scholarly journals ASSESSMENT OF STUDENTS’ LEARNING ENVIRONMENT AND ITS RELATIONSHIP ON THE TEACHING LEARNING PROCESS.

2018 ◽  
Vol 6 (11) ◽  
pp. 567-579
Author(s):  
AmeliaS Bobadilla ◽  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Teaching Learning

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

The Use of Educational Technology in Biology: A Case Study

1973 ◽  
Vol 2 (2) ◽  
pp. 133-138
Author(s):  
Mary E. Lynch
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Learning Process ◽  
College Level ◽  
Multimedia Program ◽  
Teaching Learning ◽  
Positive Effect ◽  
Student Acceptance

Evaluation of a technologically mediated college-level biology course has been done objectively as well as subjectively. Comparison is made with data accumulated from a traditionally taught biology course. Comparison reveals grade improvement through the use of educational technology. The learning environment is superior and student acceptance of technology is overwhelmingly favorable. The multimedia program has had a positive effect on the teaching-learning process. The challenge is to develop and use systems more effectively.

scholarly journals Inclusive Approach in Teaching Students with Special Educational Needs – a Chance to Change the Polish School

2021 ◽  
Vol 6 ◽  
pp. 43-57
Author(s):  
Zofia Pomirska
Keyword(s):  
Learning Environment ◽  
Educational Policy ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Needs ◽  
Legal Aspects ◽  
Special Educational Needs ◽  
Environment Friendly ◽  
Inclusive Approach ◽  
Teaching Learning

The article deals with the issue of inclusive education, which is one of the priorities of contemporary educational policy. The author describes both the idea of inclusion and the assumptions of inclusive education, as well as introduces the legal aspects of this issue. Particular attention was paid to the situation of students with special educational needs, for whom inclusive education is an opportunity to optimize the teaching-learning process. The final part of the article presents selected practical solutions that can be used by teachers to build a learning environment friendly to students with special educational needs.

Ising Model and Its Application to Modeling Learning Environment

2019 ◽  
Vol 01 (02) ◽  
pp. 1950007
Author(s):  
Jyh Harng Tan ◽  
Han Wei Ang ◽  
Soo Kyung Bae ◽  
Jonathan Yeow Huat Sim ◽  
Kenneth Bao Shen Chong ◽  
...  
Keyword(s):  
Theoretical Model ◽  
Ising Model ◽  
Learning Environment ◽  
Learning Process ◽  
First Year ◽  
Knowledge Level ◽  
First Year Students ◽  
Teaching Learning

A modified Teaching-Learning in Classroom (TLC) theoretical model is presented in this paper. It describes the general learning process of undergraduates in NUS in the context of the GEQ1000 module offered by the Office of Provost. The results of the simulations are within the range of expectations, such that in general, the students’ knowledge level increases over the course of a 13 weeks module. GEQ1000 is a compulsory module taken by all NUS first year students ([Formula: see text]2800 per semester).

EL MEJORAMIENTO DEL DESEMPEÑO PROFESIONAL PEDAGÓGICO DEL DOCENTE DE LA UNIVERSIDAD CATÓLICA DE CUENCA (UCACUE) DESDE UNA ESTRATEGIA PEDAGÓGICA.

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Luis Bolívar Cabrera Berrezueta
Keyword(s):  
Learning Environment ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Teaching Strategy ◽  
Information And Communication ◽  
Teaching Learning ◽  
Estudiantes Universitarios ◽  
Entornos Virtuales ◽  
Formación Permanente

Lograr el mejoramiento del desempeño profesional pedagógico del docente de la UCACUE a partir de las aplicaciones de las Tecnologías de la Información y las Comunicaciones (TIC) en el proceso de enseñanza - aprendizaje, es la finalidad de la Estrategia Pedagógica que se propone, de forma que propicie la formación permanente y continuada de los docentes para el aprovechamiento de estas tecnologías en la formación integral de los estudiantes universitarios desde los entornos virtuales del aprendizaje. Abstract The goal of the proposed teaching strategy is to achieve the best performance of a UCACUE pedagogical professional beginning with the information and communication technology in the teaching-learning process. In order to harness a permanent and continuous teaching growth, these technologies are essentially a learning environment for the comprehensive training university students.Recibido: octubre de 2014 Aprobado: noviembre de 2014

RESEARCH OF THE LEARNING PROCESS IN PROFESSIONAL UNIVERSITY

2018 ◽  
Vol 1 ◽  
pp. 546-554
Author(s):  
Nataļja Van Gejeka ◽  
Leonīds Pakrastiņš ◽  
Svetlana Ignatjeva
Keyword(s):  
Qualitative Research ◽  
Learning Environment ◽  
Learning Process ◽  
Research Method ◽  
Quantitative Method ◽  
Situation Analysis ◽  
Teaching Learning ◽  
The Impact ◽  
Analysis Of Teaching ◽  
Insight Into

The purpose of this article is to offer an insight into the  results of the situation analysis of teaching technical disciplines in professional universities. The aim of this study is to better understand the impact of learning environment organization into students’ groups at youth age while teaching technical subjects. Qualitative research method (unfinished sentence method) was used to study the opinion of students about the organization of teaching/learning process. Quantitative method of research (vector modelling by B. Ясвин) was used revealing prevailing types of learning environment in professional university. 

The learning environment as a space for changes Summary

2016 ◽  
Vol 33 (2) ◽  
pp. 0-0
Author(s):  
Jolanta Nowak
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Learning Process ◽  
Culture Of Learning ◽  
State Of Mind ◽  
Personalized Approach ◽  
Teaching Learning ◽  
Community Of Life

Science is not a simple increase of knowledge, but a change in state of mind. This demands a personalized approach to the teaching/learning process, the consideration of new spaces serving to gain information and experiences, as well as making use of the dialogical nature of man to create a learning community. The child cannot be a background for teachers’ actions but an authentic real creator of his/her development. School should evolve from a socially and culturally authorised knowledge-transferring institution into an agency which will be a community of life and work. This paper focuses on selected aspects of a new culture of learning: constructive, self-regulated, situated and collaborative, that prepares the student for smooth functioning in a world marked by change.

ICT INTEGRATED EDUCATION: SHIFTING ROLE OF TEACHERS

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Sukhraj Kaur
Keyword(s):  
Information Technology ◽  
Sustainable Development ◽  
Learning Environment ◽  
Learning Process ◽  
Educational Institutions ◽  
Integrated Education ◽  
Role Of Teachers ◽  
Teaching Learning ◽  
Effective Use

Teaching-learning process is in the transition phase due to the rapidly changing global scenario where Information Technology (ICT) is playing a very important role.Presently our class rooms are not simply designed to feed the brains of the students, these are designed and equipped with higher level technology. Like other aspects of life, the teaching- learning environment among the educational institutions also came under the influence of highly digitalized techniques of ICT. It is generally believed that ICTs can empower the teachers as well as the learners to contribute their best in sustainable development of the nations. Its effective use can bring efficiency in teaching-learning process and also make excellent contributions towards the achievement of educational targets. This paper aims to identify the effective roles and uses of ICTs in teaching-learning process and also discusses the challenges and limitations that are imposed by the increasing use of ICTs.

scholarly journals The effects of activity based learning process on prospective teachers’ perceptions of constructivist learning environmentEtkinlik temelli öğrenme sürecinin öğretmen adaylarının yapılandırmacı öğrenme ortamı algılarına etkisi

2016 ◽  
Vol 13 (1) ◽  
pp. 1342 ◽  
Author(s):  
İlker Kösterelioğlu ◽  
Mehmet Yapıcı
Keyword(s):  
Learning Environment ◽  
Prospective Teachers ◽  
Learning Process ◽  
Rating Scale ◽  
Constructivist Learning ◽  
Meaningful Difference ◽  
Test Results ◽  
Constructivist Learning Environment ◽  
Post Test ◽  
Teaching Learning

The aim of this study is to identify the effects of the teaching- learning process supported with the activities in the special training classes in which the study was carried out on the constructivist learning environment perception of prospective teachers studying at Amasya University, Faculty of Education. This study was conducted in the special education classes in the third and fourth grade programs during the fall semester of 2013-2014 academic year. 253 teachers were involved in the study. The data were gathered by using "Constructivist Learning Environment Rating Scale”. Through the aim of the lectures, the researchers taught the lessons in which the study was carried out by organizing the inside and outside classroom learning activities with the participation of the students actively. Researchers identified the students’ perceptions of constructivist learning at the beginning and at the end of the learning process.Whereas there is not a meaningful difference in the pre-test results related to the gender variable, there is a meaningful difference in the post-test results in favour of the female prospective teachers. In general perception of the prospective teachers on constructivist learning environment, there is a meaningful difference in the pre-test results related to their departments whereas there is no meaningful differences in their post-test results. As there is a difference in favour of protest results related to the difference between pre and post-test results, the obtained data could be evaluated as to have a positive effect upon the students’ perception with the enriched activities  ÖzetBu araştırmanın amacı Amasya Üniversitesi Eğitim Fakültesi’nde öğrenim gören öğretmen adaylarının araştırmanın yürütüldüğü özel eğitim dersi öğrenme-öğretme sürecinin etkinliklerle desteklenmesinin öğrencilerin yapılandırmacı öğrenme ortam algılarına etkisini belirlemektir. Araştırma 2013-2014 eğitim öğretim yılı güz yarıyılında üçüncü ve dördüncü sınıf öğretim programlarında yer alan özel eğitim dersinde yürütülmüştür. Araştırmaya 253 öğretmen adayı katılmıştır. Veriler “Yapılandırmacı Öğrenme Ortamları Değerlendirme Ölçeği” kullanılarak elde edilmiştir. Araştırmacılar dersin amaçları doğrultusunda ders içi ve dışında öğrencilerin aktif katılım sağlayacakları öğrenme etkinlikleri düzenleyerek dersi yürütmüşlerdir. Araştırmanın yürütüldüğü eğitim-öğretim döneminin başında ve sonunda olmak üzere öğrencilerin yapılandırmacı öğrenme algıları belirlemişlerdir.Araştırmanın öntest bulgularına göre cinsiyet değişkeni açısından öntest sonuçlarında manidar bir fark elde edilmezken sontest sonuçlarında kadın öğretmen adaylarının lehine manidar bir fark ortaya çıkmıştır. Yine bölüm değişkeni açısından öğretmen adaylarının öntest puanları değişkeni açısından öğretmen adaylarının genel algılarında ortaya çıkan manidar farklılık bulgusu sontest puanlarında tespit edilmemiştir. Öntest ve sontest puanları arasındaki fark puanlarının sontest lehine manidar farklılık göstermesi, etkinliklerle zenginleştirilmiş dersin öğrenci algılarında olumlu etki yaptığı şeklinde değerlendirilmiştir

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