scholarly journals Does MP3 Audio Feedback Enhance Student’s Learning Skills?: An International Case Study

2014 ◽  
Vol 19 (1) ◽  
pp. 15-28
Author(s):  
Tomayess Issa ◽  
Pedro Isaias ◽  
Theodora Issa
Keyword(s):  
Audio Feedback ◽  
Learning Skills

Employing Educational Robotics for the Development of Problem-Based Learning Skills

2018 ◽  
pp. 2492-2502 ◽  
Author(s):  
Nikleia Eteokleous
Keyword(s):  
Critical Thinking ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Interdisciplinary Approach ◽  
Student Experiences ◽  
Educational Robotics ◽  
Learning Tools ◽  
Learning Skills ◽  
Study Approach

Robotics activities are related to addressing a problem, and usually problems in authentic, real situations. The students are given a driving question and are requested to solve a “problem”. Having noticed this connection, the current study evaluates the integration of robotics as a tool where the problem based learning (PBL) method and the interdisciplinary approach are intertwined. Specifically, the pre-programmable floor robots, the BeeBots, were used as cognitive-learning tools in order to examine students' development of problem based learning skills: creativity-innovation, critical thinking, and collaboration. A case study approach was employed, collecting quantitative (pre- and post-questionnaires) and qualitative data (focus groups). The results revealed positive student experiences and reactions, and enhancement of the critical thinking and creativity-innovation skills.

scholarly journals Promoting Self-Directed Learning Skills in Residency: A Case Study in Program Development

2010 ◽  
Vol 85 (12) ◽  
pp. 1874-1879 ◽  
Author(s):  
Melissa Nothnagle ◽  
Roberta Goldman ◽  
Mark Quirk ◽  
Shmuel Reis
Keyword(s):  
Program Development ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Directed Learning

scholarly journals The Use of New Learning Technologies in Higher Education Classroom: A Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 115
Author(s):  
Micaela Dinis Esteves ◽  
Angela Pereira ◽  
Nuno Veiga ◽  
Rui Vasco ◽  
Anabela Veiga
Keyword(s):  
Higher Education ◽  
Active Participation ◽  
Learning Technologies ◽  
Game Based Learning ◽  
Education Students ◽  
Learning Skills ◽  
Learning Platform ◽  
New Learning

We have conducted a study with higher level education students, in lecture classes of three Undergraduate Courses and one Professional Higher Technical Course that involved six different subjects with a total of 324 students. In this research the use of Game-Based Learning platform was analysed in order to encourage the students’ participation, increasing motivation and keeping them motivated and committed during lessons, therefore, increasing their learning skills. Based on these results, we recommend that Kahoot is used in lectures in order to help students develop their performances and abilities and at the same time be more successful and prepared to have an active participation in society.

scholarly journals Determining Criteria and Their Weights for Evaluating the Capability of Gen-Z Human Resources Meeting Japanese Labour Market Expectations- A Case Study in Binh Dinh

2021 ◽  
Vol 04 (04) ◽  
Author(s):  
Chuong M. Tran ◽  
Keyword(s):  
Foreign Language ◽  
Human Resources ◽  
Computer Literacy ◽  
Ahp Method ◽  
Analytic Hierarchy ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Hierarchy Process

The objective of this study is to determine the criteria and their weights for evaluate the quality of gen-z human resources in Binh Dinh province and their capability of satisfying the requirements of working in Japan and/or working for Japanese enterprises located in the province, using the expert method and the Analytic Hierarchy Process (AHP) method. The results showed that the satisfying capability of human resources should be evaluated under 12 criteria: Physical health, Life skills, Occupational competence, Education attainment, Foreign language literacy, Computer literacy, Self-discipline and self-organization, Work attitude, Problem-solving skills, Independent working skills, Teamwork skills, and Learning skills.

scholarly journals COLLABORATIVE AND SELF-DIRECTED LEARNING PROCESSES: A CASE STUDY IN MALAYSIAN CHEMISTRY PBL LESSON

2017 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Tan Yin Peen ◽  
Mohammad Yusof Arshad
Keyword(s):  
Secondary School ◽  
Problem Analysis ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Collaborative Groups ◽  
Collaborative Processes ◽  
Directed Learning ◽  
Group 2 ◽  
Group 1

Problem-based learning (PBL) provides students with the opportunity to conduct self-directed learning in collaborative groups, which are essential skills to meet challenges in the 21st century. This study aims to investigate the occurrence and types of collaborative and self-directed processes during problem analysis phase utilizing the FILA-MMS chart in Malaysia secondary school. Two out of five groups of students taught by a teacher in one PBL chemistry lesson was observed, audio-recorded and the verbatim were analyzed. The findings show that collaborative process and self-directed process occur in both groups. Collaborative processes occur by 79.1% and 78.9% in group 1 and group 2 respectively. Major collaborative processes observed in both groups are „question and answer‟, „co-construction‟ and „sharing of ideas or information‟. Self-directed processes occur by 18.3% and 12.9%. The main self-directed processes observed are „monitoring‟ and „directing‟. This study shows that there is a lack of self- directed learning skills among students, such as planning, reflection, evaluation of understanding, and managing information and resources. To enhance these skills among students, future PBL teachers are suggested to emphasize and model planning, reflection and evaluation processes in their lessons.

scholarly journals Authentic Assessment of Compulsory Subjects in Primary Schools: A Case Study in the Western Area of China

2021 ◽  
Vol 5 (9) ◽  
pp. 31-42
Author(s):  
Jingyi Cheng
Keyword(s):  
21St Century ◽  
Primary Schools ◽  
Authentic Assessment ◽  
21St Century Learning ◽  
Curriculum Alignment ◽  
Learning Skills ◽  
Western Area ◽  
21St Century Learning Skills ◽  
The Relationship

This article discusses a case study that explores the relationship between 21st century learning and curriculum alignment. It investigates three compulsory subjects: Chinese, mathematics, and English. By inquiring the survey on individual perspectives on curriculum content and authentic assessment in different schools within the scope of western Chinese primary schools, this article concluded that 21st century learning skills are well developed in primary schools. Although authentic assessment from parents’ perspective is diminutive, it is progressive for some students. Numerous factors can influence the actual practice of authentic assessment as teachers and pedagogies significantly contribute to students’ learning outcomes. The authentic assessment in China still has a long way to go in order to boost these learning skills to a higher level.

Conflict and Harm in the Context of Restorative School Physical Education

2021 ◽  
pp. 1-11
Author(s):  
Michael A. Hemphill ◽  
Emily M. Janke ◽  
Santos Flores ◽  
Barrie Gordon
Keyword(s):  
Physical Education ◽  
Single Case ◽  
Social And Emotional Learning ◽  
Physical Educators ◽  
Restorative Practices ◽  
Case Study Approach ◽  
Learning Skills ◽  
Social And Emotional ◽  
Study Approach

Purpose: The purpose of this study was to explore the issues of conflict and harm in physical education within a school recognized for its exemplary restorative practices. Method: A single case study approach was employed to examine one restorative school in Wellington, New Zealand. The school was purposely selected to participate in this study based on its recognition for exemplary restorative practices. Participants included physical educators (n = 11), administrators (n = 4), and students (n = 25). Data sources included interviews, observations, and reflection documents. Data were analyzed using a collaborative qualitative approach. Results: Three qualitative themes described the context of restorative school physical education, types of harm that occurred, and how physical educators were positioned as central figures in creating a context where harm was addressed. Discussion: This study provides insights into restorative practices and has implications for teaching social and emotional learning skills.

scholarly journals Self-Learning Skills and Problem-Based Learning in Medical Education: Case Study

2020 ◽  
Vol 9 (30) ◽  
pp. 50-59
Author(s):  
Naglaa Ali Moustaffa
Keyword(s):  
Learning Strategies ◽  
Problem Based Learning ◽  
Learning Opportunities ◽  
Learning Skills ◽  
Self Confidence ◽  
Assessment Of Learning ◽  
Evaluation Of Learning ◽  
The Impact ◽  
Self Learning

The present research aims to explore the impact of “problem-based learning” on “self-learning skills” of students in the College of Medicine, Prince Sattam Bin Abdulaziz University. We use analytical descriptive method and applied the scale of “self-learning skills” on the study sample including 114 students from Medicine College divided into two groups. The first group is consisted of 63 students from third and fourth levels who are taught through problem-based learning. The second group is comprised of 51 students from fifth and sixth levels who are taught through traditional methods. The results of the study have showed that statistically significant differences are found between the both groups and put problem-based learning is found superior over the traditional one. Moreover, we find that the effect degree of strategy on the self-learning skills is varied. The effects are found strong on skill-development of information management and implementation of learning strategies. While, moderate impacts are found on Attitude Towards Learning (ATL), Learning Responsibility )LR(, Motivation and Self-confidence (MS), ability to Plan Learning (PL), ability to Use Learning Opportunities (ULO), Assessment of Learning Process (ALP) and evaluation of learning of success/results.

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