SCAFFOLDING LEARNING VIA TEACHING AND LEARNING RESOURCES IN ENGLISH LESSONS

2020 ◽  
Author(s):  
Tereza Králová ◽  
Tereza Guziurová ◽  
Zuzana Sikorová
Keyword(s):  
Teaching And Learning ◽  
Learning Resources ◽  
Scaffolding Learning

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN SEJARAH BERBASIS SITUS SEJARAH LOKAL DI SMA NEGERI 5 KOTA TERNATE

2020 ◽  
Vol 8 (1) ◽  
pp. 109-117
Author(s):  
GAZALI FAR-FAR
Keyword(s):  
Teaching And Learning ◽  
Curriculum Implementation ◽  
Learning Model ◽  
Learning Objectives ◽  
Learning Resources ◽  
Effective Learning ◽  
History Learning ◽  
Historical Sites ◽  
Learning Interest ◽  
Motivation And Learning

The teaching and learning model is the basis for implementing learning and is designed based on the result of analyzing curriculum implementation in the classroom. The conceptual reference that outlines the systematic stages for organizing learning experiences to lead to learning objectives. Understanding history is a combination of learning and teaching. Because the effort to study past events certainly has a correlation with current life. Therefore, it is expected that the use of learning history, including the use of local historical sites, can encourage students’ learning interest which can prove by increasing motivation and learning achievement. Based on the result of research conducted, it can be described as follows: 1. Developing a history learning model based on the use of local historical sites can improve the quality of learning. 2. Local historical sites can be developed as effective learning resources .

Teaching and Learning Abstract Concepts by Means of Social Virtual Worlds

2017 ◽  
Vol 1 (1) ◽  
pp. 29-42 ◽  
Author(s):  
David Griol ◽  
Zoraida Callejas
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Learning Resources ◽  
Abstract Concepts ◽  
Educational Activities ◽  
Virtual Spaces ◽  
3D Objects ◽  
The World

Social Virtual Worlds are increasingly being used in education, as their flexibility can be exploited in order to create heterogeneous groups from all over the world who can collaborate synchronously in different virtual spaces. In this paper, the authors describe the potential of virtual worlds as an educative tool to teach and learn abstract concepts by means of programmable 3D objects. They describe the main experiences carried out recently in the application of these technologies in transnational educational activities that combine the Moodle learning resources and programmable 3D objects in the Second Life virtual world.

scholarly journals Student Perspectives on the Learning Resources in an Active, Blended, and Collaborative (ABC) Pedagogical Environment

2020 ◽  
Vol 10 (2) ◽  
pp. 7
Author(s):  
Rohit Kandakatla ◽  
Edward J Berger ◽  
Jeffrey F. Rhoads ◽  
Jennifer DeBoer
Keyword(s):  
Academic Success ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Learning Resources ◽  
Mediated Learning ◽  
Online Discussion Forum ◽  
Complex Integration ◽  
Asynchronous Access ◽  
Support Students

Digital technologies have become central to higher education teaching and learning practices. This paper presents the results of a qualitative study of students’ experiences within a resource-rich and digitally-driven pedagogical system in a second year engineering dynamics course. Course instructors created an Active, Blended, and Collaborative (ABC) learning environment providing students with multiple learning resources. The resources included a hybrid Lecturebook (a combination of textbook and workbook), an online discussion forum, a large repository of online videos, and a tutorial room staffed by teaching assistants. A thematic analysis of semi-structured interview transcripts characterized how students perceived the utility of the available resources, especially given the complex integration of pedagogies and resources available in person and across the technology platform. The findings revealed that students valued the blended structure because it provided them with both immediate and asynchronous access to the learning resources. Students used the resources to help them solve homework problems, study for exams, and improve their conceptual understanding in the course. The students reported engaging with their peers to receive feedback constantly throughout out the course. The results highlight how the learning resources were aligned with each other and in-class pedagogies, and they worked in tandem to support students’ academic success. The results from this paper contribute to the literature on student perceptions of technology-mediated learning environments in core engineering courses.

Time to Rethink the Concepts of Knowledge Dissemination and Transfer in the Educational System? A Systems Theoretical Perspective

2012 ◽  
Vol 20 (2) ◽  
pp. 153-163 ◽  
Author(s):  
Helle Mathiasen
Keyword(s):  
Knowledge Construction ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Video On Demand ◽  
Analytical Framework ◽  
Educational Environment ◽  
Knowledge Dissemination ◽  
Learning Resources ◽  
Learning And Teaching ◽  
On Demand

This paper is intended as an invitation to continue reflecting on and discussing the concepts of learning and teaching, including the concept of educational environment and the conditions for knowledge construction in that environment. The key concept is communication, which I link to different environments, including face-to-face (f2f) environments, net-mediated environments and various mixtures of these types of communication environments. Furthermore, I implicate learning resources in the concept of the educational environment. Thus, the main purpose of this paper is to contribute to developing our approach to the nexus between teaching and learning, including the concept of environment and the conditions for knowledge construction. I present a case study, which I analyse using a systems theoretical analytical framework, in order to discuss the relation between learning and the environment, including the idea of the possibility of knowledge transfer and knowledge dissemination. The specific focus is on learning resources in specific programs-on-demand (podcasts) and video-on-demand (vodcasts, from now just podcast) – and the students’ approaches to these learning resources and the environment offered. My point of departure is to contribute to scholarly discussion of learning resources and, in particular, of the use of podcasts and students’ approaches to these learning resources in concrete educational contexts. Finally, I suggest that we take the opportunity to reflect on the challenging task: how can we organize teaching and environments for learning, including the choice of learning resources, in order to provide each student with the possibility of developing the concrete educational qualifications that are required?

An assessment of physics laboratory teaching and learning resources in two Nigerian universities

2018 ◽  
Vol 13 (1) ◽  
pp. 01-14
Author(s):  
Ayodele Ogunleye ◽  
Benjamin E. Anyaegbuna
Keyword(s):  
Teaching And Learning ◽  
Research Work ◽  
Learning Resources ◽  
State University ◽  
Laboratory Equipment ◽  
Physics Students ◽  
Physics Laboratory ◽  
Laboratory Teaching ◽  
Faculties Of Education ◽  
The University

It is hard to imagine learning science without doing laboratory or fieldwork. The research work in this paper assessed the state of physics laboratory teaching and learning resources in some selected universities in the South West geopolitical zone of Nigeria. The survey was carried out in five universities namely The University of Lagos, University of Agriculture, Lagos State University, Olabisi Onabanjo University and Covenant University. An 88-item inventory assessment questionnaire was administered and responses were collated for analysis. Descriptive statistics were used to analyse the data derived from the study. Findings revealed that there is dearth of modern and specialised physics laboratory equipment/resources; and the obsolete state of most workshops. Inadequacy of the available resources was also observed where some universities combine physics students from the Faculties of Education and Science for most practical sessions. Based on the findings, the study proffers some recommendation that could improve the resource situations in these universities.   Keywords: Physics, laboratory, learning.  

scholarly journals TEACHERS’ PERCEPTION ON THE EFFECTIVENESS OF HEAD TEACHERS’ SUPERVISORY ROLE ON TEACHING AND LEARNING OF ADAPTIVE SKILLS BY LEARNERS WITH INTELLECTUAL DISABILITIES

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Rosallin Kananu Ruteere ◽  
Beatrice Bunyasi Awori ◽  
Francis Kirimi
Keyword(s):  
Intellectual Disabilities ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Sampling Technique ◽  
Instructional Supervision ◽  
Adaptive Skills ◽  
Learning Resources ◽  
Head Teachers ◽  
The Government

Abstract: The purpose of this study was to explore teachers’ perception on the effectiveness of head teachers’ supervisory role on teaching and learning of adaptive skills by learners with Intellectual Disabilities (ID), Kenya. The study used Effective School Theory advanced by Lezotte. A descriptive survey design involving both qualitative and quantitative approaches was used. The target population was 227 respondents (207 learners, 5 head teachers and 15 teachers). The sample size was 124 respondents (104 learners, 15 teachers and 5 Head teachers). Purposive sampling was used to select special schools and units. Stratified sampling technique was used to divide population into strata and then through simple random sampling, the exact respondents were identified, i.e., head teachers, teachers and learners in special programmes. Data was collected by use of interview guide for head teachers, observational check list for learners and questionnaire for teachers. Piloting was conducted in Kathelwa Special Unit in Igembe Central Sub-county. Test-retest method was done and a coefficient level of 0.7 was obtained. Quantitative data was analysed using SPSS Version 23.0 while qualitative data was analysed thematically. Data was presented using tables and figures for quantitative data while qualitative data was presented using reported verbatims and narratives. The key finding of this study was that majority of head teachers did not use appropriate instructional supervision skills due to lack of essential professional qualifications and knowledge of adaptive skills for learners with intellectual disabilities. The finding also established that teachers perceived majority of head teachers as ineffective in instructional supervision as they did not orientate or guide them in teaching strategies or even skills to teach their learners. The study also found that lack of adequate training and knowledge in adaptive skills, limited provision of teaching and learning resources hindered effective instructional supervision. The study recommended that there should be a policy that head teachers for special institutions be trained in the area of that disability so as to benefit both teachers and learners. The study also recommended that the government, through the ministry of education to provide and allocate adequate funds for both refresher courses and seminars for teachers and also for acquiring teaching and learning resources. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

scholarly journals BELAJAR BERBASIS ANEKA SUMBER DALAM PENDIDIKAN NONFORMAL

2011 ◽  
Vol 6 (2) ◽  
pp. 169-179
Author(s):  
B. P. Sitepu
Keyword(s):  
Learning Style ◽  
Learning Theory ◽  
Learning Process ◽  
Teaching And Learning ◽  
Nonformal Education ◽  
Theory Development ◽  
Learning Theories ◽  
Learning Resources ◽  
New Paradigm ◽  
Strong Conclusion

Paradigm shift in education has made significant change in the roles of teacher and student in teaching and learning process. In the new paradigm the student become the axis of teaching and learning process. The student makes the choice in learning objective, learning materials, and learning resources based on his/her learning style. The teacher acts more as a learning designer, learning manager, and tutor. The learning theory development tends to provide the learner with learning skills to enable them to be independent learners to life-long learning. However, the learning theories are mostly discussed in the formal eduacation situation, though the theories are also apllicable for nonformal education. This article discusses how the current learning theories can be implemented in nonformal education. The discussion is limited on the application of learning resources development in early childhood education and learning community centers. The discussion ends with a strong conclusion that resources based learning theory are potential and need to apply in nonformal education under a condition that there should be some changes in the roles of teachers/instructors, learners, and the nonformal institution.

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