MEANINGFUL LEARNING EXPERIENCES IN ENGINEERING: TALL BUILDINGS

2018 ◽  
Author(s):  
Manuel Buitrago ◽  
Jose M. Adam ◽  
Ignacio J. Payá ◽  
Pilar Bonet
Keyword(s):  
Learning Experiences ◽  
Meaningful Learning ◽  
Tall Buildings

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

scholarly journals Using Wikipedia as a classroom tool — a translation experience

2018 ◽  
Author(s):  
Robert Martínez Carrasco
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Classroom Experience ◽  
European Higher Education Area ◽  
Teaching Innovation ◽  
Reverse Translation ◽  
Innovation Project ◽  
European Higher Education

This paper presents a classroom experience regarding the use of Wikipedia in a teaching innovation project carried out between Jaume I University and Wikimedia Spain. Framed in the current post-postivist climate within the European Higher Education Area (EHEA), Wikipedia will be presented as an inter-disciplinary tool with a relevant number of classroom applications, reflecting how meaningful learning experiences based on collaborative work and authentic project-based tasks lead to better understanding and higher levels of motivation among the students. In the particular case of translation education, it will be argued that using Wikipedia in the course of the reverse translation modules allows the students to gain a deeper insight of its linguistic and discursive structures, as well as the critical/exegetic skills they need in order to assess the kind of texts with which they are commissioned, and the special discursive techniques associated to the translation task.

A Differentiated Approach to Mathematics

2021 ◽  
pp. 396-405
Author(s):  
Dora Andrikopoulos ◽  
Matina Katsiyianni
Keyword(s):  
Blended Learning ◽  
Mathematics Classroom ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Classroom Teachers ◽  
Instructional Models ◽  
Learning Potential ◽  
Flexible Learning ◽  
Instructional Techniques ◽  
Learning Framework

How can classroom teachers maximize the learning potential of their students? How can teachers, at the same time, attend to their students' differences? Students' readiness, interests, and learning profiles are the main targets for successful and meaningful learning. This chapter discusses all the above-mentioned characteristics of learners and focuses on the different approaches and instructional models in a Mathematics classroom. Having in mind a flexible learning framework that accommodates the needs of today's learners, the authors discuss and present applicable classroom instructional techniques, techniques that offer unique opportunities to fully amalgamate pedagogy by modifying learning experiences in the three areas of content, process, and product. The reader of this chapter will also get the chance to be exposed to the i2Flex methodology, which is a type of blended learning and has been born and developed at ACS Athens, Greece.

Just-in-Time Learning

2011 ◽  
pp. 1162-1166 ◽  
Author(s):  
Tina Stavredes
Keyword(s):  
Distance Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Just In Time ◽  
Web Based ◽  
Internet Technologies ◽  
The Creation

As the educational landscape is changing, more individuals are embracing the concept of lifelong learning. They are also looking for flexibility in how they learn, when they learn, and where they learn. The emergence of Web and Internet technologies is leading to the creation of distance learning environments that will allow for new ways of learning and opportunities to engage learners in meaningful learning experiences. In addition, technology is now seen as a tool for learning that allows for communication and collaboration through Web-based technologies to provide opportunities for challenge, guidance, empowerment, and support.

Video episodes and action cameras in the undergraduate chemistry laboratory: eliciting student perceptions of meaningful learning

2016 ◽  
Vol 17 (1) ◽  
pp. 139-155 ◽  
Author(s):  
Kelli R. Galloway ◽  
Stacey Lowery Bretz
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Video Recording ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Affective Learning ◽  
The Self ◽  
Chemistry Laboratory ◽  
Undergraduate Chemistry ◽  
Affective Experiences

A series of quantitative studies investigated undergraduate students' perceptions of their cognitive and affective learning in the undergraduate chemistry laboratory. To explore these quantitative findings, a qualitative research protocol was developed to characterize student learning in the undergraduate chemistry laboratory. Students (N= 13) were observed and video recorded while performing one of their assigned laboratory experiments. Each student wore an action camera as well as a lapel microphone attached to a voice recorder to capture the experiment from the students' perspective. A tripod camera was also placed unobtrusively in the lab to record the student from a third person perspective. Students were interviewed within 48 hours of their video recording and asked to identify specific learning experiences in their laboratory experiment. The self-selected video episodes were shown to the students, and they were asked to describe what they were doing and why they were doing it. The students' descriptions were analyzed using Novak's theory of meaningful learning to characterize their cognitive and affective experiences. The self-identified learning experiences were dominated by descriptions of psychomotor learning with few students discussing cognitive experiences. The limited connections between cognitive and affective experiences revealed missed opportunities for meaningful learning.

scholarly journals Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

2017 ◽  
Author(s):  
Joyce Hwee Ling Koh
Keyword(s):  
Learning Experiences ◽  
Meaningful Learning ◽  
Learning Objects ◽  
Learning System ◽  
Learning Activities ◽  
Five Dimensions ◽  
Reusable Learning Objects ◽  
Programme Design ◽  
E Learning ◽  
Learning With Technology

E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and integration of content resources with e-learning activities in ways that promote learning experiences, characterised by five dimensions: active, constructive, intentional, authentic, and collaborative. The pedagogical uses of these meaningful learning dimensions to support the design and integration of reusable learning objects as content resources will be explicated and exemplified through three cases related to the instruction of theories, principles, and professional skills respectively in a graduate programme. Design notes and surveys of students’ perception of learning experiences are used as data sources to understand how the five meaningful learning dimensions are being implemented by instructors and perceived by students. The strategies for supporting meaningful learning with reusable learning objects in higher education contexts are discussed.

scholarly journals The contribution of simulated patients to meaningful student learning

2021 ◽  
Author(s):  
Annelies Lovink ◽  
Marleen Groenier ◽  
Anneke van der Niet ◽  
Heleen Miedema ◽  
Jan-Joost Rethans
Keyword(s):  
Identity Development ◽  
Communication Skills ◽  
Effective Means ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Simulated Patients ◽  
Student Perspective ◽  
Implicit Feedback ◽  
Structured Interviews ◽  
Reflection In Action

Abstract Introduction Communication training with simulated patients (SPs) is widely accepted as a valuable and effective means of teaching communication skills. However, it is unclear which elements within SP-student encounters make these learning experiences meaningful. This study focuses on the SP’s role during meaningful learning of the student by giving an in-depth understanding of the contribution of the SP from a student perspective. Methods Fifteen bachelor Technical Medicine students were interviewed. Technical medicine students become technical physicians who optimize individual patient care through the use of personalized technology. Their perceptions of meaningful learning experiences during SP-student encounters were explored through in-depth, semi-structured interviews, and analyzed using thematic analysis. Results Three main themes were identified that described what students considered to be important for meaningful learning experiences. First, SPs provide implicit feedback-in-action. Through this, students received an impression of their communication during the encounter. Implicit feedback-in-action was perceived as an authentic reaction of the SPs. Second, implicit feedback-in-action could lead to a process of reflection-in-action, meaning that students reflect on their own actions during the consultation. Third, interactions with SPs contributed to students’ identity development, enabling them to know themselves on a professional and personal level. Discussion During SP encounters, students learn more than just communication skills; the interaction with SPs contributes to their professional and personal identity development. Primarily, the authentic response of an SP during the interaction provides students an understanding of how well they communicate. This raises issues whether standardizing SPs might limit opportunities for meaningful learning.

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