scholarly journals A critical approach to active learning

2020 ◽  
Vol 9 (3) ◽  
pp. 165-174
Author(s):  
Muhammad Jakir Al Faruki
Keyword(s):  
Active Learning ◽  
Analysis Data ◽  
College Level ◽  
Critical Approach ◽  
Learning And Teaching ◽  
Short Period ◽  
Teachers And Students ◽  
National University ◽  
Teaching Learning ◽  
High Level

This micro-level study conducted on tow Bangladeshi colleges intended to explore how far learners have engaged actively in the process of learning and teaching. This article (1) examines the nature and character of active learning and (2) elucidates the present approach of learning in practice in the higher education of Bangladesh at the college level affiliated with National University, Bangladesh. The investigation completed by applying the mixture of qualitative and quantitative approaches, though it is primarily focused on qualitative analysis. Data collected based on two cases. In addition, four FGD sessions have arranged with teachers and students and two of them with the teacher and rest two with the students. In this case study, we come across that student-teacher engagement in learning is very low. There are few scopes for reaching students' behavior, motivation levels in the learning situation. Absenteeism is very high in the students as well as in the teacher. Both the learners and instructors involved in learning for a short period of time. Their staying in the institution for short is a barrier to a high level of engagement in teaching-learning. As a consequence, they do not become the anytime, anywhere learner thereby not lifelong learners

scholarly journals Physiotherapy students’ and clinical teachers’ perspectives on best clinical teaching and learning practices: A qualitative study.

2010 ◽  
Vol 66 (3) ◽  
Author(s):  
D.V. Ernstzen ◽  
E. Bitzer ◽  
K. Grimmer-Somers
Keyword(s):  
Clinical Education ◽  
Clinical Competence ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Analysis Data ◽  
Learning Opportunities ◽  
Clinical Teachers ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Physiotherapy Students

Background: Clinical  education  forms  a  core  component of the training  of physiotherapy students.  Little research on the efficacy of commonly used  physiotherapy  clinical  learning  and  teaching  opportunities are available. Objective: This  paper  sought  to  identify  the  clinical  teaching  and  learning  opportunities  that  undergraduate  physiotherapy  students  and  clinical  teachers viewed as effective in enhancing learning, as well as the reasoning behind their views.Design: A qualitative research design was used.  Data was analyzed using content analysis.   Data was coded, cate gorized and conceptualized into key themes and patterns. Participants: All third year (n=40) and fourth year (n=40) physiotherapy students as well as their clinical teachers (n=37) were eligible to participate. Semi-structured individual interviews were conducted with a purposive sample consisting of six third-year students, six fourth-year students and six clinical teachers.  Results:  The  results  indicated  that  learning  is  best  facilitated  in  open,  relaxed  environments.Demonstrations  of patient management by teachers and students, discussion of patient cases, feedback and formative assessment were identified to be effective strategies to enhance development of clinical competence.  Conclusion: Clinical education, using focused and structured processes, could ensure that students are exposed to a range of learning opportunities for development of clinical competence.

Active Learning Strategies...Not for the Birds!

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Donna J. Bowles
Keyword(s):  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Knowledge Retention ◽  
Nursing Educators ◽  
Short Period ◽  
Active Learning Strategies ◽  
Assessment Techniques ◽  
Time Availability ◽  
Teaching Learning

Nursing students historically have struggled to learn a large amount of content in a short period of time. Reliance on intense memorization of endless facts from multiple textbook chapters is ineffective, exhausting, and generally does not result in knowledge retention. Nursing educators face the challenge of facilitating learning that promotes critical thinking through the use of strategies that actively engage the students. Creating an environment of learning where students come prepared to class and use the textbook material to enhance understanding and knowledge acquisition is imperative. This article presents active learning strategies that are flexible for varying class sizes, time availability, and topics. Classroom assessment techniques support the value of this teaching-learning approach.

scholarly journals The relationship of prospective teachers' educational philosophy and life-long learning tendencies to their teaching-learning process competencies

2020 ◽  
Vol 10 (4) ◽  
pp. 1325-1367
Author(s):  
Hasan Hüseyin Şahan
Keyword(s):  
Lifelong Learning ◽  
Prospective Teachers ◽  
Learning Process ◽  
Educational Philosophy ◽  
Learning And Teaching ◽  
Correlational Design ◽  
Educational Philosophies ◽  
Teaching Learning ◽  
High Level ◽  
The Relationship

The purpose of this study is to determine the relationship between prospective teachers' tendencies towards educational philosophy and lifelong learning and their teaching-learning process competencies. The study used the descriptive model to determine the current situation and adopted a predictive correlational design to find out the extent to which educational philosophy and lifelong learning tendencies predict teaching-learning process competencies. The study group consisted of 238 prospective teachers. The data were obtained using three scales, namely "Educational Philosophy Tendencies Scale", "Lifelong Learning Tendencies Scale" and "Teaching-Learning Process Competencies Scale". The study revealed that prospective teachers adopted more the philosophy of progressivism and reconstructionism, and their lifelong learning and teaching-learning process competencies were at a high level. The gender variable was effective only in the essentialism dimension in terms of the educational philosophy tendencies. While it was effective in lifelong learning tendencies, it had no effect in teaching-learning process competencies. The branch variable, on the other hand, was effective in all dimensions of educational philosophy tendencies except for perennialism. It was determined that the tendencies towards educational philosophies alone are not predictors of the teaching-learning process competencies. When, however, lifelong learning tendencies and educational philosophies are taken into account together, they predict the teaching-learning process competencies.

scholarly journals NEW MATERIALS FOR PEDAGOGICAL TEACHING-LEARNING IN BIOCHEMISTRY: MONITORING PARTICIPATION

2015 ◽  
Vol 13 ◽  
pp. 33
Author(s):  
R. S. Campos ◽  
I. L. Fernandes ◽  
G. P.V. Andrade ◽  
L. D.M. Matta ◽  
L. G.A. Filgueira
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
New Materials ◽  
Teaching Materials ◽  
Scientific Content ◽  
Teachers And Students ◽  
The Subject ◽  
Three Stages ◽  
Teaching Learning ◽  
High Level

This summary consists of an experience report about actions taken by biochemical monitors with pharmacy students. The reason of our work was the intention to both improve the process of teaching and also learning and invalidate the labels owned by biochemistry of hard and high-level-failure subject. The three actors: teachers, students and monitor could act on an integrated basis for the construction of an articulated  pedagogical process between theory/practice and learning signification. Our main objective was to initiate the monitors in teaching practice effected through educational projects aimed at improving the teaching and learning of undergraduate courses and encouraging teacher training, involving teachers and students the guiding condition and monitors, respectively. The methodology was applied in three stages: 1) preparation of teaching materials; 2nd) application in class and 3rd) students rating of the methodology applied by monitors. The teaching materials presented discussed several biochemistry's topics and students had the opportunity to scaffold their own knowledge actively. Almost 90% considered the tool applied as highly related to classes and 82% considered this way of learning more significant than dialogical lectures. The performance of the monitors, focused on students and their learning, was considered great by students who were more motivated, resulting in the excellent evaluation of the work (100% of acceptance). The failure rate of the subject reduced in the four groups wherein the pedagogical materials were applied. It can demonstrate that both the mastery of scientific content and the pedagogical process involved during the teaching and learning moments are important.

scholarly journals Ser docente, ser estudiante en tiempos de contingencia sanitaria

2021 ◽  
Vol 4 (11) ◽  
pp. 6-13
Author(s):  
Magaly Hernández-Aragón
Keyword(s):  
Learning Process ◽  
Educational Policies ◽  
Strong Impact ◽  
Learning And Teaching ◽  
The People ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Educational Field

We live today in uncertain times, experiencing changes and uncertainties, adaptations and modifications that meet resistance. For instance, one field of reference where the Covid-19 contingency undoubtedly has had a strong impact is the educational field. To this respect, one ought to observe the subjects, the people who breathe life into the learning process, whatever the infrastructure or the implemented educational policies may be. In this context, what happens to teachers and students? How are they facing these unsettling times during their learning and teaching processes? How do they feel? What are they getting from this “new” way of teaching, learning, and “being” at school?

EFL Teachers' and Students' Perceptions of Dictionary Use and Preferences

2016 ◽  
Vol 8 (6) ◽  
pp. 31
Author(s):  
Eid Alhaisoni
Keyword(s):  
Word Meaning ◽  
Language Abilities ◽  
Lexical Information ◽  
Parts Of Speech ◽  
Learning And Teaching ◽  
Ongoing Training ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Dictionary Use

The present study provides insights into the perception of EFL teachers (Native and Non-native) and students of dictionary use. Participants were 99 (56 NS and 43 NNS) EFL teachers and 3993 (1815 male and 2178 female) students and were invited to respond to a questionnaires. 40 students participated in a follow-up interview. The results indicate that students overwhelmingly prefer bilingual dictionary to another type of dictionaries. Moreover, the students reported using online dictionaries and Google translator significantly more than print dictionaries. The study also revealed that meaning was reported to be the most lexical information sought by the subjects of the current study. Furthermore, the findings showed that most of the students refer to their dictionaries for word meaning and spelling but pay little attention to other aspects such as pronunciation, illustrated examples, and collocations. The findings revealed that EFL teachers held different perceptions on the role of the dictionary in their learning and teaching experiences. The results of the study suggest that the EFL teachers should incorporate ongoing training about dictionary use in the teaching-learning process and make the students aware of the extensive vocabulary input available in the standard dictionaries. Exposure to the parts of speech and collocation in dictionary entries can be useful for improving productive language abilities.

Effective administration of university leadership in a selected institution in Durban

2015 ◽  
Author(s):  
Knowledge Siyabonga Vusamandla Ngwane ◽  
◽  
C. N. Ngwane
Keyword(s):  
Leadership Development ◽  
Educational Institution ◽  
Training And Development ◽  
Instructional Leader ◽  
University Leadership ◽  
Continuous Training ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
High Level ◽  
The University

University leadership and administration is a critical aspect as it is about the functioning of the entire institution. Effective and efficient administration of the university relies on the principal. Leading proponents encourage transformational leadership, moral stewardship, principal as an instructional leader, and principal as a communicator or community builder. Discovering effective leadership and administration mechanisms can help teach university decision and policy makers to implement leadership development which will lead to improved student achievement. The purpose of this article is to investigate the university senior leadership and its administration in order to improve efficiency and effectiveness holistically. The problem resulting to conducting of this study is the high level of both students and staff demonstrations annually in the selected university, these strikes end up affecting teaching, learning and research within the institution. The underlying question the study intends to address is: “Which factors hinder effective and efficient university administration?” Educational leadership changes from a managerial orientation to promote the significance of concentrating on the learning and teaching process and student success. Educational institution leaders’ competencies are always associated with continuous training and development they receive to make them better leaders. Hence, training and development in university leadership requires a systematic planning which will result to excellent institution education. In order to explain the phenomenon under study better, the Burns transformational theory founded by James MacGregor Burns will be utilised. The positivism paradigm is the philosophy adopted for this study. The survey will be conducted at the Durban University of Technology with the intention to address the question and the objective of the study. The questionnaires will be administered to 30 senior management members within the institution, including the Vice Chancellor and his Deputy, Deans, Directors and HODs.

scholarly journals MapOnLearn: The Use of Maps in Online Learning Systems for Education Sustainability

2020 ◽  
Vol 12 (17) ◽  
pp. 7018
Author(s):  
Sannyuya Liu ◽  
Dongpo Guo ◽  
Jianwen Sun ◽  
Jie Yu ◽  
Dongbo Zhou
Keyword(s):  
Online Learning ◽  
Technology Acceptance ◽  
Positive Impact ◽  
Learning Experience ◽  
Hierarchical Structures ◽  
Learning Systems ◽  
The Sustainable Development ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
High Level

Online learning and teaching have become the primary forms of education during the global pandemic, and online learning systems, which can provide fair educational opportunities for everyone, are increasingly important for sustainability in education. The amount of time a student spends on online learning systems affects the fairness and persistence of sustainability in education. To support personalized learning opportunities, interactive learning, and easy-to-access resources, we propose a map organization and visualization method called MapOnLearn for online learning systems. First, we converted tree-like hierarchical course units (HCUs) and knowledge points (KPs) into a fundamental two-dimensional (2D) map of hierarchically divided polygons and used the map to form containers to manage all learning resources. Then, we used the zoom feature of the map to express the hierarchical structures of knowledge and formulated corresponding rules for displaying information at different levels. Path analysis was applied to express the learning process, and topological processing was adapted to represent the relationships among HCUs and KPs. We developed maps for a high-level math course, a course on data structures, and an English course at a university in China and investigated 264 students and 27 teachers for a semester by using the technology acceptance model (TAM). We found that the map visualization and organization method had a positive impact on the way teachers and students use online learning systems and improved the online learning experience. To attract more students to spend more time on online learning, we hope our method can promote the sustainable development of education.

scholarly journals Exploring the Relation between English and Online Mode of Learning during Covid-19

2020 ◽  
Vol 6 (2) ◽  
pp. 109-116
Author(s):  
Marghoob Ahmad ◽  
Mamuna Ghani ◽  
Aleena Mehmood Malik
Keyword(s):  
Low Income ◽  
Teaching And Learning ◽  
Online News ◽  
Teaching English ◽  
Learning And Teaching ◽  
Online Mode ◽  
Teachers And Students ◽  
Axial Coding ◽  
High Level ◽  
The Relationship

This investigation was focused on exploring the relationship between learning and teaching English through online mode during Covid-19 which were propitious for students and teachers. Judgmental sampling of twenty-five textual units from online news blogs was drawn. Axial coding was applied to analyze thematic patterns in data. Findings flaunted that Internet use was surging during Covid-19. Teachers and students were engaged in digital interaction to overcome the academic loss, and they were not ready for the online shift. Internet speed, connectivity, and availability of laptops to low-income parents were grim realities questioning universities' capacity to go for online mode of learning and teaching English, which entailed to be devised afresh. Students were experiencing a high level of digital divide and decreasing equity during Covid-19. The study resulted that universities were preparing to cope with learning and teaching English during Covid-19 by shifting online mode even in the dearth of resources, both teachers and students needed to learn necessary software and applications for teaching and learning English through online mode. The usefulness of the study was marked by way of planning the future scheme strategically for learning and teaching English through online mode during Covid-19.

scholarly journals Implementation of the ICT Program in Schools from the Point of View of the ICT Coordinators

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Egoza Wasserman ◽  
Chagit Refaeli
Keyword(s):  
Qualitative Method ◽  
Structured Interview ◽  
Technical Aspect ◽  
Point Of View ◽  
Wide Range ◽  
Teachers And Students ◽  
Great Sense ◽  
Teaching Learning ◽  
High Level ◽  
The Coordinator

The purpose of this research is to examine the work of the ICT coordinator in the school: How does the coordinator see his role and work, what are the characteristics of the coordinators work and his relationship with supervisors, instructors, principals, teachers and students. The research was conducted in the qualitative method, the tool used to assemble data was a semi-structured interview; Ten ICT coordinators were interviewed from a variety of ages and a wide range of experience in teaching. The study found that ICT coordinators are the key figures in getting the process of implementation moving. The ICT coordinators know the importance of their roles in the schools and feel a great sense of responsibility. The coordinators are responsible for many fields, including the budgetary framework, promoting the teaching-learning process and leading school projects. The coordinators attest to a high level of trust with the principals and a good working relationship with the Ministry of Education’s instructors, so that they have an open channel of dialogue and can consult with them. The work of the coordinator with the teachers consists of the pedagogical and technical aspect that are intertwined and attest to each other’s existence.

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