions of the process, practice and use of Internet activities through the Nicenet Internet Classroom Assistant in order to discover how learners perceived the integration and application of these technologies in their English learning process. The study used qualitative and quantitative methods of action research: class documents, a survey, learners’ journals and learners’ comments in order to explore their reactions and perceptions to these two technologies. Two research questions were explored in this study: (1) How can learners’ perceptions of the process of using technological tools for language learning be described? and (2) What are learners’ perceptions of using Internet activities to learn English? Participants of this study consisted of upper intermediate university English learners who graduated from Ecuadorian public, religious or bilingual high schools. The findings indicate that there was a high learners’ acceptance of the Nicenet ICA Internet activities when they interact, communicate, manage knowledge to learn English through online collaborative English learning environments.Keywords: Internet activities, the Nicenet Internet Classroom Assistant, English Foreign Language Classroom

Teachers’ Perception on Students’ Learning Style and Their Teaching

Indonesian Journal of Curriculum and Educational Technology Studies ◽

10.15294/ijcets.v7i1.26727 ◽

2019 ◽

Vol 7 (1) ◽

pp. 11-19

Author(s):

Agustrianita Agustrianita ◽

Didi Suherdi ◽

Pupung Purnawarman

Keyword(s):

Learning Styles ◽

Learning Style ◽

Teaching Methods ◽

Quantitative Research ◽

Teaching Style ◽

Group Discussion ◽

English Teachers ◽

Research Approach ◽

Teachers Perceptions ◽

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

Self-Guided Learning Process in Preschool: Challenges of the Practice

10.22364/htqe.2021.48 ◽

2021 ◽

Author(s):

Antra Randoha ◽

◽

Dagnija Vigule

Keyword(s):

Learning Outcomes ◽

Learning Process ◽

Preschool Teachers ◽

Preschool Education ◽

Social Aspects ◽

Guided Learning ◽

Learning Content ◽

Key Skills ◽

Significant Process ◽

The mandatory teaching/learning content of the preschool lays emphasis on the child’s most essential interests and needs, acquiring them in such a process that leads to the formation of literacy or competence. Self-guided learning in the teaching/learning process appears as the major method that helps the pre-schooler acquire the content of all domains. According to the preschool guidelines, values and morals, general or transversal skills, cognitive, emotional and social aspects of the child’s actions that help to acquire knowledge, understanding and key skills for man’s functioning in important spheres of life and these are the key skills in the domains of language, social and civic, understanding of culture and self-expression in art, science, mathematics, technology, health and physical activities that form the mandatory teaching/learning content of preschool education. When acquiring all the necessary skills and knowledge, the child has to reach the planned learning outcomes that are attained in a self-guided learning process. Self-guided learning is one of the most essential modern competences or the individual’s readiness to adjust and apply the knowledge, skills and attitudes when solving different situations. Are preschools ready for this, does this process take place and do preschool teachers understand the concept “self-guided learning process” – this is the topicality that definitely should be paid attention to relating it to teacher education, the development of the self-guided learning model and its piloting in the preschool environment. A self-guided learning process should not be taken for granted because the child does not have such skills – to know / to feel how and what to do to start, for example, exploration. The child has not acquired these skills if the adult has not demonstrated how to do this. The child since young age should be gradually directed towards that – what and in which way to learn. The participation of the adult or teacher in this significant process is critical.

Emerging Trends, Techniques, and Tools for Massive Open Online Course (MOOC) Management - Advances in Educational Technologies and Instructional Design ◽

The Learning Style of Gamers

10.4018/978-1-5225-5011-2.ch005 ◽

2018 ◽

pp. 106-129

Author(s):

Francisco Jurado ◽

Pilar Rodriguez

Keyword(s):

Learning Styles ◽

Learning Style ◽

Learning Process ◽

Experimental Analysis ◽

User Profile ◽

Learning Performance ◽

Learning Methods ◽

Interesting Approach ◽

The use of gamification has shown to be an interesting approach to engage users in MOOCs. In this context, different game strategies, elements, and mechanics are applied to help to improve the teaching/learning process. When designing teaching/learning methods, teachers must take into account both gamification techniques and learning styles in order to encourage students and to improve their learning performance, respectively. However, while applying gamification and at the same time keep taking into account the corresponding learning styles, we may find some kinds of incompatibilities. Thus, what this chapter covers is the conducted experimental analysis aimed at exploring the viability of merging gamer's profiles and learning styles in a single multidimensional user profile. The obtained results expose that, with this approach, we are able to identify groups of students so that, while designing teaching/learning methods, we can take into account both learning styles to improve the learning performance and gamification techniques to motivate and encourage the student.

Analysis of High School Students’ Teaching Style Preferences

IAMURE International Journal of Education ◽

10.7718/iamure.ije.v6i1.497 ◽

2013 ◽

Vol 6 (1) ◽

Author(s):

IAN C. ABORDO ◽

CARTHY JOY T AGUILLON

Keyword(s):

High School ◽

High School Students ◽

Learning Process ◽

School Administrators ◽

Teaching Style ◽

Teaching Styles ◽

School Students ◽

Self Assessments ◽

Teaching Learning ◽

Style Preferences

The students are the best witnesses to how the teachers perform their instructional duties. Students develop particular expectations to teaching style preferences. This study investigates the students’ self-assessments of their teaching style preferences against their observed teaching styles that their year level teachers have used and determined the relevance of Teeters’ (2001) teaching style model. Teeters’ (2001) instructor style inventory was used to collect data from 114 high school students of an academy in Valencia, Bukidnon, Philippines. Results revealed that the students highly preferred all the teaching styles. Students in different year levels also rated their teachers’ safe, stimulating, spontaneous, and systematic teaching styles moderate and high. Significant differences in all the students’ observed teaching styles were found between the year levels. Teaching styles with “no difference” and “there is difference” depend on the year levels. School administrators and teachers in this academy may consider the viability of Teeters’ teaching style model in their teaching-learning processes.Keywords: Education, teaching styles, teaching-learning process, Teeter’s teaching stylemodel, Bukidnon, Philippines

PENDEKATAN SISTEM PEMBELAJARAN BAHASA ARAB DI MADRASAH MU’ALLIMIN MUHAMMADIYAH YOGYAKARTA

EDUKASI Jurnal Penelitian Pendidikan Agama dan Keagamaan ◽

10.32729/edukasi.v16i2.473 ◽

2018 ◽

Vol 16 (2) ◽

Author(s):

Toni Pransiska ◽

Aly Aulia

Keyword(s):

Comparative Study ◽

Language Learning ◽

Learning Process ◽

Quantitative Methods ◽

Arabic Language ◽

Learning Goals ◽

Text Book ◽

Direct Practice ◽

And Training

AbstractThis research examined the Arabic language development and learning at Madrasah Mu’allimin Muhammadiyah, Yogyakarta. Research diagnosed the components or sub-systems in Arabic language learning, which involved students, teachers, learning goals, methods, and Arabic text books. It is intended to describe the learning process of Arabic language in perspective of system approach. This research is a mixed research of qualitative and quantitative methods. In general, the interaction of sub-systems, namely students, teacher conditions, goals, methods, and text books is collaborative and cooperative. Even though, some problems were still found in each sub-system. The interaction of sub-systems in the learning process that implemented the interdependent, cooperative and dynamic principals, worked well. In addition, it is necessary to perform educational efforts to improve teacher competencies and student quality with education and training, workshop, seminar, text-book writing, comparative study, and direct practice. Therefore, the Arabic learning process may find an ideal format and solutive and educational steps in designing Arabic language learning that is active, conducive, creative, innovative, and fun.Abstrak Penelitian ini membahas tentang pengembangan dan pembelajaran bahasa Arab di Madrasah Mu’allimin Muhammadiyah Yogyakarta. enelitian ini mencoba mendiagnosa komponen atau sub-sub system dalam pembelajaran bahasa Arab yang meliputi siswa, guru, tujuan pembelajaran, metode, dan buku ajar bahasa Arab.Hal ini dimaksudkan untuk mendeskripsikan proses pembelajaran bahasa Arab dalam perspektif pendekatan system. Penelitian ini merupakan jenis penelitian kombinasi (mix research) antara kualitatif dan kuantitatif. Secara umum, interaksi antar sub system seperti siswa, kondisi guru, tujuan, metode, dan buku ajar saling kolaboratif dan sinergis. Meskipun masih banyak ditemukan beberapa masalah di masing-masing sub system tersebut. Interaksi antar sub system tersebut dapat berjalan dengan baik dalam proses pembelajaran dengan melaksanakan prinsipi interdependensi, sinergitas, dan dinamis. Disamping itu, perlu melakukan upaya-upaya edukatif untuk meningkatkan kompetensi guru dan kualitas siswa dengan pendidikan dan pelatihan, workshop, seminar, penulisan buku ajar, studi banding (comparative study), dan praktek langsung (direct practice). Dengan begitu, proses pembelajaran bahasa arab dapat menemukan format ideal dan langkah-langkah solutif-edukatif dalam mendesain pembelajaran bahasa Arab yang aktif, kondusif, kreatif, inovatif dan menyenangkan.

Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

Review of European Studies ◽

10.5539/res.v9n4p8 ◽

2017 ◽

Vol 9 (4) ◽

pp. 8

Author(s):

Setareh Mousavi ◽

Mohammadreza Nili ◽

Ahmadreza Nasr ◽

Mohammad Masoud

Keyword(s):

Art Education ◽

Quantitative Methods ◽

Learning Activities ◽

Structured Interviews ◽

Self Directed Learning ◽

Directed Learning ◽

Competency Based ◽

Teaching Learning ◽

Innovation Indicators

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.

Making Data Science Count In and For Education

10.35542/osf.io/hc2dw ◽

2019 ◽

Author(s):

Joshua Rosenberg ◽

Michael Lawson ◽

Daniel Anderson ◽

Ryan Seth Jones ◽

Teomara Rutherford

Keyword(s):

Teaching And Learning ◽

Quantitative Methods ◽

Data Science ◽

Design And Technology ◽

Educational Systems ◽

Future Directions ◽

Learning Content ◽

Science Domain ◽

Using Data ◽

New data sources and analytic techniques have enabled educational researchers to ask new questions and work to address enduring problems. Yet, there are challenges to those learning and applying these methods. In this chapter, we provide an overview of a nascent area of both scholarship and teaching, educational data science. We define educational data science as the combination of capabilities related to quantitative methods in educational research, computer science and programming capabilities, and teaching, learning, and educational systems. We demonstrate that there are two distinct—but complementary—perspectives on educational data science in terms of being both in education (as a research methodology) and for education (as a teaching and learning content). We describe both of these areas in light of foundational and recent research. Lastly, we highlight three future directions for educational data science, emphasizing the synergies between these two perspectives concerning designing tools that can be used by both learners and professionals, foregrounding representation, inclusivity, and access as first-order concerns for those involved in the growing community, and using data science methodologies to study teaching and learning about data science. We highlight the potential for the growth of educational data science within learning design and technology as situated with the broader data science domain and in education more broadly.

DIGITAL TEACHING/LEARNING CONTENT IN NATURAL SCIENCE EDUCATION PROCESS: EFFICIENCY EVALUATION

GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ◽

10.48127/gu-nse/11.8.08a ◽

2011 ◽

Vol 8 (2) ◽

pp. 8-26

Author(s):

Vincentas Lamanauskas ◽

Violeta Šlekienė ◽

Loreta Ragulienė ◽

Renata Bilbokaitė

Keyword(s):

Science Education ◽

Learning Process ◽

Natural Science ◽

Digital Content ◽

Efficiency Evaluation ◽

Education Practice ◽

Learning Content ◽

Teaching Learning ◽

Natural Science Education ◽

Education Process

Over the latter years education practice has changed a lot. New ways, forms and means of teaching “are coming” to comprehensive schools. Even applying common teaching methods and forms, their application algorithm is changing. First of all, it is related to virtual environment. You can find plenty of important material for education practice in the internet. One of urgent fields is digital teaching/learning content. We can basically assert that digital teaching/learning content is a perspective way seeking to improve education process. However, it is not right to refer only to research works carried out in other countries. It is necessary to assess the context of the country, to accomplish representative evaluations in the population of Lithuanian students and teachers. Digital teaching/learning content, as research works carried out in other countries show, can be an effective means in the teaching/learning process. Lithuania is short of such research works. Quite often teachers practitioners “are experimenting” in a very limited space and restrict themselves to only individual digital content component creation, e.g., of various computer teaching programmes. The object of this research is the efficiency evaluation of digital presentations and lesson scenarios for “Nature and man “subject lessons. Digital presentations and lesson scenarios are arranged according to the textbook “In scientists’ footsteps 5”content. The main aim is to evaluate the arranged digital teaching/learning content. The evaluation was carried out in four main aspects: • Didactic; • Technological; • Usage; • Need. The research was going on from the beginning of January, 2011 to the middle of April, 2011. 20 teachers gave experimental lessons and carried out the evaluation of each of them. The evaluation paper was prepared. It contained 34 statements, connected with the employment of digital content. The statements were evaluated in the 5 range scale from “quite agree” to “quite disagree”. Also the teachers were asked to give comments which they considered to be necessary. Experimental lessons were given in the following order: • IB+PPT (Interactive board +Power Point presentation); • IB+AcIns (interactive board +Active Inspire presentation); • S+PPT (screen + PowerPoint presentation); • S +AcIns (screen + Active Inspire presentation). One group of teachers (11) were using interactive boards + PPT/AcIns + lesson scenarios in the lessons. The second group (10) were using the screen + PPT/AcIns + lesson scenarios in the lessons. In addition, some teachers tried IB/S + lesson content was given in pdf format. Research results show, that digital teaching/learning content together with arranged lesson scenarios for the realisation of the latter is undoubtedly, an innovative phenomenon in the educational practice. DTC (Digital Teaching Content) application in education practice is significant, because it directly educates students’ digital literacy as one of the essential abilities. DTC is basically interpreted as a component supplementing and integrating traditional teaching means. It has been stated, that DTC usage makes the lesson more effective regardless of the subject of the lesson (makes it more interesting, diverse, more attractive), develops students’ cognitive and psychosocial abilities, strengthens learning motivation, activates teaching/learning process itself. In addition, employment of DTC plays a supplementing role in education process applying various ICT, e.g., interactive boards, multimedia projectors and other. It has been stated, that prepared DTC in respect of realisation and extent of time is suitable and optimal. Optimal amount of slides is presented, the duration of slide usage in terms of time is optimal, and the foreseen activities are fully implemented. Referring to research results we can claim, that the priority is given to Active Inspire format. We can surely assert that DTC usage together with the other teaching /learning devices solves valeological - ergonomic problems. Time is saved, the usage of time allotted to learning is made more effective, teachers’ work itself is made easier, in this way forming possibilities to solve other important education questions. Key words: basic school, digital teaching and learning content, evaluation, natural science education.