scholarly journals Approaches to Learning among Deaf Students at the University of Education, Winneba

2016 ◽  
Vol 4 (9) ◽  
Author(s):  
Daniel Fobi ◽  
Dr. Alexander M. Oppong
Keyword(s):  
Study Skills ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
University Education ◽  
Learning Approaches ◽  
Deaf Students ◽  
Approach To Learning ◽  
Strategic Approach ◽  
The University ◽  
Higher Institutions

This survey explored the learning approaches among deaf students at the University of Education, Winneba (UEW), Ghana. Data were gathered from 31 out of 41 undergraduate deaf students. Participants were randomly sampled from levels 100, 200, 300 and 400. Data were gathered through the Approaches and Study Skills Inventory for Students (ASSIST, 1998). Data were analysed using descriptive statistics. Findings of the study suggest that participants preferred strategic approach to learning followed by the deep and surface approaches to learning in that order. The study recommended that further investigation be done using longitudinal study in various higher institutions in Ghana. Such a study should examine whether the approaches to learning among deaf students change over time as they go through their university education. The study recommended that in the teaching and learning process, lecturers in the Department of Special Education, UEW need to take into consideration the learning approaches (deep, surface, and strategic) employ to study and plan their teaching to meet such students and should teach each student since deaf students at the university.

scholarly journals Comparative Study Of Students‘ Approaches And Strategies To Learning: Implications For Counselling

2016 ◽  
Vol 12 (16) ◽  
pp. 268
Author(s):  
Fatimah Y. Tijani ◽  
O. Grace Abimbola ◽  
Namusoke Jane ◽  
T.S Adeyemi ◽  
Emmanuel A Egbekunle ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Deep Approach ◽  
African Countries ◽  
Test Analysis ◽  
Approach To Learning ◽  
Strategic Approach ◽  
Significant Difference ◽  
Deep Approach To Learning ◽  
Higher Institutions ◽  
Descriptive Survey

The researchers compared students’ approaches and strategies to learning in two African countries viz.; Nigeria and Uganda. Using a descriptive survey, fifty students, who were enrolled in the year 2012/2013 in guidance and counselling and computer science respectively, were sampled from the population. The students offered an ICT course separately in 200 level in the different institutions. The instrument used was the Approaches to study skills inventory (ASSIST) and the three hypotheses were postulated and tested. The results of the t-test analysis show that the null hypothesis was not statistically significant when using the strategic approach (t = 1.037, 1.056); p > .05 and the deep approach to learning of students in Nigeria and Uganda (t = -0.278, -0.279); p > .05. The second hypotheses revealed a no statistically significant difference in the Nigerian and Ugandan preferences for different types of courses in teaching and learning while the third hypothesis shows a significant correlation between a deep approach to learning and learning that supports understanding (r=.407; p <.001). It is recommended that lecturers need to accommodate their students’ individual differences in the teaching and learning process considering that most of the classes in higher institutions of learning are large for the prevalent part. Additionally, discussions on possible implications for counselling are discussed in the paper.

scholarly journals Los enfoques de aprendizaje en estudiantes universitarios catalanes mediante el approaches and study skills inventory for students (ASSIST)

2014 ◽  
Vol 32 (2) ◽  
pp. 479-498 ◽  
Author(s):  
Montserrat Tesouro Cid ◽  
Dolors Cañabate Ortíz ◽  
Juan Puiggalí Allepuz
Keyword(s):  
Learning Styles ◽  
Study Skills ◽  
Deep Approach ◽  
Education Students ◽  
Approach To Learning ◽  
Technology Students ◽  
Strategic Approach ◽  
Deep Approach To Learning ◽  
Las Mujeres ◽  
The University

Este trabajotiene como objetivos la creación y validación de una traducción al catalán delcuestionario Approaches and Study Skills Inventory for Students (ASSIST),analizar cuáles son los estilos de aprendizaje adoptados por los estudiantesuniversitarios y la influencia del género y de la modalidad de estudios. Se aplicó el instrumento a 834 estudiantes de la Universidad de Girona. De losresultados obtenidos se desprende que el alumnado encuestado presenta mayoritariamenteun enfoque profundo si bien en el análisis diferencial por género se observaque las mujeres optaron más por un enfoque estratégico mientras que en loshombres predomina el enfoque profundo. Respecto a si la modalidad de estudioinfluye en los estilos de aprendizaje, se observa que los alumnos de Ciencias yTecnología presentan una prevalencia en el enfoque profundo mientras que los deHumanidades y Educación presentan un enfoque más estratégico. The aim of this study is to measure the psychometric properties of a Catalan translation of the Approaches and Study Skills Inventory for Students (ASSIST), and to analyse the different learning styles used by university students, considering the influence of gender and type of studies. The instrument was administered to 834 students at the University of Girona. The results showed that most students interviewed had a deep approach to learning, although the analysis by gender showed that females tended to use a more strategic approach, while males used a deep approach predominantly. As to whether the type of studies influenced learning styles, a prevalence of deep approach was found among Science and Technology students, while a more strategic approach was found among Humanities and Education students.

scholarly journals Learning Approaches Among Medical Undergraduates and Pre-Intern Doctors of A Selected University In Sri Lanka

2021 ◽  
Author(s):  
Sajith Edirisinghe ◽  
Dulmini De Silva ◽  
Indunil Liyanage ◽  
Malith Niluka ◽  
Kasuni Madushika ◽  
...  
Keyword(s):  
Deep Learning ◽  
Study Skills ◽  
Medical Curriculum ◽  
Learning Approach ◽  
Learning Approaches ◽  
Strategic Learning ◽  
Strategic Approach ◽  
Significant Difference ◽  
Medical Undergraduates ◽  
The University

Abstract Background Medical education is constantly evolving to suit the changes in the field. It is a challenge to acquire the necessary knowledge, attitudes and skills within a limited time period in order to become a proficient doctor. This study aims to determine and compare the learning approaches (deep, strategic, superficial) used by medical undergraduates and pre-intern doctors. Methods Learning approaches of 138 pre-clinical medical undergraduates and pre-intern doctors of the University of Sri Jayewardenepura were assessed using the Approaches and Study Skills Inventory for Students (ASSIST) questionnaire. Data were analyzed using SPSS v-16 and Brown-Forsythe test. Results The strategic approach was identified as the predominant learning approach among 138 participants. One hundred and eight (108) participants (78.3%) used this method while 21 (15.2%) and 9 (6.5%) participants used the deep approach and the surface apathetic approach, respectively. Majority of both undergraduates [77.6% (83/107)] and pre-interns [80.6% (25/31)] used the strategic approach. This finding was also consistent between the 2 genders with a majority of males [69.6% (32/46)] as well as females [82.6% (76/92)] following the strategic approach. No significant difference in learning approaches was found to be present between undergraduate and pre-intern groups. Conclusions This study demonstrates that a majority of medical undergraduates and pre-intern doctors prefer the strategic learning approach. This implies that the medical curriculum has not adequately promoted the deep learning approach over the five-year period of studentship and this needs to be addressed in a subsequent curriculum change in order to promote a deep learning approach.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

scholarly journals Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

2020 ◽  
Vol 12 (17) ◽  
pp. 6984
Author(s):  
Jesús de la Fuente ◽  
Francisco Javier Peralta-Sánchez ◽  
José Manuel Martínez-Vicente ◽  
Flavia H. Santos ◽  
Salvatore Fadda ◽  
...  
Keyword(s):  
Approaches To Learning ◽  
Well Being ◽  
Personality Factors ◽  
Learning Approaches ◽  
Achievement Emotions ◽  
Approach To Learning ◽  
Ex Post ◽  
Ex Post Facto ◽  
Deep Approach To Learning ◽  
Linear Predictors

The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.

scholarly journals The cognitive requirement in the multiple-choice exams in the university context and its relationship with learning approaches, self-regulation, teaching methods and academic performance

2019 ◽  
Vol 9 (3) ◽  
pp. 177-187
Author(s):  
Pilar Gandía Herrero ◽  
Agustín Romero Medina
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Multiple Choice ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Multiple Choice Questions ◽  
Academic Context ◽  
Predominant Type ◽  
Training Activities ◽  
The University

The quality of academic performance and learning outcomes depend on various factors, both psychological and contextual. The academic context includes the training activities and the type of evaluation or examination, which also influences cognitive and motivational factors, such as learning and study approaches and self-regulation. In our university context, the predominant type of exam is that of multiple-choice questions. The cognitive requirement of these questions may vary. From Bloom's typical taxonomy, it is considered that from lower to higher cognitive demand we have questions about factual, conceptual, application knowledge, etc. Normally, the teacher does not take these classifications into account when preparing this type of exam. We propose here an adaptation model of the multiple choice questions classification according to cognitive requirement (associative memorization, comprehension, application), putting it to the test analyzing an examination of a subject in Psychology Degree and relating the results with measures of learning approaches (ASSIST and R-SPQ-2F questionnaires) and self-regulation in a sample of 87 subjects. The results show differential academic performance according to "cognitive" types of questions and differences in approaches to learning and self-regulation. The convenience of taking into account these factors of cognitive requirement when elaborating multiple choice questions is underlined.

Ecological Approach to Learning and Communication

2019 ◽  
pp. 167-183
Author(s):  
Lilian Rata ◽  
Nina Birnaz ◽  
Butnari Nadejda
Keyword(s):  
Communication Theory ◽  
General System ◽  
Local Environment ◽  
University Education ◽  
Ecological Approach ◽  
Future Research ◽  
Approach To Learning ◽  
The University ◽  
Globalized World ◽  
Global And Local

This chapter applies an ecological approach to learning and communication to analyze the impact of rhetoric communication on oratory competence. In the introductory section, it is analyzed the evolution and future trends of rhetoric and oratory as well as the importance of planning and management the university didactical processes from the perspectives of ecosphere, ecosystem, ecology, rhetoric situation, etc. It is pointed that in our current, globalized world, university education serves as the focal focus on verbal communication. The university education cannot escape from the pressure of their global and local environment. In the background, the authors analyze the evolution of rhetoric in accordance with general system theory and communication theory. The focus of the chapter is devoted to the development of the oratory competence. A novel model of rhetoric communication is described in detail. The chapter finishes with conclusions and future research regarding the applicability of the proposed model.

Ensuring Students Engage with Ethical and Professional Practice Concepts

2009 ◽  
pp. 327-350
Author(s):  
J. Barrie Thompson
Keyword(s):  
Professional Practice ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Contextual Information ◽  
Learning Approaches ◽  
International Model ◽  
Software Engineers ◽  
The Uk ◽  
The University

The teaching and learning of aspects related to ethics and professional practice present significant challenges to both staff and students as these topics are much more abstract than say software design and testing. The core of this chapter is an in-depth examination of how ethics and professional practice can be addressed in a very practical manner. To set the scene and provide contextual information the chapter commences with information on an international model of professionalism, a code of ethics for Software Engineers, and different teaching and learning approaches that can be employed when addressing ethical issues. The major part of the chapter is then devoted to detailing a particular teaching and leaning approach, which has been developed at the University of Sunderland in the UK. Finally conclusions, views on the present situation and future developments, and details of outstanding challenges are presented.

Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies

2016 ◽  
Vol 45 (2) ◽  
pp. 119-128 ◽  
Author(s):  
Katrina Thorpe ◽  
Cathie Burgess
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Course Content ◽  
Knowledge And Beliefs ◽  
Cultural Interface ◽  
The University ◽  
Preservice Teacher Learning

This paper explores and challenges our assumptions as lecturers about preservice teachers’ knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011–2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the content and approaches to learning. To challenge our assumptions, this paper applies Brookfield's (1995) student and autobiographical lenses to engage in critical reflection and Nakata's (2002, 2007) ‘cultural interface’ to better understand the complexities, tensions and transformations that occur for learners in the Indigenous Studies classroom. Findings illuminated that assumptions about the level of resistance and indifference to course content were often overstated and rather, many preservice teachers were more likely to be insecure and reticent to express their ideas in this complex and potentially uncomfortable learning environment. Implications from the study highlight the need for ongoing critical reflection of lecturer assumptions about preservice teachers’ dispositions and how they engage with the subject to better understand the diversity of their knowledge and experiences and what this means for teaching and learning in this context.

The Association Between Prior Knowledge and Learning Approaches, in Performance in an Advanced Accounting Course

2015 ◽  
Vol 21 (4) ◽  
pp. 922-925
Author(s):  
Nor Azah Binti Abdul Jalil ◽  
Hasnah Binti Haron
Keyword(s):  
Prior Knowledge ◽  
Study Skills ◽  
Approaches To Learning ◽  
Accounting Education ◽  
Significant Variable ◽  
Learning Approaches ◽  
Contributing Factors ◽  
Course Performance ◽  
And Performance ◽  
And Gender

Ensuring quality in accounting education is the target by academicians in the field. One of the measures would be students’ performance which would be the benchmark of indicating whether the students are performing accordingly. Based on previous literature, prior knowledge and students’ learning approaches are seen as contributing factors to performance. The purpose of this study is to determine the following: (1) to identify whether the students with prior knowledge perform better in an advanced accounting course, (2) to identify whether learning approaches (deep, surface and strategic) could also contribute to students’ performances and (3) to identify association between gender and performance. A total of 109 students responded to the questionnaires consisting Approaches and Study Skills Inventory for Students (ASSIST) which was used to identify the approaches to learning adopted by IIUM students. The results found that prior knowledge is the only significant variable and there is no association found between learning approaches and gender towards advanced accounting course performance. It implies that more effort should be directed at increasing the students’ comprehension in the prior knowledge which would include increase student centre learning approaches in teaching.

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