scholarly journals Aprendizaje colaborativo mediante estudio de caso y juego de roles en el curso análisis de las finanzas de la Escuela de Administración de Negocios en la Universidad de Costa Rica. Learning collaborative by means of a case study and role-play applied in the course finance analysis, Business School, Universidad de Costa Rica.

2017 ◽  
Vol 11 (2) ◽  
pp. 41 ◽  
Author(s):  
Eduardo Sosa Mora
Keyword(s):  
Costa Rica ◽  
Collaborative Learning ◽  
Learning Process ◽  
Teaching Strategy ◽  
Role Play ◽  
Active Role ◽  
Learning Collaborative ◽  
Aprendizaje Colaborativo ◽  
Estudio De Caso

<p><strong>Resumen</strong></p><p>En este artículo se exponen los resultados obtenidos de la implementación de una estrategia didáctica de aprendizaje colaborativo mediante el estudio de caso y el juego de roles aplicados en el curso de Análisis de las Finanzas y Presupuestos de la Escuela de Administración de Negocios de la Universidad de Costa Rica. La implementación de esta estrategia tuvo como propósito que los estudiantes jugaran un papel activo en la construcción de sus aprendizajes siguiendo el enfoque de aprendizaje significativo, así como hacer más dinámica la enseñanza por medio de la aplicación de técnicas didácticas y la realización de actividades que involucraran a los estudiantes como agentes activos en la construcción de sus conocimientos. Los resultados de la aplicación de la estrategia permiten concluir que el aprendizaje colaborativo, el estudio de caso y el juego de roles puede facilitar la construcción de sus aprendizajes a partir de la identificación y solución de un problema, mediante la aplicación creativa de los conocimientos teóricos adquiridos durante el curso. </p><p> </p><p><strong>Abstract</strong></p><p>This article presents the results of a teaching strategy applied during the Finance Analysis course, at the Business Administration School at the Universidad de Costa Rica. The strategy was a collaborative learning through a case study and role-play. The purpose of this strategy was that the students played an active role in the construction of the learning process, following the approach of the significant learning and make it a more dynamic teaching, through the application of teaching techniques, and conducting activities that involve students as active agents in building their own knowledge. As a conclusion, the collaborative learning, the case study and the role-play, can facilitate the learning process by the identification and solution of a problem through the creative application of the theoretical knowledge acquired during the course by the students.acilitate the work of the audit team during the professional practice.</p><p><strong><br /></strong></p>

Partnership of Learning Construction Through Model Making

2021 ◽  
pp. 285-305
Author(s):  
Sujatavani Gunasagaran ◽  
Tamil Salvi Mari ◽  
Sivaraman Kuppusamy ◽  
Sucharita Srirangam ◽  
Mohamed Rizal Mohamed
Keyword(s):  
Student Teacher ◽  
Learning Process ◽  
Teaching And Learning ◽  
Active Role ◽  
Project Based Learning ◽  
Architectural Education ◽  
Design Studio ◽  
Architecture Design ◽  
Construction Knowledge

Project-based learning offers an engaging instructional method to make learners active constructors of knowledge. This study aims to investigate the effectiveness of learning in two project-based learning of construction through model making in architecture using a case study and by designing. Model making is an innovative and time-consuming approach in teaching construction as this approach rely heavily on student-teacher partnership mimicking the studio learning. Learning construction through model making needs students to take an active role and to be ‘in-charge' of their learning and learning process. The study employs a survey to 78 participants of undergraduate architecture students. The results of this study demonstrated architecture students learn construction effectively using the model making method. This project-based learning allows students to have construction knowledge to consider buildability in their architecture design studio. The result can be used to improve teaching and learning of construction in architectural education.

scholarly journals Desarrollo de la expresión oral en FLE: la Francofonía y las TIC

2021 ◽  
pp. 53-73
Author(s):  
Mª Dolores Asensio Ferreiro
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Language Skills ◽  
Self Confidence ◽  
Teachers And Students ◽  
Oral Expression ◽  
Personal Skills ◽  
Teaching Learning ◽  
Large Groups ◽  
Aprendizaje Colaborativo

Comunicarse de manera efectiva y apropiada en una lengua extranjera (FL) implica dominar las cuatro habilidades lingüísticas, comprensión y expresión escritas (CE-EE) y comprensión y expresión oral (CO-EO). Sin embargo, no se desarrollan al mismo nivel durante el proceso de enseñanza-aprendizaje en entornos formales. El desarrollo de la expresión oral en FFL es a menudo un desafío para los profesores debido a condicionantes tales como la falta de motivación y sentimientos de inhibición, falta de seguridad o confianza en sí mismo del alumno. A estos, se suman otros como falta de tiempo, grandes grupos de alumnos o vacíos metodológicos y evaluativos que complican la práctica de esta competencia en el aula. Este trabajo presenta un proyecto educativo implementado en la clase FLE donde la Francofonía, el uso de las TIC y el aprendizaje colaborativo son fundamentales para desarrollar la expresión oral del aprendientee al mismo tiempo que ayuda a fortalecer sus habilidades personales. Communicating effectively and appropriately in a SL implies mastering the four language skills, i.e. written comprehension and expression and oral comprehension and expression. However, not all develop equally during the teaching-learning process in formal contexts.The development of oral expression in FFL is often a challenge for teachers and students due to conditions such as lack of motivation and feelings of inhibition of the students, lack of security or self-confidence. To these are added others such as lack of time, large groups of students or methodological and evaluative gaps that contribute significantly to hinder the practice of this competence in the classroom. This paper presents a teaching project implemented in the FFL classroom where Francophonie, the use of ICT and collaborative learning are key to developing the oral expression of the learner contributing to reinforcing their personal skills. Communiquer efficacement et de manière appropriée dans une langue étrangère (LE) implique de maîtriser les quatre compétences linguistiques, la compréhension et expression écrites (CE-EE) et la compréhension et expression orales (CO-EO). Cependant, elles ne se développent pas au même niveau au cours du processus d’enseignement-apprentissage dans des contextes formels. Le développement de l’expression orale en FLE est souvent un défi pour les enseignants en raison de conditions tellles que le manque de motivation et les sentiments d’inhibition de l’élève, le manque de sécurité ou de confiance en soi. À ceux-ci s’ajoutent d’autres comme le manque de temps, de grands groupes d’étudiants ou des lacunes méthodologiques et évaluatives qui réduisent la pratique de cette compétence en classe. Cet ouvrage presente un projet pédagogique mis en oeuvre en classe FLE où la Francophonie, l’utilisation des TIC et l’apprentissage collaboratif sont essentiels pour développer l’expression orale de l’apprenant en même temps qu’elle contribue à renforcer ses compétences personnelles.

scholarly journals Teacher’s Teaching Strategies in EFL Class

2021 ◽  
Vol 1 (3) ◽  
pp. 330-341
Author(s):  
Anrems Rafika Hayati ◽  
Zelvia Liska Afriani ◽  
Ali Akbarjono
Keyword(s):  
Small Group ◽  
Direct Instruction ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Play ◽  
First Grade ◽  
English Teacher ◽  
Research Show

Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discussion, small-group work, co-operative learning, problem solving, research, role play, case study, and writing. The research method used by the researcher was qualitative approach. The techniques of data collection were observation, interview, and documentation. The results of this research show that the teacher used some varieties of teaching strategies which are: direct instruction, discussion, small-group, and role play. The reasons teacher those strategies because those strategies made students more actively on follow the learning process, students could learn together and share their knowledge each other. The teacher used the same strategies for teaching English at first grade, but in term implementation of teaching strategies, the teacher still has difficulties to apply strategies in class during Covid-19 pandemic. Keywords: Teacher, EFL, Teaching Strategies

scholarly journals PERANAN PEMBELAJARAN PENDIDIKAN KEWARGANEGARAAN DALAM MENINGKATKAN KEBERANIAN MENGEMUKAKAN PENDAPAT SISWA

2019 ◽  
Vol 3 (1) ◽  
pp. 58
Author(s):  
Lina Marlina
Keyword(s):  
Learning Process ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Active Role ◽  
Vocational High School ◽  
Case Study Method ◽  
Strategic Role ◽  
Teaching Learning ◽  
The Impact

This research starts from the problems that appeared in Citizenship Education learning process which is recognized by lack of students’ activeness and low of courage level in expressing students’ opinions. The indication of lack the courage in expressing students’ opinions can be seen from the low of students’ activeness in learning process. Teachers have the most strategic role in learning process. The teachers Strategic role in learning process have the impact on students' competencies (knowledge, attitudes, skills). The competence of students’ will develop optimally depending on how teachers place them selves and students’ in teaching learning process. Based on the background above, the identification of this research formulation is how the teaching and learning of Citizenship Education can play an important role in improving the courage for the students’ to be able express opinions during the teaching-learning process easily. This research was conducted by the purpose to know how the Citizenship Education can play an important role in improving the courage to express students opinions in teaching-learning process. To achieve the objectives conducted qualitative research on the case study method of learning Citizenship Educationin at Vocational High School Pasundan I Serang City. Data collecting technique that used were observation, interview and documentation. From the result of analysis, it can be concluded that Citizenship Education in improving the courage express students opinions is able to change the situations of learning centere on teachers become students active role in achieving the learning objectives. Based on the findings of this research, it can be argued that the Citizenship Education in improving the courage to express students opinion have the potential to participate actively in the learning process and collaboration in a heterogeneous group.Keywords: learning, Citizenships Education, Courage, Expressing Opinions

scholarly journals Exploring Learners’ Perceptions and Experiences of Native English Speakers’ Roles in Learning Process: A Case Study at Dila Samawa English Club Sumbawa Besar

2019 ◽  
Vol 6 (3) ◽  
pp. 211
Author(s):  
Darmanto Darmanto
Keyword(s):  
Learning Process ◽  
English Learners ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Real Life ◽  
Native English Speakers ◽  
English Speakers ◽  
Field Note ◽  
Good Learning

This current study focused on exploring the learners’ perceptions and experiences of native-English speakers’ roles in the learning process. This exploration was guided by the following questions: (1) What are the learners’ perceptions and experiences of native-English speakers’ roles in the learning process? (2) How do the learners perceive and experience native-English speakers’ roles in the learning process? A case study method was employed. The participants were all of the English learners who continuously joined Dila Samawa English Club in Sumbawa Besar. To collect the data, three techniques were employed: observation, interview, and documentation. The process of the interview was audio-recorded. Meanwhile, field note was used during the observation. Documentations were in the form of the learning activities document. The results of the study showed that the learners’ perceptions of native-English speakers’ roles in the learning process could be categorized into a number of terms, including the natural exposure, the place for practicing English conversation, competence in teaching, and teaching strategy. Meanwhile, the learners’ experiences fell into authentic learning, good creators in the teaching method, and good learning motivators. Essentially, those perceptions and experiences were considered very helpful to stimulate learners’ willingness and efforts to learn English, especially build up the learners’ confidence and enthusiasm in using English in real life situation.

Contributions to a successful e-learning process – a case study

2017 ◽  
Vol 4 (6) ◽  
pp. 186-195
Author(s):  
Isabel Fernandes Silva
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Virtual Learning ◽  
Learning System ◽  
Structured Interviews ◽  
Learning Collaborative ◽  
Perceived Satisfaction ◽  
Positive Assessment ◽  
E Learning ◽  
Pedagogical Relation

Our study focuses on a post-graduation programme at Autonoma University, Portugal, whose regime has gone from face-toface (f2) to blended- and e-learning. Based on semi-structured interviews, this exploratory study aims to analyse the perceived satisfaction of students attending the programme in the different regimes. Considering the interviews made thus far, we have realised that most prefer f2f, though previous experience attending online courses seems to influence students to a more positive assessment of the e-learning regime. Students consider most relevant for their learning process the methodology used – collaborative learning – and the pedagogical relation fostered by recurring to social networks in addition to the virtual learning systems employed. We aim to introduce improvements to the programme itself, as well as assess the most important aspects and tools students perceive as contributing to a successful learning process. Keywords: e-learning, collaborative learning, virtual learning system, perceived satisfaction.

scholarly journals Enhancing Students Motivation in Japanese Conversation (Online Course): through CM

IZUMI ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 31-39
Author(s):  
Pika Yestia Ginanjar
Keyword(s):  
Qualitative Method ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Role Play ◽  
Online Course ◽  
Study And Teaching ◽  
Media Source ◽  
High Motivation ◽  
Clear Majority

This paper focuses on the study and teaching strategy of Japanese conversation. The goal of the paper is to analyze the motivation of the students learning experience through CM as a media source of the study, which can lead students to enhance their level of proficiency. The study used a qualitative method of the case study Japanese conversation lecture. Conversation lectures are usually done by memorizing text or role-play using existing text. The idea of this study is similar to role-play but, through CM students can learn pronunciation, articulation, and intonation from the native (actor) directly. This study represents the first stage of a research project aimed at raising student confidence and enhancing Japanese fluencies. The major finding was that a clear majority of students reported a considerably high motivation according to the use of terms ‘tanoshikatta’ and ‘omoshiroi’ on their feedback. It says that students were interested to do the assessment. 

scholarly journals INTEGRACIÓN DE LAS PERCEPCIONES DE LOS DOCENTES DE CURSOS EN LÍNEA SOBRE LOS FUNDAMENTOS TEÓRICOS DEL APRENDIZAJE COLABORATIVO EN AMBIENTES VIRTUALES. INTEGRATION OF THE PERCEPTIONS OF TEACHERS OF ONLINE COURSES ON THEORETICAL LEARNING COLLABORATIVE VIRTU

2012 ◽  
Vol 3 (1) ◽  
pp. 224-246
Author(s):  
Martha G. Ley-Fuentes
Keyword(s):  
Collaborative Learning ◽  
Virtual Environments ◽  
Online Courses ◽  
Process Analysis ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Collaborative ◽  
Structure Knowledge ◽  
Aprendizaje Colaborativo ◽  
Perceptions Of Teachers

El objetivo de la investigación es integrar las percepciones de los docentes de cursos en línea sobre los fundamentos teóricos del aprendizaje colaborativo en ambientes virtuales y orientar la práctica educativa. La premisa central es la acción constructiva del sujeto para estructurar el conocimiento a través de la interacción social. El objeto de investigación se aborda bajo un enfoque cualitativo a partir de la reflexión y experiencia de los docentes sobre su práctica como seres sociales, sus necesidades sentidas, formación sociocultural y conocimientos. La información recabada se ordenó, codificó a través de procesos de análisis, comparación, contratación e interpretación para tipificar el aprendizaje colaborativo y construir las bases teóricas de éste aprendizaje en ambientes virtuales percibidas por los docentes. Los resultados conducen a la identificación y construcción de trece principios dimensionados en tres niveles: el académico, el personal y el social.Palabras clave: Fundamentos teóricos, aprendizaje colaborativo, ambientes virtuales.AbstractThe research objective is to integrate the perceptions of teachers of online courses on the theoretical foundations of collaborative learning in virtual environments and guide educational practice. The central premise is the subject constructive action to structure knowledge through social interaction. The object of research is discussed in a qualitative approach based on reflection and experience of teachers on their practice as social beings, their felt needs, socio-cultural training and knowledge. The information gathered was ordered, codified through process analysis, comparison, and interpretation contract to establish collaborative learning and build the theoretical basis of this learning in virtual environments perceived by teachers. The results lead to the identification and construction of thirteen principles sized at three levels: academic staff and the social.Keywords: Theoretical principles, collaborative learning, virtual environments.

scholarly journals Aprendizaje colaborativo en odontología conservadora mediante el uso de la lluvia de ideas como recurso educativo

2020 ◽  
Vol 1 (2) ◽  
pp. 90-104
Author(s):  
Erika Melissa Gutiérrez ◽  
Diego Salmerón ◽  
Antonia Alonso ◽  
Nicanor Morales-Delgado
Keyword(s):  
Collaborative Learning ◽  
Teaching Strategy ◽  
Collaborative Work ◽  
Digital Tools ◽  
Digital Tool ◽  
Cross Sectional ◽  
Space Race ◽  
Collaborative Activities ◽  
University Degree ◽  
Aprendizaje Colaborativo

La implementación del Aprendizaje Colaborativo (AC) ha aumentado notablemente en los últimos años, ya que permite la construcción del pensamiento, crear clases más dinámicas y el desarrollo de habilidades sociales y comunicativas de los estudiantes. Estas últimas son primordiales para el desempeño profesional en áreas sanitarias donde el trabajo colaborativo es fundamental. Nuestro estudio descriptivo de corte transversal evaluó el efecto de la implementación del AC en dos entornos de aprendizaje distintos, tradicional y digital, en el módulo de Técnicas de Ayuda Odontológica/Estomatológica. La población de estudio (n=25) fue dividida aleatoriamente en 8 grupos de 3 o 4 estudiantes. Como herramientas digitales se utilizaron Stormboard y Socrative para realizar la lluvia de ideas y cuestionarios de repaso, respectivamente. Después de la impartición de 6 sesiones teóricas y familiarización con el uso de las plataformas digitales, se realizaron 2 actividades colaborativas (instrumental y caso clínico) de manera tradicional y digital. Al término de cada actividad, se lanzaron cuestionarios gamificados Space Race individuales para valorar los conocimientos adquiridos. Finalmente, se aplicó un examen teórico final y una encuesta anónima para valorar la metodología aplicada. Nuestros resultados reflejan que la adquisición de contenidos en un entorno colaborativo tradicional y virtual es bastante similar. Además, un alto porcentaje del alumnado consideró que el empleo de las herramientas digitales les ayudó a ampliar conocimientos sobre el tema estudiado y en su proceso de aprendizaje. En conjunto, Stormboard es una herramienta digital colaborativa innovadora que se podría aplicar a otros Ciclos Formativos o niveles educativos superiores como el universitario, con las adaptaciones y mejoras pertinentes. The implementation of Collaborative Learning has increased appreciably in recent years since it facilitates learning, creates more dynamic classes and promotes students’ social and communication skills. The latter is crucial for healthcare workers, where collaborative work plays a pivotal role. Our cross-sectional descriptive study aimed to evaluate the effect of collaborative learning implementation in two different learning environments, traditional and digital, in the module of Techniques of Odontostomatology. It was conducted on a sample of 25 students, which were randomly divided into eight groups with 3-4 people per group. Stormboard and Socrative were used as digital tools for brainstorming and quiz activities, respectively. After the theoretical sessions, collaborative activities were carried out in different environments (traditional and digital). At the end of each activity, individual Socrative Space Race questionnaires were performed. Finally, a theoretical exam and an anonymous questionnaire were applied to assess the knowledge gained and the perception of students on this teaching strategy. Our results suggest that the acquisition of contents in a traditional and virtual collaborative environment is quite similar. Moreover, a high percentage of the students considered that digital tools helped them expand their knowledge of the subject studied and their learning process. Altogether, these observations point out that Stormboard can be an innovative and collaborative digital tool, applicable to Professional Cycles or university degree programs, with appropriate adaptations and improvements.

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