EDUCATION STRATEGIES IN EUROPEAN CONTEXT: A SURVEY OF TEACHING LEARNING APPROACHES, TOOLS AND ASSESSMENT STRATEGIES AMONG PHYSIOTHERAPY TEACHERS

2020 ◽  
Author(s):  
António Alves Lopes
Keyword(s):  
Learning Approaches ◽  
European Context ◽  
Teaching Learning ◽  
Assessment Strategies

Technology in Engineering Pedagogy to Progress the Excellence of Teaching

2020 ◽  
pp. 1-19 ◽  
Author(s):  
Durga Prasad Garapati ◽  
Padmaja S.M.
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Teaching Experience ◽  
Information Organization ◽  
Learning Approaches ◽  
Innovative Teaching ◽  
Teaching Learning ◽  
Student Grades ◽  
Traditional Pedagogy ◽  
Engineering Pedagogy

Quality evaluation is a basic part of education that enables teachers to help learning and to improve instructive programs. Engineering education has been confronting impressive difficulties concerning commendable educating, information organization, and knowledge deployment. Consequently, desires for new teaching methods and learning approaches should be created in the arena. The objective of this chapter is to incorporate various teaching learning methods, educational tools to improve the learning experience of students, and also to fulfil the teaching experience of faculty. The purpose of this research is also to explore the effects of innovative teaching learning strategies based on the performance of student grades. The experiment has been carried out on two courses of electrical and electronics engineering. There are no commendable measures to evaluate the learning outcomes of the student hourly basis in traditional pedagogy. Therefore, this chapter proposed various pedagogical approaches that help to achieve the desirable things.

scholarly journals Perception of Teacher Educator Regarding Course Guides for B.ED (Hons) and ADE (Associate Degree in Education) Program & Provision of Resources for Effective Implementation of the Program

2018 ◽  
Vol III (I) ◽  
pp. 57-70
Author(s):  
Shazia Abdul Malik ◽  
Umbreen Ishfaq ◽  
M Saeed Khan
Keyword(s):  
Prospective Teachers ◽  
Associate Degree ◽  
Qualitative Data ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Research Problem ◽  
Learning Approaches ◽  
Effective Implementation ◽  
Teaching Learning ◽  
Course Outcomes

The study analyzes curriculum document (teacher course guides) of ADE and B.Ed. (Hons) programs in terms of Assessment Tasks, Teaching Learning Approaches, Course Outcomes and Course Description. Study also focuses on prospective teachers and teacher educator’s perceptions about these teacher course guides and their execution in class room at selected Teachers’ Training Institutes. The sample comprises three universities and four Regional Institutions of Teacher Education offering B.Ed. (Hons) and ADE programs. Researcher congregated data from 21 teacher educators teaching to prospective teachers enrolled in ADE and B.Ed. (Hons) in the chosen institutions. Mixed methods (approach) were used to collect quantitative as well as qualitative data for extensive analysis of the research problem. The qualitative data was collected through a check list and quantitative data was collected through questionnaire. The manuscripts (Draft guide for teaching instructor) for B.Ed. (Hons). Experts developed curriculum meets the requirement of the society of Pakistan with the purpose to create more competent, proficient and well-informed teaching instructors. Effective implementation of teacher guides need improvement in terms of availability of resources like well-equipped class rooms, computer lab, library, learning materials and Information and Communication Technology.

scholarly journals THE IMPACT OF ARGUMENTATION-BASED TEACHING AND SCENARIO-BASED LEARNING METHOD ON THE STUDENTS’ ACADEMIC ACHIEVEMENT

2019 ◽  
Vol 18 (2) ◽  
pp. 171-183 ◽  
Author(s):  
Serkan Aslan
Keyword(s):  
Academic Achievement ◽  
Control Group ◽  
Learning Approaches ◽  
Learning Method ◽  
School Students ◽  
Post Test ◽  
Group 2 ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Teaching programs based on contemporary learning-teaching approaches have been regulated since the 2005-2006 academic year in Turkey. Nevertheless, the researches conducted in Turkey suggested that teachers mostly use traditional teaching-learning approaches in their classroom activities. Therefore, this research aimed at enhancing the students’ academic achievement through the use of argumentation and scenario based learning approaches among the contemporary teaching-learning approaches in order to guide teachers. Experimental design with pre-test and post-test control group was used in the present research. This research was conducted with 45 fourth grade primary school students. The research was conducted with two experimental groups and one control group. Activities related to argumentation-based teaching were administered to the experimental group 1, activities with scenario-based learning method for the experimental group 2, and those of the existing curriculum for the control group. The research deployed an academic achievement test based on the unit of "Let’s Solve the Riddle of Our Body". Independent samples t-test, one-way analysis of variance (ANOVA) and covariance analysis (ANCOVA) were used during data analysis. Research results revealed that the academic achievement of the students was significantly influenced by the activities related to argumentation-based teaching and scenario-based learning method.

scholarly journals PERSONAL SELF-REGULATION AS A VARIABLE STUDENT (PRESAGE)

2016 ◽  
Vol 4 (1) ◽  
pp. 165
Author(s):  
Lucía Zapata ◽  
Jesús De la Fuente ◽  
Dave Putwain ◽  
Paul Sander
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
The Self ◽  
Academic Learning ◽  
Short Version ◽  
Learning Approaches ◽  
Self Regulated Learning ◽  
Full Sense ◽  
Teaching Learning ◽  
Educational Variables

Abstract.The self-regulation that people use in daily life has not traditionally been studied by educational psychologists. However, after Zimmerman showed the existence of common processes in different domains, experts have taken an interest in analyzing the self-regulating components common to different spheres (education, work, and health). This model considers personal self-regulation as a presage variable in the teaching-learning process. The Self-Regulation Questionnaire (SRQ) designed by Brown, Miller and Lawendowski has been used most often in the research on personal self-regulation. Several studies have examined this instrument’s psychometric characteristics, leading to development of the Short Self-Regulation Questionnaire (SSRQ). This short version has been shown to be a plausible alternative to the long version, in a Spanish sample (Pichardo et al., in review). There is little research in the educational sphere that treats self-regulation as a presage variable; most cases have focused on the more restrictive variable of self-regulated learning. However, studies have shown the importance of including personal self-regulation, in its full sense, as a presage variable. We can infer that the interaction of personal self-regulation with other variables, whether personal (age, gender) or academic (learning approaches, coping strategies, academic selfregulation, regulatory teaching, resilience, etc.), constitutes an interesting, novel focus when analyzing the teaching-learning process at university. We have seen the value of this study, due to the importance of this variable and the dearth of research studies to date that treat educational variables and personal self-regulation. Keywords: Personal Self-regulation, Short Self-Regulation Questionnaire, Teaching-Learning process

scholarly journals ENFOQUES DE APRENDIZAJE, COMPRENSIÓN LECTORA Y AUTORREGULACIÓN: ÚLTIMOS HALLAZGOS

2016 ◽  
Vol 4 (1) ◽  
pp. 255
Author(s):  
Ana Belén García Berbén ◽  
Fernando Justicia Justicia ◽  
Francisco Cano García ◽  
Mª Carmen Pichardo Martínez
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Self Regulation ◽  
Point Of View ◽  
Learning Approaches ◽  
School Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
Quasi Experimental ◽  
Teaching Learning

Abstract.LEARNING APPROACHES, READING COMPREHENSION AND SELF-REGULATION: THE LATEST FOUNDTwo independent investigation lines, learning approaches and reading comprehension are related to reply to some difficulties that were found in high-school students. This paper attempts to show the findings in the study of the relations between: on one hand, a) reading comprehension (it is a process through students build a mental representation about the information in the text); b) previous knowledge and c) generation of questions; on the other hand, d) learning approaches (how they feel and deal with learning situations); e) self-regulation; f) academic achievement. 1.125 ninth-grade students from 28 schools of the metropolitan area of Granada took part in three studies (two with ex-post-facto design and one with a quasi-experimental design). Results from different studies showed relations between variables. In the conclusion, we indicate the mediator function of the questions and the importance of adopting a broad point of view about the comprehension in texts of sciences. Some implications about teaching-learning in sciences are mentioned.Keywords: learning approaches, reading comprehension, question generation, academic achievement.Resumen.Dos líneas de investigación independientes, enfoques de aprendizaje y comprensión lectora se relacionan para dar respuesta a algunas de las dificultades encontradas en los estudiantes de secundaria. El objetivo es presentar un resumen de los hallazgos obtenidos en el estudio de las relaciones entre: por una parte, a) comprensión lectora (proceso mediante el que los estudiantes construyen una representación mental de la información del texto); b) conocimiento previo y c) generación de preguntas; por otra parte, d) enfoques de aprendizaje (modo en que experimentan y abordan las situaciones de aprendizaje) e) autorregulación y f) rendimiento académico. Un total de 1.125 estudiantes de cuarto de secundaria, de 28 centros del área metropolitana de Granada, participaron en tres estudios (dos con diseños ex-post-facto y un tercero con diseño cuasi-experimental). Los resultados  de los diferentes estudios mostraron relaciones entre las variables. Se concluye enfatizando el papel mediador de las preguntas así como la importancia de adoptar un punto de vista amplio sobre la comprensión de los textos de ciencias. Y se mencionan algunas implicaciones para la enseñanza-aprendizaje de las ciencias.Palabras clave: enfoques de aprendizaje, comprensión lectora, generación de preguntas, rendimiento.

Inclusive Host Language Teaching

2022 ◽  
pp. 183-210
Author(s):  
Raquel Amaro ◽  
Susana Correia ◽  
Matilde Gonçalves ◽  
Chiara Barbero ◽  
Miguel Magalhães
Keyword(s):  
Machine Learning ◽  
Language Teaching ◽  
Future Research ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Research Directions ◽  
Reliable Assessment ◽  
Future Research Directions ◽  
Teaching Learning ◽  
Institutional Texts

This chapter presents research on the teaching-learning of Portuguese as a host language, based on the exploration of authentic informational and institutional texts targeting migrant and refugee people, and considering that successful host language teaching must correspond to the needs of its target audience. The chapter discusses methods of defining and identifying criteria and features to monitor official texts with regard to inclusiveness and bias. It provides insights on how to select real texts to be used in task-based language teaching approaches for inclusive host language teaching. Departing from a real corpus analysis, the potential and the limitations of existing guidelines to inclusiveness for the assessment of real texts are shown, as well as other still neglected issues. Furthermore, this chapter provides future research directions to an effective and reliable assessment of inclusive texts that can serve as inclusive host language teaching materials through NLP and machine learning approaches.

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