Toward Evaluating Software According to Principles of Learning and Teaching

1989 ◽  
Vol 5 (2) ◽  
pp. 135-149 ◽  
Author(s):  
Thomas J. Shuell ◽  
Linda M. Schueckler
Keyword(s):  
Subject Matter ◽  
Teaching And Learning ◽  
Independent Practice ◽  
Learning And Teaching ◽  
Grade Levels ◽  
Prerequisite Knowledge ◽  
Instructional Goal ◽  
Effective Teaching And Learning ◽  
Principles Of Learning ◽  
Classroom Use

Sixteen software packages designed for classroom use were evaluated against nineteen criteria based on principles of effective teaching and learning. The programs were randomly selected from a software library containing over 1,100 items representing all grade levels and a variety of subject-matter areas, software types (tutorials, simulations, etc.), and publishers. Generally speaking, the programs were rated high with regard to 1) presenting material in appropriate steps or blocks, 2) consistency between program and stated objectives, 3) providing appropriate examples, and 4) opportunities for independent practice. The programs were rated low with regard to 1) informing students of instructional goal, 2) determining if students have necessary prior knowledge, 3) reviewing prerequisite knowledge, 4) reteaching information not known, 5) providing anticipatory set, and 6) providing for closure. Differences in ratings were obtained between subject-matter areas and program types, but these differences are difficult to interpret. These findings are discussed in terms of their implications for the development of effective instructional software and its use in the classroom.

Teaching Philosophy Statements

2020 ◽  
Vol 44 (5) ◽  
pp. 577-587 ◽  
Author(s):  
Melinda Laundon ◽  
Abby Cathcart ◽  
Dominique A. Greer
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Teaching Philosophy ◽  
Teaching Philosophies ◽  
Learning And Teaching ◽  
Promotion And Tenure ◽  
Teaching Awards ◽  
Effective Teaching And Learning ◽  
The Impact ◽  
Learning Analysis

Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.

Introduction: Exploring the Scope of the Australian Indigenous Studies Learning and Teaching Network

2014 ◽  
Vol 43 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Katelyn Barney ◽  
Cindy Shannon ◽  
Martin Nakata
Keyword(s):  
Teaching And Learning ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Early Career ◽  
Learning Approaches ◽  
Future Directions ◽  
National Network ◽  
Learning And Teaching ◽  
Key Issues ◽  
Effective Teaching And Learning

The Australian Indigenous Studies Learning and Teaching Network was established in 2011 to develop a focused national network of scholars to engage in key discussions about teaching Indigenous Studies at tertiary level. Funded by the Office for Learning and Teaching (2011–14), the Network combines leaders and early career academics and builds relationships between scholars in the discipline, identifies key issues and explores effective teaching and learning approaches. This introductory essay places this Special Issue of The Australian Journal of Indigenous Education (AJIE) in context by exploring the aims and outcomes of the Network along with the positioning of the Network team. It also examines key challenges for the Network and possible future directions.

scholarly journals Grammar Teaching: A Case Study of a Pakistani School in Sultanate of Oman

2021 ◽  
Author(s):  
Saadia Mesti
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Essential Element ◽  
Material Design ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Teacher Training Programs ◽  
Effective Teaching And Learning

Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching methods are used as methodological tools. The results suggest that the grammar teaching methods are outdated, the text material contains misleading explanations, and lack understanding of descriptive linguistic concepts on grammar. The core recommendation is that the grammar teaching methods and text material in question should be reviewed and updated with a more up-to-date material. The significance of the study lies in the fact that it will shade light on the teaching practices of grammar and review updated research on the teaching of grammar, which need consideration in teacher training programs and study material design.

Effective Learning and Teaching

2019 ◽  
Author(s):  
Siti Koimah ◽  
Adib Rifqi Setiawan
Keyword(s):  
Science Education ◽  
Technology Education ◽  
Effective Teachers ◽  
Teaching And Learning ◽  
Research Knowledge ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Craft Knowledge ◽  
Growing Body ◽  
Principles Of Learning

Although science education emphasizes what students should learn, it also recognizes that how science is taught is equally important. In planning instruction, effective teachers draw on a growing body of research knowledge about the nature of learning and on craft knowledge about teaching that has stood the test of time. Typically, they consider the special characteristics of the material to be learned, the background of their students, and the conditions under which the teaching and learning are to take place. This article presents—nonsystematically and with no claim of completeness—some principles of learning and teaching that characterize the approach of such teachers. Many of those principles apply to learning and teaching in general, but clearly some are especially important in science, mathematics, and technology education. For convenience, learning and teaching are presented here in separate sections, even though they are closely interrelated.

scholarly journals Hakikat Belajar Dan Pembelajaran

2020 ◽  
Vol 1 (2) ◽  
pp. 175
Author(s):  
Silviana Nur Faizah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Interaction Process ◽  
Learning Objectives ◽  
Behavioral Changes ◽  
Internal Factors ◽  
Learning And Teaching ◽  
Education Environment ◽  
Principles Of Learning

Learning is a process that must be done by every individual to get knowledge. It is considerably a fundamental element in the implementation of any education level. The success of education depends on the student learning process both within and outside the school. In formal education the learning process is inseparable from to the teaching and learning process. Both of these processes are synergized to realize the ideals of the nation in order to educate the life of the world. As learning creatures and educational practitioners, whatever related to learning is important to know. Learning is a conscious activity undertaken by individuals through training and experiences that produce behavioral changes that include the cognitive, affective and psychomotor aspects. While teaching and learning is a system or process of teaching subject matters that are planned, implemented, and evaluated systematically so that students can achieve the learning objectives effectively and efficiently. Three learning characteristics are: (a) learning is a conscious effort of a person, (b) learning is characterized by a change of behavior that encompasses all aspects (cognitive, affective, and psychomotor), and such changes are relatively permanent, (c) changes in behavior are derived from the interaction process with the environment and exercises. Factors that influence learning and teaching process are internal factors (physiological and psychological) and external factors (family, school and community). Five principles of learning: subsumption, organizer progressive differentiation concolidation integrative Reconciliation.Keywords: Learning process, education, environment

scholarly journals RENEWED TRENDS IN HIGHER EDUCATION FOLLOWING COVID-19

2021 ◽  
Vol 1 ◽  
pp. 755-765
Author(s):  
Olga Vindača ◽  
Velta Ļubkina
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Digital Transformation ◽  
Theoretical Research ◽  
Learning And Teaching ◽  
Effective Learning ◽  
The World ◽  
Effective Teaching And Learning ◽  
Digital Or

The world in general and the organizations in particular has been changed significantly because of Covid-19 pandemic. The higher education institutions haven’t been an exception. The new challenge has triggered a worldwide shift towards online learning and teaching. There is a question of whether the current situation will lead to the overall transformation of higher education institutions to online, digital or blended one. This paper presents the systematic review of official reports where the new trends concept is used in higher education context. The primary goal of this paper is to establish understanding of already listed trends and directions and to contribute to the discussion of a digital transformation of higher education institutions following Covid-19 pandemic for effective teaching and learning. The paper is based on the theoretical research, including literature and official reports review in the context of transformation of higher education following Covid-19. As primary results, the list of new trends in higher education has been made for effective learning and teaching. This study will help higher education institutions to rethink their strategies according to the necessities to respond to the challenges of such rapid digital transformation.  

scholarly journals Technology in ELT: Iranian EFL Teachers’ Perception towards Using Fotobabble in English Classes

2017 ◽  
Vol 4 ◽  
pp. 25-30
Author(s):  
Hamid Ashraf ◽  
Bahman Kazemi ◽  
Sara Kazemi
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interviews ◽  
Web Based ◽  
Learning And Teaching ◽  
English Classes ◽  
Language Classes ◽  
Efl Teachers ◽  
Effective Teaching And Learning

Teaching with technology has gained attention around the globe and internet use has become an integral part of teaching. Web- based tools are used in language classes to enhance interaction among learners and increase learning and teaching opportunity. Thus, the aims of this study are to introduce fotobabble which is a web tool that can be used in English language classes for teaching purposes, and to know the Iranian EFL teachers’ perception towards it. To collect data, 30 EFL teachers teaching at schools and private English institutes were randomly selected and their attitudes and opinions were investigated through semi- structured interviews. The participants were sent via telegram and e- mail an informative text about fotobabble and then were asked to talk about their opinions about its benefits and merits in language classes. The collected qualitative data was analyzed by means of content analysis and it was revealed that the majority of Iranian EFL teachers had a positive attitude towards the use of this web- based tool in their classes; however, a few number of teachers shared their concerns about its application in English classes. It is believed that studies about technology use in classes can help increase effective teaching and learning.

scholarly journals Teacher education: What Australian Christian schools need and what higher education delivers

2019 ◽  
Vol 24 (1) ◽  
pp. 96-107 ◽  
Author(s):  
Michael T Buchanan
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Teaching And Learning ◽  
Planning Time ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Key Indicator ◽  
Discipline Area ◽  
Practical Theological ◽  
Effective Teaching And Learning

The intersection between schools and the higher education institutions that prepare graduates for teaching in schools is driven by secular agendas. These agendas showcase knowledge transfer as a key indicator of effective learning and teaching. However, the preparation of graduate teachers for service in Christian schooling systems cannot be limited to an exclusive focus that places emphasis on knowledge transfer as a means to an end. Employers of teachers for Christian educational contexts, including Catholic education, desire teachers who are competent in their discipline area(s) and are able to draw confidently upon their Christian beliefs and values in a way that informs their professional work as educators. This article proposes that the intersection between higher education and schools needs to be navigated more effectively in the preparation of teachers for Christian schooling systems who are responsible for approximately one-third of the student population in Australia. The role of the teacher in Christian educational contexts is explored, drawing on practical theological insights into the teacher as Christian witness. Secular perspectives on effective teaching and learning in higher education teacher training courses are considered in the light of teacher preparation for Christian schooling systems. Approaches to teaching and providing opportunities for students to belong to a community in learning, as well as planning time for students to critically reflect on learning, are proposed as possible examples of how to help prepare teachers for service in Christian schooling systems.

scholarly journals Grammar Teaching: A Case Study of a Pakistani School in Sultanate of Oman

2021 ◽  
pp. 388-399
Author(s):  
Saadia Mesti
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Essential Element ◽  
Material Design ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Teacher Training Programs ◽  
Effective Teaching And Learning

Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching methods are used as methodological tools. The results suggest that the grammar teaching methods are outdated, the text material contains misleading explanations, and lack understanding of descriptive linguistic concepts on grammar. The core recommendation is that the grammar teaching methods and text material in question should be reviewed and updated with a more up-to-date material. The significance of the study lies in the fact that it will shade light on the teaching practices of grammar and review updated research on the teaching of grammar, which need consideration in teacher training programs and study material design.

scholarly journals The Missing Link in Promoting Quality Education: Exploring the role of pedagogical design in promoting quality in teaching and learning

2008 ◽  
Vol 5 ◽  
Author(s):  
Som Naidu
Keyword(s):  
Subject Matter ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Matter Content ◽  
Cognitive Approach ◽  
Learning And Teaching ◽  
Pedagogical Design ◽  
Constructive Process ◽  
Meaningful Context ◽  
Learning And Cognition

A major premise of this keynote address is that pedagogical design plays an important role in promoting and assuring educational quality. Pedagogical design has to do with approaches to teaching and learning which comprise, how learners interact with the subject matter content, their learning activities, how their learning is assessed, and how feedback is provided to them. Approaches to learning and teaching are informed by our knowledge and understanding of human learning and cognition, of which there are several major strands. These theories of how we learn help us develop models of learning and teaching which we believe are suitable for teaching particular kinds of subject matter, skills or attitudes. Our views and perspectives on learning and cognition have been changing over time and this has impacted how we approach and conduct our teaching activities. Currently, the popular view is that learning is a constructive process, that learning and teaching is most potent when they are “situated” within a meaningful context, and in the culture and the community within which learners live. This view suggests that learning is a process of developing understanding through problem-solving and critical reflection within a meaningful context. This paper discusses and demonstrates how this view and its attendant principles have been implemented in the Master of Arts in Teacher Education (International) Program ( MATE–I) currently on offer in the distance education mode at the Open University of Sri Lanka. The MATE–I program utilizes a situated cognitive approach to learning and teaching called “Scenario-Based Learning”.

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