ENGAGING STUDENTS IN ACTIVE LEARNING ACTIVITIES. THE ROLE OF TECHNOLOGICAL COMMUNICATION TOOLS IN AN ACTIVE LEARNING ENVIRONMENT

2019 ◽  
Author(s):  
Andrea Giuseppe Manciaracina
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Activities ◽  
Communication Tools ◽  
Technological Communication

Preparing students to participate in an active learning environment.

1996 ◽  
Vol 270 (6) ◽  
pp. S69 ◽  
Author(s):  
H I Modell
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Mental Models ◽  
Personal Experience ◽  
Formal Models ◽  
Passive Learning ◽  
Learner Centered ◽  
School Career ◽  
Traditional Roles

Most students have spent the majority of their school career in passive learning environments in which faculty were disseminators of information, and students were required to memorize information or use specified algorithms to "solve problems." In an active learning environment, students are encouraged to engage in the process of building and testing their own mental models from information that they are acquiring. In such a learner-centered environment, faculty become facilitators of learning, and students become active participants, engaging in a dialogue with their colleagues and with the instructor. To create a successful active learning environment, both faculty and students must make adjustments to what has been their respective "traditional" roles in the classroom. For the instructor who is committed to promoting active learning, the challenge lies in helping students understand the necessity of becoming active colleagues in learning. This process can be facilitated if the curriculum includes exercises to direct students' attention to a number of issues that impact their learning. This paper describes four such exercises designed to help students form appropriate course expectations, recognize the need for seeking clarification when communicating, recognize the role of personal experience in building mental models, and become familiar with study aids for building formal models.

scholarly journals Arabic Learning Base On A Communicative Approach In Non-Pesantren School/ Pembelajaran Bahasa Arab Berbasis Pendekatan Komunikatif Di Madrasah Non-Pesantren

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
R. Umi Baroroh ◽  
Syindi Oktaviani R Tolinggi
Keyword(s):  
Learning Environment ◽  
Arabic Language ◽  
Basic Program ◽  
Learning Activities ◽  
Literature Study ◽  
Language Programs ◽  
Learning Evaluation ◽  
Library Research ◽  
Communicative Approach

With the increasing of Arabic language position in the world views, the aim of learning Arabic is also developed, it leads to various types of approaches in learning Arabic, one of them is the communicative approach. This study aimed to examine the Arabic learning based on a communicative approach in non-pesantren madrassas. This research used the method of literature study (library research). The results of this study were the learning of Arabic base on a communicative approach in non-pesantren madrassas can be implemented as well as in pesantren, it must pay attention to the eight interrelated learning components namely objectives, materials, methods, roles of educators and students, learning environment/activities, and learning evaluation. The role of the learning environment was important for achieving the objectives of communicative Arabic learning in non-pesantren madrassas. The school can carry out various supporting Arabic language programs outside the Arabic learning activities in the classroom. The basic program was not only intended for students, but also educators, employees, principals and even parents of students. Madrasah environment must be a supportive Arabic language.

scholarly journals Web 2.0 Tools in Classroom: Enhancing Student Engagement through Technology Enabled Active Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 41-55
Author(s):  
Ibrahim Adam
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Low Complexity ◽  
Learning Activities ◽  
Learning Needs ◽  
Pedagogical Strategies ◽  
Web 2.0 Tools ◽  
Student Centred Learning

The essentiality of teaching is to make student learning possible. This can be achieved by ensuring student engagement during lessons. Due to the paradigm shift in learning towards student-centred learning, pedagogical strategies need to be adopted to create a learning environment where students can be active learners. Hence, 21st century teachers are expected to be capable of enhancing active learning. As current learners accept technology; adapts to it, uses it to complete tasks in new and creative ways, pedagogical strategies such as active learning needs to be implemented in a technology enabled learning environment. This paper looks into the two cycles of action research, conducted to improve student engagement by creating learning activities using Web 2.0 tools to promote active learning among students, which in turn would enhance their engagement within the class. The purpose of the first cycle was to design learning activities using web 2.0 tools and evaluate these activities on the levels of active learning. Evaluators agree that each activity promotes active learning with a combination of low complexity, medium complexity and high complexity levels. The purpose of the second cycle was to measure the levels of student engagement when the learning activities were implemented within the classroom. Results suggest that they were highly engaged with performance of the highest level.

Redefining classroom instruction

2006 ◽  
Vol 30 (3) ◽  
pp. 124-127 ◽  
Author(s):  
Harry R. Goldberg ◽  
Eileen Haase ◽  
Artin Shoukas ◽  
Lawrence Schramm
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Contact Time ◽  
Core Curriculum ◽  
Classroom Instruction ◽  
Web Based ◽  
Traditional Lecture ◽  
The Core

In this study, the role of the classroom instructor was redefined from a “lecturer” responsible for delivering the core curriculum to a “facilitator” at the center of an active learning environment. Web-based lectures were used to provide foundation content to students outside of the classroom, which made it possible to improve the quality of student-faculty contact time in the classroom. Students reported that this hybrid format of instruction afforded them a better understanding of the content, a higher probability of retaining the content, and the opportunity to spend more time thinking about the application of the content compared with more traditional lecture-based methods of instruction.

The Role of Experiences in Arithmetic

1955 ◽  
Vol 2 (4) ◽  
pp. 104-106
Author(s):  
Goldie Nadelman ◽  
Elsie B. Paskins
Keyword(s):  
Elementary School ◽  
Learning Environment ◽  
Mathematics Teachers ◽  
School Experiences ◽  
Learning Activities ◽  
Active Part ◽  
The Way

In Every Modern Elementary School, there are many natural situations which provide opportunities for children to think about and to use numbers. Classroom and school experiences are important because they pave the way for planning a program of meaningful mathematics. Teachers welcome suggestions which help them in recognizing and utilizing experiences effectively, in setting up situations which create a stimulating learning environment, and in stimulating children to play an active part in the learning activities.

scholarly journals Blended learning, Active Learning Classroom and information literacy in higher military education

2020 ◽  
Author(s):  
Anna-Karin Larsson ◽  
Sonja Gullberg ◽  
Malin Ekstrand
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Information Literacy ◽  
Professional Education ◽  
Flipped Classroom ◽  
Military Education ◽  
Learning Activities ◽  
Student Activity

How the learning environment is designed is an important part of creating good conditions for a professional education. The design of the physical and the online learning environment affects what students are expected to do in these spaces (Leijon 2016). A learning environment designed for student activity creates better conditions for activity, while an environment designed for instruction gives a different signal. A so-called Active Learning Classroom (ALC) can encourage student activity and increased learning. In an ALC environment, students become co-creators of knowledge. (Rands & Gansemer-Topf, 2017) It is impossible to know what competencies needed for the future. Therefor it is important to create a learning environment that support critical reflection, collaboration, creativity and innovation (Barnett, 2004). Flexible learning or blended learning aims to combine the strengths of online learning activities with those conducted on campus. There is a variety of ways to combine online learning activities with those conducted in the physical classroom (Vaughan, Cleveland & Garrison, 2013). For example, flipped classroom, podcast and peer learning. Adequate ICT pedagogical support can stimulate and find ways to expand the pedagogical palette with various creative online learning activities. During the round table discussion, we want to discuss the possibilities of using online learning activities, online examination and Active Learning Classroom to promote information literacy. The questions we want to discuss are: How can we combine online learning with facilitating information literacy and ALC? In what way do student’s expectations of teaching and learning affect the implementation of online learning and ALC? How can we collect student experiences of teaching online and in ALC? How can information literacy support learning and subject knowledge in higher military education?

Auditing the Systems Understanding Aid Project: An Integrative Assignment for Accounting Students

2012 ◽  
Vol 7 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Susan L. Swanger ◽  
Beth H. Jones
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Work Environments ◽  
Accounting Students ◽  
External Work ◽  
Learning Tasks ◽  
Independent Auditors ◽  
Course Integration

ABSTRACT Accounting educators strive to prepare graduates for work in their chosen field. Various teaching methods can be employed to best accomplish this goal. One valuable tool is the use of active learning tasks that simulate external work environments. This paper describes the collaboration between an AIS and an Auditing professor who used an integrative task that spanned their two classes over two semesters. The authors had their AIS students complete Arens and Ward's Systems Understanding Aid (SUA) project (Arens & Ward, 2008). The following semester, students in the auditing class audited the records and financials that had been generated by students the previous semester. The project was designed to facilitate course integration and teamwork by having groups of students play the role of corporate accountants, then act as independent auditors.

PEMBINAAN PENGELOLAAN KEUANGAN KELUARGA DAN PENINGKATAN KEMAMPUAN BAHASA INGGRIS PADA IBU RUMAH TANGGA DI PERUMAHAN GRIYA TAHAP 1 BATU AJI

2020 ◽  
Vol 2 (1) ◽  
pp. 45-54
Author(s):  
Hikmah ◽  
Ance Jusmaya
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Real World ◽  
Financial Management ◽  
Learning Activities ◽  
Teaching English ◽  
Financial Survival ◽  
Stage 1 ◽  
Everyday Learning ◽  
At Home

Being a housewife is a multi-tasking  tasks and it is not an easy thing. In this case, a housewife has many roles such as should be a mother , a counselor for her daughter  as well as taking care of everything. Besides, the mother is also a teacher. As we know that,  the  first  teacher of a child is a mother. Then,  the mother is also a financial manager and general administration  at home. Many problems have been encountered, so a housewife  tasks are  very hard, in this case they have to  harmonize and regulate the amount of income and increase in some basic needs and daily needs. Except the problems that regarding  with financial management, the problem  face also relates with the lack of knowledge of housewives in English.  As a housewife needs an ability of English skill  to help their children  in studying later on.  Those phenomenon  happens in  families who live in Griya Batu Aji stage 1.The solution offered housewife  that a family financial management is very important for financial survival of a family. As a financial manager at home, a housewife must be able to manage expenditure and income posts. Besides, for teaching English,  parents should implement a fun learning environment and learning strategies that can motivate children to learn English. A learning environment that suits the real-world context is needed so that parents can apply it to everyday learning activities with children.

scholarly journals Job Seekers’ Self-Directed Learning Activities Explained Through the Lens of Regulatory Focus

2021 ◽  
pp. 089484532199164
Author(s):  
Adam M. Kanar ◽  
Dave Bouckenooghe
Keyword(s):  
Job Search ◽  
Regulatory Focus ◽  
Self Efficacy ◽  
Learning Activities ◽  
Job Seekers ◽  
Self Directed Learning ◽  
Significant Relationships ◽  
Directed Learning ◽  
Job Searching

This study aimed to understand the role of regulatory focus for influencing self-directed learning activities during a job search. The authors surveyed 185 job-searching university students at two time points to explore the conditions under which regulatory focus (promotion and prevention foci) impacts self-directed learning activities and the number of employment interviews secured. Both promotion and prevention foci showed significant relationships with self-directed learning activities and number of interviews, and positive and negative affect partially mediated these relationships. The relationships between both regulatory focus strategies and self-directed learning were also contingent on self-efficacy. More specifically, prevention focus and self-directed learning showed a positive relationship for job seekers with high levels of self-efficacy but a negative one for job seekers with low levels of self-efficacy. This research extends the understanding of the role of regulatory focus in the context of self-directed learning during a job search. Implications for research and practice are discussed.

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