Strategi Pengajaran Dosen Dan Pengalaman Pembelajaran Mahasiswa Dalam Matematika Teknik Di Polytechnic Kuching Sarawak Malaysia

Teaching and learning approaches practiced by educators today must be different to suit the contents and time. Lecturers-teaching focused on student-centered teaching should be encouraged and emphasized as highly active student involvement is required during the process of teaching and learning. Active student involvement will form the interest of students to explore knowledge. The purpose of this study is to get the students’ perception of the lecturers’ teaching and students’ learning experiences. In this study, the lecturers’ teaching aspect highlighted is composed of a lecturer-centered teaching methods and student-centered teaching and learning experience aspects is in relation to active learning and passive learning. This study involved a total of 169 respondents among 2nd semester engineering students of diploma program who are studying in Engineering Mathematics 2 at Polytechnic Kuching Sarawak. These samples were identifid through stratifid random sampling method to answer a questionnaire about the lecturers’ teaching and students learning experiences. The instrument used was a structured questionnaire which containing 20 items. The data obtained were analyzed using descriptive statistics; i.e. mean, percentage and standard deviation. Through this study, the overall mean value obtained for lecturer-centered teaching methods and student-centered teaching methods are respectively 4.08 and 3.81. While the overall mean for active learning and passive learning is respectively 3.65 and 4.04. In this regard, the role of the lecturers who teach should not be underestimated because the majority of students still consider lecturer as a source of knowledge and “guardian” of them. Keywords: Active learning, Student-centered teaching

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Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube

10.12944/crjssh.1.1.03 ◽

2018 ◽

Vol 1 (1) ◽

pp. 21-28 ◽

Cited By ~ 1

Author(s):

Samuel Imathiu

Keyword(s):

Higher Education ◽

Problem Solving ◽

Web 2.0 ◽

Teaching And Learning ◽

Learning Experience ◽

Education Institution ◽

Proximal Development ◽

Student Centered ◽

Passive Learning ◽

Hands On Learning

Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only promote hands-on learning but also make the whole learning experience fun. Most of these technological tools have been effectively used by More Knowledgeable Other (MKO) in scaffolding the learners, and they have also been directly used by learners themselves as their MKO in addressing Vygotsky’s concept of Zone of Proximal Development (ZPD) which is defined by Vygotsky1 as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This literature reviews how YouTube as an example of Web 2.0 technology has been used as a mediation tool to facilitate teaching and learning in higher education.

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Engineering Curriculum Design - Understanding motivational variables and their influence on self-directed learners when using 1:1 mobile devices.

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol5.iss9.816 ◽

2017 ◽

Vol 5 (9) ◽

pp. 8-31

Author(s):

Arthur Firipis ◽

Matthew Joordens ◽

Siva Chandrasekaran

Keyword(s):

Active Learning ◽

Mobile Devices ◽

Learning Strategies ◽

Curriculum Design ◽

Teaching And Learning ◽

Engineering Students ◽

Learning Experience ◽

Engineering Industry ◽

Engineering Curriculum ◽

Learning Space

Engineering curriculum design and delivery within the framework of budget restraints, learning outcome policies and industry standards, is a complex task that understandably universities and the engineering industry invest significant resources. It would be expected that what is actually occurring within the engineering learning space is a reflection of the constraints upon the industry, producing graduates, and products and services that provide a return on investment through intellectual capital. Firstly, the literature review will contextualise and explain the engineering student’s motivational variables to actively engage in their learning spaces, and how this may be applied by curriculum designers to improve the quality and delivery of courses. In particular, what are the intrinsic and extrinsic motivational variables and associated values that student’s desire during their engineering learning experience. Secondly, the research study will explore how motivational theory can be applied to the stages of ‘active learning’ when integrating 1:1 mobile devices for engineering learning. 1:1 mobile devices include iPad, mobile phones, Surface Tablets or handheld Wi-Fi or Internet accessible device used for learning purposes. It is not fully understood how to influence ‘active learning using existing teaching and learning strategies. How to influence an engineering undergraduate student to prioritise the use of 1:1 mobile devices as a means to source prescribed and unprescribed curriculum resources to improve learning outcomes. Is it unreasonable to expect engineering students to be constrained to the learning resources supplied by the engineering course facilitated, or should engineering students be encouraged to use their own initiative and find their own supporting information?

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Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.45.4.0406 ◽

2014 ◽

Vol 45 (4) ◽

pp. 406-418 ◽

Cited By ~ 48

Author(s):

Sandra L. Laursen ◽

Marja-Liisa Hassi ◽

Marina Kogan ◽

Timothy J. Weston

Keyword(s):

Mathematics Education ◽

Student Retention ◽

Learning Outcomes ◽

Teaching Methods ◽

Teaching And Learning ◽

Learning Approaches ◽

Undergraduate Mathematics Education ◽

College Mathematics ◽

Student Centered ◽

Inquiry Based Learning

Slow faculty uptake of research-based, student-centered teaching and learning approaches limits the advancement of U.S. undergraduate mathematics education. A study of inquiry-based learning (IBL) as implemented in over 100 course sections at 4 universities provides an example of such multicourse, multi-institution uptake. The study suggests the real-world promise of broad uptake of student-centered teaching methods that improve learning outcomes and, ultimately, student retention in college mathematics.

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Students’ Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/cjlt27917 ◽

2021 ◽

Vol 47 (1) ◽

Author(s):

Horace Luong ◽

Thomas Falkenberg ◽

Mahdi Rahimian

Keyword(s):

Organic Chemistry ◽

Active Learning ◽

Blended Learning ◽

Group Work ◽

Flipped Classroom ◽

Learning Experience ◽

Learning Experiences ◽

Classroom Design ◽

Student Centered ◽

Flipped Classrooms

The use of flipped classrooms has been gaining popularity across various disciplines as student-centered active learning pedagogy. In this study, an introductory organic chemistry course was delivered through flipped classroom methodologies, incorporating blended learning to deliver content and group work in the classroom. The learning experiences of non-chemistry majors students enrolled in the course are discussed. The majority of the students adjusted to the pedagogy and felt autonomy in their learning. These students also believed that most of the flipped classroom design components were a good use of their time in learning organic chemistry.

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Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

Medical Science Educator ◽

10.1007/s40670-021-01264-4 ◽

2021 ◽

Author(s):

Helena Carvalho ◽

Francis C. Dane ◽

Shari A. Whicker

Keyword(s):

Active Learning ◽

Teaching Methods ◽

Basic Science ◽

Teaching Experience ◽

Approaches To Teaching ◽

Conceptions Of Learning ◽

Learner Engagement ◽

Student Centered ◽

Learning And Teaching ◽

Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

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The Importance of Identifying Learning Styles in Medical Education

Revista Brasileira de Educação Médica ◽

10.1590/1981-52712015v42n3rb20170111r1ing ◽

2018 ◽

Vol 42 (3) ◽

pp. 189-193

Author(s):

Cynthia Caetano ◽

Roseli Luedke ◽

Ivan Carlos Ferreira Antonello

Keyword(s):

Medical Education ◽

Learning Styles ◽

Teaching And Learning ◽

Learning Needs ◽

Learning Approach ◽

Student Centered ◽

Student Centered Learning ◽

Essential Information ◽

Passive Learning ◽

Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

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OnTask

Pacific Journal of Technology Enhanced Learning ◽

10.24135/pjtel.v2i1.55 ◽

2020 ◽

Vol 2 (1) ◽

pp. 42

Author(s):

Steve Leichtweis

Keyword(s):

Learning Analytics ◽

Teaching And Learning ◽

Teaching Practice ◽

Course Design ◽

Learning Experience ◽

Technology Enhanced Learning ◽

Learning Approaches ◽

Laptop Computer ◽

Data Set ◽

Hands On

Universities are increasingly being expected to ensure student success while at the same time delivering larger courses. Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010). Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale. The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students. This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners. Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set. The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design. As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios. References Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.

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Training hydrologists to be ecohydrologists: a "how-you-can-do-it" example leveraging an active learning environment for studying plant-water interaction

Hydrology and Earth System Sciences Discussions ◽

10.5194/hessd-9-9337-2012 ◽

2012 ◽

Vol 9 (8) ◽

pp. 9337-9360

Author(s):

S. W. Lyon ◽

M. T. Walter ◽

E. J. Jantze ◽

J. A. Archibald

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Teaching And Learning ◽

Water Cycle ◽

Added Value ◽

Plant Water ◽

Learning Approaches ◽

Master's Students ◽

Cornell University ◽

Learn By Doing

Abstract. Structuring an education strategy capable of addressing the various spheres of ecohydrology is difficult due to the inter-disciplinary and cross-disciplinary nature of this emergent field. Clearly, there is a need for such strategies to accommodate more progressive educational concepts while highlighting a skills-based education. To demonstrate a possible way to develop courses that include such concepts, we offer a case-study or a "how-you-can-do-it" example from an ecohydrology course recently co-taught by teachers from Stockholm University and Cornell University at the Navarino Environmental Observatory (NEO) in Costa Navarino, Greece. This course focused on introducing hydrology Master's students to some of the central concepts of ecohydrology while at the same time supplying process-based understanding relevant for characterizing evapotranspiration. As such, the main goal of the course was to explore central theories in ecohydrology and their connection to plant-water interactions and the water cycle in a semiarid environment. In addition to presenting this roadmap for ecohydrology course development, we explore the utility and effectiveness of adopting active teaching and learning strategies drawing from the suite of learn-by-doing, hands-on, and inquiry-based techniques in such a course. We test a gradient of "activeness" across a sequence of three teaching and learning activities. Our results indicate that there was a clear advantage for utilizing active learning techniques in place of traditional lecture-based styles. In addition, there was a preference among the student towards the more "active" techniques. This demonstrates the added value of incorporating even the simplest active learning approaches in our ecohydrology (or general) teaching.

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Developing Engineering Students' Communication and Information Retrieval Skills Utilizing Capstone Projects

International Journal of Quality Assurance in Engineering and Technology Education ◽

10.4018/ijqaete.2015070101 ◽

2015 ◽

Vol 4 (3) ◽

pp. 1-20 ◽

Cited By ~ 3

Author(s):

Aaron S. Blicblau ◽

Jamal Naser

Keyword(s):

Information Retrieval ◽

International Students ◽

Communication Skills ◽

Teaching And Learning ◽

Engineering Students ◽

Learning Approaches ◽

The World ◽

Computer Based ◽

Capstone Projects ◽

Key Aspects

The pedagogy of engineering requires a better understanding of the requirements of students' abilities to learning the skills necessary for working in the engineering community. In many engineering courses around the world, one of the key aspects required of the students is that they complete an independent project in their final year of studies incorporating information retrieval and subsequent communication skills. The current work provides details teaching and learning approaches to enhance student abilities and expertise involving research skills, communication skills, and information retrieval integrated within capstone projects. Findings from this the work indicated that both domestic and international students benefited from the intensive tutorial activities involving computer based information retrieval skills. The implementation of active tutorial sessions resulted in increased grades for the majority of students, highlighting the importance of intensive active learning events for final year capstone engineering students.

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Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom

Advances in Educational Marketing, Administration, and Leadership - Learning Styles and Strategies for Management Students ◽

10.4018/978-1-7998-2124-3.ch002 ◽

2020 ◽

pp. 18-34

Author(s):

Sandrina B. Moreira

Keyword(s):

Higher Education ◽

Active Learning ◽

Learning Environments ◽

Interactive Learning ◽

Learning Experiences ◽

Decisive Role ◽

Learning Approach ◽

Student Centered ◽

Student Centered Learning ◽

Learning Techniques

In higher education there is an increasing trend from teacher-centered to student-centered learning environments, wherein active learning experiences can play a decisive role. This chapter assesses how students perceive the use of active learning techniques within the lecture framework, traditionally accepting students as passive listeners. A survey was distributed in the undergraduate course of Accounting and Finance - evening classes, at the end of the semester, to evaluate and help refine the active learning approach conducted in an economics course. Students reported an overall positive response towards active learning, which helped them to focus, engage, and learn. They especially value the lectures as interactive learning experiences. Students' appraisal regarding the usefulness of key implementation rules like the what, when, who technique on slide-written instructions, as well as the variety of active learning activities tested, revealed the designing and testing of active learning events need improvement.

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