scholarly journals 14. Two Approaches to Case-Based Teaching in Science: Tales From Two Professors

2012 ◽  
Vol 5 ◽  
pp. 80
Author(s):  
Colin Montpetit ◽  
Lovaye Kajiura
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Historical Context ◽  
Dynamic Environment ◽  
Learning Tools ◽  
Pedagogical Tools ◽  
Teaching Objectives ◽  
Specific Teaching ◽  
Case Based

Case-based teaching and learning strategies can offer instructors effective pedagogical tools to scaffold student learning through activities designed to fulfill teaching objectives and desired student learning outcomes. In science disciplines, programs strive to impart knowledge in addition to providing students environments through which they can learn through collaboration. Case-based studies can effectively expose students to the process of science and encourage them to work through facts, analyze data, formulate solutions, draw conclusions, and predict consequences. Despite the versatility of case studies as teaching and learning tools, many factors influence their implementation in a given teaching environment. Inasmuch, the manner in which they are used is typically dependent upon specific teaching and learning objectives and the historical context of the course (e.g., student enrolment, year of instruction, lecture vs. lab vs. tutorial settings). In this article, we discuss two novel approaches for case-based teaching and learning in Biology as a means to convey lecture content, encourage students to apply fundamental concepts taught in lectures, while exposing them to the process of science in a dynamic environment.

Implementation Of Coopertive Learning Strategies To Improve Learning Outcomes In Subjects Of Civic Education Main Subjects State Power Sharing System Of 10th Grade Students Accounting In SMKN Tanimbar Selatan

2019 ◽  
Vol 1 (2) ◽  
pp. 164-172
Author(s):  
Veky Robinson Sabarlele
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Citizenship Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Average Value ◽  
Classroom Action Research

The purpose of this classroom action research (CAR) is to aim to find out whether there is an increase in learning outcomes in the subject of Citizenship Education students using cooperative learning strategies. This research is a classroom action research study involving 30 students of class X Accounting SMKN 2 Tanimbar Selatan consisting of 5 women and 20 men. Some of the variables investigated in this study are as follows (1) input variables which include students, lesson material, learning resources, (2) the variable process of organizing teaching and learning activities, such as teaching and learning interactions, student questioning skills, student learning methods, and (3) output variables such as student curiosity, students' ability to apply knowledge, student learning motivation, student learning outcomes, student attitudes towards learning experiences through improvement activities. There are four stages carried out in carrying out this research activity, namely: the stages of planning, implementation of actions, observation and interpretation as well as analysis and reflection. This research was conducted in two research cycles. From the results of the action in the first cycle, it was found that the average value of students was 78.67 with the highest score of 90 and the lowest value of 65 and completeness of learning only reached 77% or 23 students out of 30 students, still below the established completeness of 85% of students unfinished learning 23% or 7 students out of 30 students. Thus the next learning cycle still needs to be designed. Results in Cycle II the average value of students 81.00 with the highest value of 95 and the lowest value of 70 and completeness of learning has only reached 87% or 26 students out of 30 students, already above the mastery that has been set that is 85% of students who have not finished learning 13 % or 4 students out of 30 students. Thus there is no need to design further learning cycles. The results showed that the use of cooperative learning strategies in fact can improve learning outcomes in subjects Citizenship Education in class X Accounting for SMKN 2 Tanimbar Selatan 2018/2019

scholarly journals Learning Analytics to Inform the Learning Design: Supporting Instructor’s Inquiry into Student Learning in Unsupervised Technology-Enhanced Platforms

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
Priya Harindranathan ◽  
James Folkestad
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Learning Analytics ◽  
Formative Assessments ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Learning Behaviors ◽  
Pedagogical Design ◽  
Actual Use ◽  
Learning Platforms

Instructors may design and implement formative assessments on technology-enhanced platforms (e.g., online quizzes) with the intention of encouraging the use of effective learning strategies like active retrieval of information and spaced practice among their students. However, when students interact with unsupervised technology-enhanced learning platforms, instructors are often unaware of students’ actual use of the learning tools with respect to the pedagogical design. In this study, we designed and extracted five variables from the Canvas quiz-log data, which can provide insights into students’ learning behaviors. Anchoring our conceptual basis on the ‘influential conversational framework’, we find that learning analytics (LA) can provide instructors with critical information related to students’ learning behaviors, thereby supporting instructors’ inquiry into student learning in unsupervised technology-enhanced platforms. Our findings suggest that the information that LA provides may enable instructors to provide meaningful feedback to learners and improve the existing learning designs.

scholarly journals PENDAMPINGAN METODE MUSĀBAQAH BIṬĀQAH MUKHTALIṬUL KALIMAH DALAM PEMBELAJARAN BAHASA ARAB DI PONDOK PESANTREN DARUSY SYAHADAH BOYOLALI

2021 ◽  
Vol 1 (1) ◽  
pp. 18
Author(s):  
Nurul Latifatul Inayati ◽  
Umi Nur Kasanah ◽  
Kusnul Khotimah
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Community Service ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Student Interest ◽  
Learning Methods ◽  
Planning Stage ◽  
Implementation Phase ◽  
Service Activity

Learning strategies/methods are very important in learning. Errors in the selection of strategies/learning methods can be a barrier to the course of teaching and learning activities (KBM). Arabic is one of the subjects that is highly emphasized in Darusy Syahadah Islamic boarding school. The ability of the Arabic language for a santri is like a weapon that they will use in battle to search for and explore the Islamic sciences. However, in his journey there were several problems encountered in learning Arabic, including the emergence of drowsiness and boredom that befell students while attending Arabic learning. With these problems, it is necessary to have community service activities in order to create a more creative and attractive learning atmosphere for students. The purpose of this community service activity is to provide assistance in the application of the Musābaqah Biṭāqah Mukhtaliṭul Kalimah method in learning Arabic. The implementation method in this community service activity includes four stages, namely the planning stage, the implementation phase, the observation and evaluation stage, and finally the reflection phase. With the application of the Musābaqah Biṭāqah Mukhtaliṭul Kalimah method, it is proven that it can increase the activeness and enthusiasm of student learning which impacts on increasing student learning outcomes. So the development of the Musābaqah Biṭāqah Mukhtaliṭul Kalimah method as well as other active learning methods is very necessary in order to increase student interest in learning.

Virtual Territorial Heritage in Education through mLearning Resources

2016 ◽  
pp. 162-195 ◽  
Author(s):  
Jorge Joo Nagata ◽  
José Rafael García-Bermejo Giner ◽  
Fernando Martínez-Abad
Keyword(s):  
Teaching And Learning ◽  
Historical Context ◽  
Optimized Design ◽  
Traditional Teaching ◽  
Navigation Systems ◽  
Learning Tools ◽  
Pedestrian Navigation ◽  
Learning Platform ◽  
Historical Heritage ◽  
Mobile Context

This research aims to establish the meanings and relations that exist between creating educational content for an application featuring Mobile Pedestrian Navigation Systems (MPNS) and Augmented Reality (AR), and the processes involved in Mobile Learning (mLearning). In this mobile context, the study aims to develop a training process linked to territorial information about the corresponding architectural and historical heritage of the cities of Salamanca (Spain) and Santiago (Chile), proving their educational importance. Methodologically, this research focuses on two main areas: (1) The optimized design of a learning platform with AR and MPNS resources in a historical context; and (2) the validation of the software's educational effectiveness in relation to other traditional teaching and learning tools. Finally, the study is in the process of creating a thematic heritage model determining the scope of this tool in the processes of mLearning, considering the elements of identity and local culture.

Virtual Territorial Heritage in Education through mLearning Resources

2018 ◽  
pp. 345-377
Author(s):  
Jorge Joo Nagata ◽  
José Rafael García-Bermejo Giner ◽  
Fernando Martínez-Abad
Keyword(s):  
Teaching And Learning ◽  
Historical Context ◽  
Optimized Design ◽  
Traditional Teaching ◽  
Navigation Systems ◽  
Learning Tools ◽  
Pedestrian Navigation ◽  
Learning Platform ◽  
Historical Heritage ◽  
Mobile Context

This research aims to establish the meanings and relations that exist between creating educational content for an application featuring Mobile Pedestrian Navigation Systems (MPNS) and Augmented Reality (AR), and the processes involved in Mobile Learning (mLearning). In this mobile context, the study aims to develop a training process linked to territorial information about the corresponding architectural and historical heritage of the cities of Salamanca (Spain) and Santiago (Chile), proving their educational importance. Methodologically, this research focuses on two main areas: (1) The optimized design of a learning platform with AR and MPNS resources in a historical context; and (2) the validation of the software's educational effectiveness in relation to other traditional teaching and learning tools. Finally, the study is in the process of creating a thematic heritage model determining the scope of this tool in the processes of mLearning, considering the elements of identity and local culture.

Technology Enhances Student Learning across the Curriculum

2004 ◽  
Vol 9 (6) ◽  
pp. 344-349
Author(s):  
Jean McGehee ◽  
Linda K. Griffith
Keyword(s):  
Student Learning ◽  
Computer Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Interactive Software ◽  
Learning Tools ◽  
Mathematical Concepts ◽  
Internet Resources ◽  
Use Of Technology ◽  
Programmable Devices

Although the use of technology is not new to the classroom, it is still a hotly debated issue in some schools. An important point to understand is that technology does not replace basic understandings and skills. Instead, it is an additional learning tool that fosters deeper understanding and better intuition about mathematical concepts. The word technology encompasses many platforms including calculators, programmable hand-held devices, tutorial software, interactive software, and Internet resources. Hand-held programmable devices provide affordable access to electronic tools that allow students to use multiple representations to explore mathematical situations. Interactive software also provides environments that allow students to explore and discover relationships on the computer. Technology is not static; it is a constantly growing and changing field. It challenges educators to continue to create innovative ways to implement new technologies in the classroom as teaching and learning tools.

TEXAS A&M'S OIL SPILL TRAINING ACTIVITIES—A SIXTH YEAR PERSPECTIVE

1981 ◽  
Vol 1981 (1) ◽  
pp. 93-97
Author(s):  
J. Larry Payne ◽  
Michael A. Krone ◽  
David V. Morris
Keyword(s):  
Learning Strategies ◽  
Oil Spill ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Hazardous Material ◽  
Initial Development ◽  
Audience Analysis ◽  
Teaching And Learning Strategies ◽  
Specific Teaching ◽  
Spill Control

ABSTRACT This paper will open by briefly tracing the initial development and subsequent evolution of the Texas Engineering Extension Service's (TEEX) oil spill control activities. The paper seeks to examine and evaluate the success of various phases of the activities including the basic 40-hour API Oil Spill Control Course and the newer specialized extension training programs covering oil and hazardous material spill control. Parameters of the evaluation include developmental rationale, audience analysis, educational validity, specific teaching and learning strategies, logistics and implementation, resource utilization, and program evaluation and planning strategies. Important differences and similarities between the basic 40-hour program and the spinoff extension programs are covered carefully in an attempt to provide useful data for those considering the development of similar programs. Finally, the expanded research and technical assistance of the TEEX Oil and Hazardous Material Control Training Division will be discussed briefly.

scholarly journals The Effect of Expository and Cooperative Learning Strategies on Student Learning Result in Class X Office Governance Automation of State Vocational High School I Palembang

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Samsilayurni Samsilayurni ◽  
◽  
Rambat Nur Sasongko ◽  
Muhammad Kristiawan ◽  
◽  
...  
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Vocational High School ◽  
Effective Learning ◽  
School Subjects

The purpose of this study was to determine the effect of expository learning strategies and cooperative learning strategies that can affect student learning result in archiving subjects in class X Office Governance Automation of Vocational High School 1 Palembang. The total population of 96 students, the 96 students were sampled in this research. This research technique is by conducting observations, questionnaires and documentation. This study consisted of three variables X1, namely expository learning strategy, cooperative learning strategy variable X2. Then variable Y student learning results. Based on the results of the ANOVA test or F test, the results of the study show that H0 is rejected and Ha is accepted, meaning that there is a significant effect of X1 expository learning strategy and X2 cooperative learning strategy together on student Y learning result in Archives class X Office Governance Automation Middle School subjects. Vocational State I Palembang. It is recommended that educators make efforts to make improvements and improve the quality of the teaching and learning process in order to obtain better learning result. Therefore, appropriate learning strategies are needed to realize effective learning.

scholarly journals Collaboration between faculty members and the Center for teaching and learning at Polytechnique Montreal

2013 ◽  
Author(s):  
Anastassis Kozanitis ◽  
Lina Forest
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Full Time ◽  
New Faculty ◽  
Use Of Technology ◽  
Orientation Training ◽  
The Impact

The Center for teaching and learning at Polytechnique Montreal (PM) was created in 1977. Its mission is to encourage and help instructors to improve their teaching, and ultimately, contribute to improve student learning at both undergraduate and graduate levels. Among its many activities, the CTL provides a compulsory orientation, training, and integration program for new faculty members; offers consultations, workshops, and conferences; manages grants for pedagogical initiatives; and conducts house studies on pedagogical or academic issues. With time, CTL has had the opportunity to collaborate with PM leaders and faculty members, on a number of issues. For example, it has conducted house studies on the following topics: students’ learning strategies; students’ motivation to learn within different pedagogies (project-based; e-learning; traditional lecturing); three year follow-up study on the impact the revised programs have had on student learning and retention. CTL has published many articles whether in scientific or professional journals. CTL encourages and provides support for faculty members that publish in general or discipline specific engineering education journals. PM also funds and conducts engineering education research projects with the MATI (Maison des Technologie, house of technologies), specifically on the use of technology in the classroom and innovative pedagogy. MATI is a three-way partnership between HEC Montreal, University of Montreal and PM. They are currently working on the e-portfolio for the development of professional attributes in engineering. PM has also created a new category of instructors, called “chargé d’enseignement”. Their job is to teach full time at the undergraduate level. What sets them apart from ordinary part time instructors is that they must conduct research on their teaching, and actively participate in engineering education conferences. Finally, PM is contemplating allocating a chair for the scholarship of teaching and learning. This chair would be under a faculty member’ responsibility, and would help fund research on engineering education. It would also allow hiring PhD and master’s degree students.

scholarly journals Using Personality-Based Propensity as a Guide for Teaching Practice

2020 ◽  
Vol 9 (3) ◽  
pp. 45
Author(s):  
Lin-Miao L. Agler ◽  
Kelley Stricklin ◽  
Larisa K. Alfsen
Keyword(s):  
Learning Strategies ◽  
Personality Trait ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Regulation ◽  
Individual Characteristics ◽  
Related Factors ◽  
Processing Strategies ◽  
Reading And Math ◽  
Specific Teaching

The Big Five-Factor personality traits are examined in the present review. Individual characteristics and personality types may contribute differently to choices of learning strategies and overall cognitive performance. The purpose of this paper is twofold: (1) to provide a brief overview of consistent research findings on personality constructs as predictors of school-related factors, including academic ability, reading and math skills, metacognitive assessments, self-regulatory learning and processing strategies, and students’ confidence; and (2) to highlight the applicable value of using personality-related propensities to guide teachers in the classroom. Inter-relationships among personality, cognition, metacognition, self-regulation, and learning outcomes are addressed. More importantly, in the end of the paper, practical teaching and learning applications are discussed and summarized in a table. The table is organized to highlight each personality trait, its significance based on research evidence, and its educational implications for specific teaching methods and strategies teachers can use to draw strengths from each personality trait and to maximize learning in the classroom.

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