scholarly journals Estudio correlacional entre la modalidad de educación pública o privada y el estilo de aprendizaje

2015 ◽  
Vol 6 (1) ◽  
pp. 69
Author(s):  
Gerson Adriano Rincón-Álvarez ◽  
Daniel Villamizar-Jaimes ◽  
Carlos Antonio Pabón-Galán
Keyword(s):  
Learning Styles ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Public And Private ◽  
University Environment ◽  
Arts And Humanities ◽  
Study Population ◽  
The Difference ◽  
Faculty Of Education ◽  
The University

ResumenSiempre ha existido una gran discusión sobre, la diferencia entre la educación pública y privada, referente a muchos tópicos de enseñanza aprendizaje como: la metodología, la filosofía, la preparación de los estudiantes, y en lo referente a este artículo, las diferentes estrategias que emplean los estudiantes para adquirir y fortalecer sus aprendizaje. La identificación de los estilos de aprendizaje y el cómo se desenvuelve el estudiante en el medio universitario es de gran importancia para la adecuación de las prácticaspedagógicas del docente y la construcción de los micro-currículos de las asignaturas, que conforman el pensum académico del programa. Con el fin de generar un mejor ambiente de aprendizaje, esta investigación identifica los estilos de aprendizaje de los estudiantes del programa académico de Licenciatura en Matemáticas de la Facultad de Educación, Artes y Humanidades de la UFPS, enmarcado en la teoría del modelo de Kold. Se concluye que el estilo predominantes en la población objeto de estudio fue el reflexivo  seguido del pragmático y por último el activo y el teórico respectivamente. Se finaliza con la aplicación de las pruebas de independencia y correlación de Spearman, hallando alta relación entre los estilos reflexivo y pragmático dentro del modelo de Kold, pero ninguna relación entre el estrato social y los estilos de aprendizaje.Palabras claves: estilos de aprendizaje, modelo, pensum, micro-currículo, Practica PedagógicaAbstractThere has always been a big discussion about the difference between public and private education regarding many topics of learning as the methodology, philosophy, preparing students, and in relation to this article, the different strategies employ students to acquire and strengthen their learning. The identification of learning styles and how the student develops in the university environment is of great importance to the adequacy of the pedagogical practices of teachers and the construction of micro-curriculum subjects that make up the academic curriculum of the program. In order to create a better learning environment, this research identifies learning styles of students of the academic Bachelor of Mathematics, Faculty of Education, Arts and Humanities UFPS, framed in the theory of model Kold. We conclude that the predominant style in the study population was followed by the pragmatic and thoughtful finally assets and theoretical respectively. It ends with the application of the tests of independence and correlation of Spearman, finding high relationship between pragmatic and thoughtful styles within the model Kold, but no relationship between social class and learning styles.Keywords: learning styles, model, curriculum, micro-curriculum Pedagogical Practice

scholarly journals Curriculum creation: Reflection as a tool for enhancement

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Cameron J. Harris ◽  
Jackie D. Brown
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Pedagogical Practice ◽  
Professional Skills ◽  
University Environment ◽  
Curriculum Creation ◽  
Course Outcomes ◽  
Past Experiences ◽  
The University ◽  
Required Courses

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field.  Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.

scholarly journals Analysis of Learning Styles (Kolb) in Students of the Degrees in Early Childhood Education and Primary Education within the Faculty of Education

TEM Journal ◽  
2021 ◽  
pp. 724-731
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Styles ◽  
Learning Style ◽  
Basque Country ◽  
Childhood Education ◽  
Faculty Of Education ◽  
The University ◽  
Specific Degree ◽  
Specific Learning

This research aimed to present the learning styles according to the model of Alonso, Gallego and Honey in university students of the Faculty of Education within the University of the Basque Country (Spain). With that objective, a sample of 434 students was chosen. The Honey-Alonso Learning Styles (CHAEA) questionnaire was used. The data obtained reflect that the four learning styles proposed by Kolb are distributed in a balanced way among the participating sample; they also reflect that it is not possible to attribute a specific learning style to a specific Degree, except with active learning and Early Childhood Education.

scholarly journals The Influence of Blended Learning to Understanding Concept

2021 ◽  
Vol 12 (3) ◽  
pp. 3756-3761
Author(s):  
Walib Abdullah Et.al
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Future Research ◽  
The Difference ◽  
Faculty Of Education ◽  
Level Of Significance ◽  
And Control ◽  
Department Faculty

This study aims to explain blended learning and learning styles towards students' conceptual understanding. This study was designed as a quasi-experiment involving 84 students of the IslamicsEducation Department, Faculty of Education of Islamics Institute of Al-KhairatPamekasan, Indonesia. The research data were collected using a test. Before the study, tests were carried out for the experimental and control groups. Data were analyzed using descriptive statistics and ANOVA test with pre-test scores as covariates. The level of significance was determined at α = 0.05. The results showed that (1) there were differences in learning outcomes between those taught with the blended learning model and those taught with the conventional learning model. (2) The difference in learning outcomes between groups of students who had to learn styles and groups of students with low learning discipline. Student learning discipline had an essential role in the learning process. These findings indicated that blended learning could dominate the learning outcomes of students' conceptual mastery. Future research might be able to discuss the results of tests conducted to determine the effectiveness of mastery of learning concepts with other learning models.

scholarly journals Extension and pedagogical practice in architecture

ESTOA ◽  
2019 ◽  
pp. 147-156
Author(s):  
Pedro Martínez Osorio ◽  
Eder García Sánchez
Keyword(s):  
Social Innovation ◽  
Local Development ◽  
Participatory Approach ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Municipal Administration ◽  
Recent Trends ◽  
The University ◽  
The City

The pedagogical practices developed in articulation with the extension office called "architectural consulting" attached to the architecture program of Caribbean University Corporation in Sincelejo, Colombia, are presented in order to reflect on the exercises developed in the light of one of the functions inherent in the university in the 21st century: innovation, specifically speaking of recent trends in social sustainability and its relationship with pedagogical practice in architecture. The adopted methodology, with a participatory approach, was developed in 4 phases: problem identification, work criteria, conceptualization, and implementation. Examples of the participatory works developed by students of the architecture program are shown, which generate alternatives for local development in the city, in places where the municipal administration and its planning structures do not reach to arrive in an effective way. Changes are identified in the role of pedagogical practices focused on social innovation and the new functions they assume, students, teachers and communities involved in the critical construction of the new citizenship.

Pedagogical Inteaction in the University Environment

2020 ◽  
Vol 8 (2) ◽  
pp. 76-82
Author(s):  
Mariela Todorova-Koleva
Keyword(s):  
University Students ◽  
Communication Skills ◽  
Effective Interaction ◽  
First Year ◽  
Mutual Respect ◽  
University Environment ◽  
Good Communication ◽  
Faculty Of Education ◽  
The University ◽  
First Year University

The article represents the main points of the pedagogical interaction between first year university students, and the lecturers in the university environment. An inquiry was conducted among 45 students from the Faculty of Education in University of Veliko Tarnovo „St. Cyril and St. Methodius According to the students, the basis of good and effective interaction is mutual respect, good communication and communication skills, the presence of feedback and a process involving both the lecturers and the student.

scholarly journals Formação de Professores: um Olhar para a Realidade e Possibilidades

2016 ◽  
Vol 17 (5) ◽  
pp. 432
Author(s):  
Mari Clair Moro Nascimento ◽  
Adriana de Araujo ◽  
Carla Mancebo Esteves Munhoz
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Assessment Process ◽  
Pedagogical Practice ◽  
The Gaze ◽  
Knowledge Extension ◽  
The One ◽  
The University

Este estudo, realizado a partir de pesquisa bibliográfica, tem como objetivo apresentar problemáticas a serem superadas na formação de professores, que atuarão na Educação Básica. Entre as problemáticas apontadas por estudiosos do tema, ressalta-se: a importância de superar as limitações acerca da dicotomia teoria e prática; poucas horas de vivências no estágio; não conhecerem as condições histórico-sociais do processo educacional;) não vivenciarem a interdisciplinaridade e; maneira como tem sido concretizado o processo avaliativo. O olhar se volta para a formação docente por se acreditar que não basta ao professor formador verbalizar a respeito de como precisa ser a atuação docente, mas proporcionar aos futuros professores a vivência de tais práticas, tendo em vista que essas possam ser utilizadas para a ampliação dos conhecimentos dos estudantes da Educação Básica, quando estiverem em suas funções. O texto apresenta também como se encontra a formação do professor formador, aquele que atua na universidade, por ser este o profissional que forma o professor que atua na Educação Básica. Para isso, ressalta-se a importância dos professores formadores proporcionarem práticas pedagógicas, que estejam amparadas na pedagogia participativa, aquela favorecedora à ampliação dos conhecimentos existentes. Palavras-chave: Formação de Professores. Formação Inicial e Continuada. Prática Pedagógica. AbstractThis study carried out from bibliographical research aims at presenting problems to be overcome in teacher´s training who will be working in basic education. Among the problems pointed out by the researchers, the following ones are emphasized: the importance of overcoming the limitations on the theory and practicing dichotomy, few hours’ experience ininternship, not knowing the historical and social conditions of the educational process, not experiencing interdisciplinary and the way the assessment process has been implemented. The gaze turns to the initial teacher´s training, for we believe that is not enough for the trainer teacher to verbalize on how it should be the teaching practice, but provide future teachers the experience of such practices, considering that these could be used for the future knowledge expansion of basic education students when they are in their roles.. The text also provides what the teachers’ trainer background is like, the one who works at the university. For this we emphasize the importance of teacher trainers providing pedagogical practices that are supported by participatory pedagogy, encouraging the existing knowledge extension. Keywords: Teacher’s Training. Initial and Continuing Teacher’s Training. Pedagogical Practice..

scholarly journals Software engineering of interactive educational resources for university student training in urban development courses

2018 ◽  
Vol 170 ◽  
pp. 01062 ◽  
Author(s):  
Olga Solnyshkova ◽  
Elena Dudysheva
Keyword(s):  
Learning Styles ◽  
Urban Development ◽  
Experimental Work ◽  
Interactive Multimedia ◽  
Educational Resources ◽  
Successful Execution ◽  
Initial Work ◽  
The Difference ◽  
The University ◽  
Interactive Operations

The article is devoted to the issues of improving the quality of training specialists in urban development with using interactive educational resources simulated work with geodetic instruments. We considered conditions for increasing the effectiveness of the university students’ initial work with the equipment during software design of interactive multimedia educational resources. One is modelling of the industrial operation with the possibility of students performing correct and erroneous actions receiving feedback. Another condition is the design of interactive multimedia educational resources by lecturers of engineering courses with students' engagement. The third condition is the possibility to support different learning styles. We carried out experimental work on the example of initial work with a theodolite in the course of engineering geodesy. Results showed that the application of interactive multimedia educational resources designed with these conditions led to a more successful execution of tasks with a shorter time for performing operations. We concerned the difference in grades of educational resources interactivity based on user- centered taxonomies. Results of experimental work showed that educational resources with a higher interactivity, allowing to perform creative tasks, led to a faster acquisition of engineering skills by students and, as a result, to the optimization of interactive operations

scholarly journals Why Hong Kong students favour more face-to-face classroom time in blended learning

2007 ◽  
Vol 11 (spe) ◽  
pp. 103-111
Author(s):  
James Henri ◽  
Sandra Lee
Keyword(s):  
Hong Kong ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Information Science ◽  
Face To Face ◽  
Part Time Students ◽  
Hong Kong Students ◽  
Part Time ◽  
Faculty Of Education ◽  
The University

A three year study in student characteristics, needs and learning styles guided instructors at the University of Hong Kong Faculty of Education to improve teaching and learning in a core module: Information Literacy. A mixed-method approach analyzed data collected from undergraduate, in-service teachers in a BEd program, and helped instructors in the program to gain insight into the Hong Kong teacher working, post-service towards a BEd in Library and Information Science. Part-time students indicated a preference for a combination of online and face-to-face teaching, with more face-to-face class time in that mix. These findings would also be informative for other part-time programs using blended teaching and learning models.

scholarly journals The Use of Capital Computer-mediated Communication Expressions in the Non-Capital Cities as a Sign of Language Unification

2020 ◽  
Vol 3 (10) ◽  
pp. 100-109
Author(s):  
Bushra W. Ali
Keyword(s):  
Language Change ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Teaching Staff ◽  
Mediated Communication ◽  
Public And Private ◽  
Computer Mediated ◽  
The Difference ◽  
The University ◽  
University Community

Recent researches on computer-mediated communication (CMC) have focused mainly on linguistic analysis for the different types of internet chats. This study observes the differences in chats between the informal social chat and the formal chat by Iraqi university non-capital informants. The difference is on their use of capital and non-capital expressions. The location of the experiment is the University of Sumer. The research focuses upon the capital and non-capital expressions used at the university community depending upon 9 variables for 97 samples. The data reveals that there is a distinction between university and non-university chat on their capital expressions usage: (Laad, Aady, Hello, Dez, Mnower, Shakbark, Wyaya, Ok and Bye), at the non-capital area.  Moreover, data shows that there is a distinction between university chat at the university community and their chat outside the university community. This study observes the written chats of the Iraqi university informants: students, teaching staff, and employees. The study sample is random using social media such as Viber, Facebook and WhatsApp. This is to observe that how the public and private atmospheres participate in language change to be unified at the time of the social networking use. Although they did not use certain expressions at their real life or informal chat, it is explored that how much they used the capital expressions in the non-capital areas. The study manages a quantitative and statistical analysis and investigates the use of capital expressions by users from the noncapital inhabitants’ background. Results of the study revealled that the university informants elude to use the capital expressions at the university atmosphere in the non-capital areas. It also reflects the fact that the use of capital expressions in the non-capital areas is a clear sign for the language unification concept.

scholarly journals University Environment and Its Relationship to The Life Skills Among Female Students at The Faculty of Education in Taibah University: البيئة الجامعية وعلاقتها بالمهارات الحياتية لدى طالبات كلية التربية بجامعة طيبة

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Manal Mubarak Helabi
Keyword(s):  
Life Skills ◽  
Female Students ◽  
Education Department ◽  
Arithmetic Means ◽  
University Environment ◽  
Academic Level ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship ◽  
Academic Specialization

This study aimed at identifying the physical and human Constituents for university environment as seen by female students, determining the relationship between the university environment and life skills, and identifying the differences between university environment and life skills according to the following variables: academic specialization and academic level. The sample of the study consisted of 181 female students, 146 were from special education department and 35 female students from art education department, the researcher applied the descriptive analytical approach. To achieve the goal of the study the researcher prepared a questionnaire for university environment consisted of 19 fields and a questionnaire for life skills included 5 skills Prepared Alrabani (2008). The following statistical treatments were applied: arithmetic means, standard deviation, T- test, one- way Anova, Scheffe test, the findings of the study indicated the following results: there is a highly significant correlation between mean of the grades of university environment questionnaire and life skills questionnaire, there is no significant differences attributed to the academic specialization between the mean of the grades of the university environment questionnaire except one field "the central library", there are significant differences attributed to the academic level on some fields of the university environment questionnaire, there are no significant differences between the grades of the life skills questionnaire. In light of these findings the researcher proposed some recommendations and suggestions.

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