scholarly journals Evaluating Students’ Perception of Teaching Learning Computer Programming: A Study in a Bruneian Technological University

2015 ◽  
Vol 6 (2) ◽  
pp. 25-33 ◽  
Author(s):  
Afzaal H. Seyal ◽  
Yeo Sy Mey .
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Student Centered ◽  
Modern Approach ◽  
Brunei Darussalam ◽  
Institutions Of Higher Learning ◽  
Study Results ◽  
Teaching Learning ◽  
Teacher Centered

The present study is part of one of the pioneering government funded research, conducted in one of the institutions of higher learning in Brunei Darussalam. The study validates the existing instrument through survey (factor analysis) among cohort of students in a programming class. The study results not only endorse the reasons of declining the art and science of teaching/learning computer programming but also have brought an interesting finding of pedagogy. The results indicate that teaching and learning strategies are more teacher-centered (mean=3.85) rather than student-centered (mean = 2.87). This is in contrast to modern approach of teaching-learning, where problem-based or constructivist approach dominates. Further 67% of the students considered lack of motivation, 80% considered the curriculum is less practical and 50% thought it was more teacher-centered, as key reasons of this decline. Based on the findings some recommendations were made to the relevant authorities to improve the practice.

scholarly journals Directions To Modernize Teaching Methodology

2015 ◽  
Vol 21 (2) ◽  
pp. 560-564
Author(s):  
Nicolae Căpăţînă
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Methodology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Learning ◽  
Society Today ◽  
Teacher Centered

Abstract Article presents the main directions of modernization of teaching methods, factor for modernization of education. Modernization of teaching methods is required by changes taking place in society today latter directly influencing the conduct of education. Shift from teacher-centered education to student-centered learning and changing paradigms instructional, teaching methods require modernization and transformation of his conception of education. Classical paradigm of teaching and learning profound changes, transforming the teaching learning, resulting in the need to change teacher.

Estrategia didáctica para el perfeccionamiento del proceso de enseñanza-aprendizaje de los estudiantes de la Universidad Tecnológica Ecotec-Facultad de Marketing y Comunicación con enfoque constructivista

2021 ◽  
Vol 2 (5) ◽  
pp. 6575-6584
Author(s):  
Yeimer Prieto López ◽  
Beatriz Loor Ávila
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Deep Understanding ◽  
Point Of View ◽  
Student Centered ◽  
Pedagogical Strategies ◽  
The One ◽  
Teaching Learning ◽  
Technological University

La Didáctica centrada en el estudiante exige la utilización de concepciones, modelos, alternativas, estrategias y métodos adecuados, en los que el proceso de enseñanza- aprendizaje se conciba cada vez más como resultado del vínculo entre lo afectivo, lo cognitivo, las interacciones sociales y la comunicación. La presente investigación científica ofrece elementos teóricos y metodológicos esenciales que permiten asumir posiciones bien fundamentadas y estructuradas acerca de las estrategias pedagógicas dirigidas a los docentes y los métodos de enseñanza y aprendizaje, lo que en ocasiones se aborda desde diversas posiciones, no siempre consistentes y con múltiples acepciones e interpretaciones. La Pedagogía se enfrenta a un gran reto en estos momentos, la dirección y conducción adecuada del proceso de enseñanza y aprendizaje en la Educación Superior con el empleo del Constructivismo, donde el estudiante sea quien produzca el conocimiento desarrollando un pensamiento crítico, reflexivo desde el punto de vista cognoscitivo, poniendo a su disposición estrategias de aprendizaje en un contexto donde lamentablemente predomina una Pedagogía Conductista. El presente artículo aborda las estrategias de enseñanza- y aprendizaje que permiten tanto al profesor como al estudiante, tener una comprensión profunda de este fenómeno dentro del proceso docente educativo en la Facultad de Marketing y Comunicación, de la Universidad Tecnológica Ecotec.   Student-centered Didactics requires the use of appropriate conceptions, models, alternatives, strategies and methods, in which the teaching-learning process is increasingly conceived as a result of the link between the affective, the cognitive, social interactions and the communication. This scientific research offers essential theoretical and methodological elements that allow us to assume well-founded and structured positions about pedagogical strategies aimed at teachers and teaching and learning methods, which is sometimes approached from different positions, not always consistent and with multiple meanings and interpretations. Pedagogy faces a great challenge at this time, the proper direction and conduction of the teaching and learning process in Higher Education with the use of Constructivism, where the student is the one who produces knowledge by developing critical thinking, reflective from the point of view. from a cognitive point of view, making learning strategies available to them in a context where, unfortunately, a Behavioral Pedagogy predominates. This article addresses the teaching- and learning strategies that allow both the teacher and the student to have a deep understanding of this phenomenon within the educational teaching process at the Faculty of Marketing and Communication of the Ecotec Technological University.

scholarly journals Actualization of Andragogical Learning Strategies for Higher Education in Disruption Era

2019 ◽  
Vol 6 (2) ◽  
pp. 351-370
Author(s):  
Sufirmansyah Sufirmansyah
Keyword(s):  
Higher Education ◽  
College Students ◽  
Adult Learners ◽  
Learning Strategies ◽  
Learning Process ◽  
Student Centered ◽  
Tertiary Institutions ◽  
Library Research ◽  
Readiness To Learn ◽  
Teacher Centered

This article examines the actualization of andragogical learning strategies for higher education in disruption era. Disruption era as an effect of globalization demands optimal integrity of an individual so that they can live their lives well. College students as adult learners are expected to be able to interpret and work around so that the learning they do can run effectively for their future. The library research qualitative approach is chosen in order to compile various relevant references related to andragogical learning strategies in a holistic manner. Based on studies from several references, it can be concluded that andragogy is very relevant to the needs of college students as adult learners. Desire to learn, ability to learn, means to learn, and need to learn become the consideration of the relevance of the concept of andragogy to the needs of college students. On the other hand, the principle of andragogy is also very synergistic with the development of learning independence from a learner. The development of a very rapid disruption era led to changes in learning patterns, from teacher centered to student centered. The andragogical learning process must consider the learner's needs and some aspects of individuality as uniqueness and potential that must be developed. The assumptions that underlie andagoogical learning strategies in tertiary institutions are that students must understand their learning orientation, have a responsible self-concept, learn their life experiences, realize their readiness to learn, learn in concrete, and strengthen their intrinsic motivation. The actualization of andragogical learning strategies can be maximized by studying the learning process contextually, increasing participation in learning, and utilizing the advancement of science and technology. The internet must be optimized as a learning aid so that college students can understand the current conditions of the environment that they will face in the real world. Thus, the demands of the disruption era can be overcome through the actualization of andragogical learning strategies. تبحث هذه المقالة في تفعيل استراتيجيات التعلم الاندروجرافية للتعليم العالي في عصر الاضطراب. إن عصر الاضطراب كأثر للعولمة يتطلب سلامة مثالية للفرد حتى يتمكنوا من عيش حياتهم بشكل جيد. من المتوقع أن يتمكن الطلاب والمتعلمون فى الجامعة من التأويل والعمل حتى يتمكنوا من التعلم بفعالية من أجل مستقبلهم. يتم اختيار نهج نوعية البحث المكتبية من أجل تجميع مختلف المراجع ذات الصلة المتعلقة باستراتيجيات التعلم الاندروجرافية andragogical بطريقة شاملة. استنادًا إلى دراسات من عدة مراجع ، يمكن استنتاج أن الاندروجرافية وثيقة الصلة باحتياجات الطلاب كمتعلمين بالغين. الرغبة في التعلم ، والقدرة على التعلم ، ووسائل التعلم ، والحاجة إلى التعلم تصبح النظر في أهمية مفهوم الاندروجرافية andragogy لاحتياجات الطلاب. من ناحية أخرى ، فإن مبدأ الاندروجرافية هو أيضا تآزري للغاية مع تطوير استقلالية التعلم من المتعلم. أدى تطور عصر سريع للغاية من الاضطراب إلى تغييرات في أنماط التعلم ، من المعلم الذي يركز على الطلاب. يجب أن تؤخذ عملية التعلم الاندروجرافية بعين الاعتبار عن احتياجات المتعلم وبعض جوانب الفردية كالتفرد والإمكانات التي يجب تطويرها. إن الافتراضات التي تكمن وراء استراتيجيات التعلم الاندروجرافية في مؤسسات التعليم العالي هي أن الطلاب يجب أن يفهموا توجههم التعلمي ، وأن يكون لديهم مفهوم ذاتي عن المسؤول ، وأن يتعلموا خبرات حياتهم ، وأن يدركوا استعدادهم للتعلم ، والتعلم بشكل ملموس ، وتعزيز دافعهم الداخلي. يمكن تعظيم الاستفادة من استراتيجيات التعلم الاندروجرافية من خلال دراسة عملية التعلم في السياق ، وزيادة المشاركة في التعلم ، والاستفادة من تقدم العلوم والتكنولوجيا. يجب تحسين الإنترنت كمساعدات تعليمية حتى يتمكن الطلاب من فهم الظروف الحالية للبيئة التي سيواجهونها في العالم الحقيقي. وبالتالي ، يمكن التغلب على متطلبات عصر الاضطراب من خلال تفعيل استراتيجيات التعلم الاندروجرافية. Artikel ini mengkaji aktualisasi strategi pembelajaran andragogis bagi pendidikan tinggi di era disrupsi. Era disrupsi sebagai efek globalisasi menuntut integritas optimal dari seorang individu agar mereka dapat menjalani kehidupan dengan baik. Mahasiswa sebagai pembelajar dewasa diharapkan mampu memaknai sekaligus menyiasati agar pembelajaran yang mereka lakukan dapat berjalan secara efektif demi masa depan mereka. Pendekatan kualitatif berjenis library research dipilih dalam rangka merangkai berbagai referensi yang relevan terkait dengan strategi pembelajaran andragogis secara holistik. Berdasarkan kajian dari beberapa referensi, dapat disimpulkan bahwa andragogi sangat relevan dengan kebutuhan mahasiswa sebagai pembelajar dewasa. Desire to learn, ability to learn, means to learn, serta need to learn menjadi pertimbangan relevansi konsep andragogi dengan kebutuhan mahasiswa. Di sisi lain, prinsip andragogi juga sangat sinergis dengan pengembangan kemandirian belajar dari seorang pembelajar. Perkembangan era disrupsi yang sangat pesat mendorong perubahan pola pembelajaran, dari teacher centered menju student centered. Proses pembelajaran andragogis harus mempertimbangkan kebutuhan pembelajar serta beberapa aspek individualitasnya sebagai keunikan dan potensi yang harus dikembangkan. Asumsi yang mendasari strategi pembelajaran andragoogis di perguruan tinggi diantaranaya yaitu mahasiswa harus memahami orientasi belajarnya, memiliki konsep diri yang bertanggung jawab, mempelajari pengalaman hidupnya, menyadari kesiapan belajarnya, belajar secara konkret, serta menguatkan motivasi intrinsiknya. Adapun aktualisasi strategi pembelajaran andragogis dapat dimaksimalkan dengan cara mengkaji proses pembelajaran secara kontekstual, meningkatkan partisipasi dalam pembelajaran, serta memanfaatkan kemajuan ilmu pengetahuan dan teknologi. Internet harus dioptimalkan sebagai alat bantu pembelajaran agar mahasiswa dapat memahami kondisi terkini dari lingkungan yang ia akan hadapi di dunia nyata. Dengan demikian, tuntutan era disrupsi dapat diatasi melalui aktualisasi strategi pembelajaran andragogis.

Teaching, Learning and Multimedia

2005 ◽  
pp. 60-72 ◽  
Author(s):  
Loreen M. Butcher-Powell
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Streaming Video ◽  
Internet Research ◽  
The Internet ◽  
Student Centered ◽  
Web Based ◽  
Teaching Learning ◽  
Almost All

“We must not forget that almost all teaching is Multimedia” (Schramm, p.37). Today, the magnetism of multimedia is clearly oblivious via the use of streaming video, audio clips, and the Internet. Research has shown that the use of multimedia can aid in the comprehension and retention of student learning (Cronin & Myers, 1997; Large Behesti, Breulex & Renaud, 1996; Tennenbaum, 1998). As a result, more educators are utilizing Web-based multimedia materials to augment instruction online and in the classroom. This chapter provides a theoretical framework for transforming Student Centered Discussion (SCD), a traditional based pedagogy strategy, to a new multimedia pedagogy SCD strategy. The new multimedia SCD pedagogy represents a new way of teaching and learning. As a result, positive responses and feedback have been collected from students in their ability to interpret facts, compare and contract material, and make inferences based on recall of information previously presented or assigned in article readings.

Applying the Polysynchronous Learning to Foster the Student-Centered Learning in the Higher Education Context

2016 ◽  
pp. 385-403
Author(s):  
Fan Ouyang
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Learning Activity ◽  
Communication Model ◽  
Environment Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
App Design ◽  
Activity Design

Teaching and learning computer programming has posed great challenges for both instructors and students. An emerging blended learning mode - polysynchronous learning has potentials to motivate and engage students in the programming learning process, to optimize students' programming learning experiences, and to transform the computer programming teaching and learning. This paper aims to integrate the polysynchronous learning, as a communication model, with the student-centered learning, as a pedagogical approach, to design a graduate-level course - App Design and Development. The authors primarily focuses on describing my decision-making process of the physical environment design, the technologies and tools selection, and the polysynchronous learning activity design, as well as specific details regarding these three aspects. Moreover, potentials, challenges, and implications of applying the polysynchronous learning to foster the student-centered learning in the higher education context are discussed.

Successful Online Teaching and Learning Strategies

2009 ◽  
pp. 110-123
Author(s):  
Mary D. Oriol ◽  
Gail Tumulty
Keyword(s):  
Online Education ◽  
Learning Environment ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Clear Understanding ◽  
Positive Learning Environment ◽  
E Learning ◽  
Teaching Learning

This chapter presents a theoretical framework and research base for the successful transition of an established Master of Science in Nursing program from that of traditional classroom delivery to one that is Web-based with no geographic limitations to students. The application of socio-technical systems theory to facilitate creation of a positive learning environment for future nurse leaders is described. Use of social processes and application of technology to optimize learning is explained and the latest research on content presentation and student engagement in an e-learning environment are presented. The authors hope that through examination of successful online teaching/learning strategies, readers will have a clear understanding of the competencies necessary for students and faculty to be successful in online education.

scholarly journals L’ENSEIGNEMENT DU FRANÇAIS AU NIVEAU SUPERIEUR AU KENYA

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Milcah M. Chokah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Global Village ◽  
University System ◽  
Institutions Of Higher Learning ◽  
Village People ◽  
Teaching Learning ◽  
The University ◽  
Different Cultures

As technology transforms the world into a global village, people become more and more exposed to different cultures and opportunities. Opportunities for a better life, better education, better employment. Languages – especially foreign languages - have gained a special status in education systems. People want to learn other languages to be able to communicate and take advantage of what other countries have to offer. French as a foreign language was introduced into the Kenyan education system with noble objectives, the main one being to facilitate communication between Kenya and francophone members of the then African Union. In the late 1960s French was introduced into the university system and is today the most popular foreign language studied. Most institutions of higher learning in Kenya offer courses in French either as a main subject or as a support subject. However, the teaching/learning of this language has not been without challenges. The main objective of this paper was to examine the programmes offered, how they are organized and their relevance to the teaching/learning of French as a foreign language. It also investigated the challenges and the new approaches that could enhance the teaching and learning of French in institutions of higher learning

scholarly journals Contemporary Teaching-Learning Practices: Implementation and Challenges of Student-Centered Learning Approach in Higher Education of Ethiopia

2019 ◽  
pp. 1-16
Author(s):  
Birhanu Moges
Keyword(s):  
Classroom Environment ◽  
Sampling Technique ◽  
Well Being ◽  
Best Interests ◽  
Learning Approach ◽  
Structured Interviews ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Learning ◽  
Teacher Centered

Student-centered learning approach is a key factor which focuses on students’ learning experiences and development, well-being and retention so that higher educational learning is delivered in ways that are demonstrably in the students’ best interests. In the teacher-centered approach to teaching, most of the class time is spent with the teacher lecturing and the student watching, listening and taking notes. The present study aimed to explore students’ and instructors’ perception, practices and challenges in implementing SCL. The study employed descriptive survey design by combining quantitative and qualitative approach to collect, process, analyzes and presents the data. A total of 12 instructors and 66 students of the second and third year psychology students have participated in the study through availability and purposive sampling technique. The instruments were questionnaire, classroom observation and un-structured interviews were conducted. Accordingly, the findings indicated that the teaching practices in implementing student-centered learning approach were not as expected. The result also showed that instructors had positive attitude toward the SCL, regarding several aspects such as providing the benefits to both students and instructors, being effective for teaching, creating close relationship and establishing active classroom environment. In the end, instructors also agreed that student-centered instruction will improve the ability of the students to learn the courses. Due to different challenges, most of the students were less interested to learn by SCL, such as sense of fear, lack of interest and confidence. The study further found that the lack of classroom facilities and conditions, large class size, inadequate teachers training, tendency of focusing on teacher-centered approach and limited ability to implement were the challenges of implementing. Finally, it is recommended that responsible bodies rearrange the facilities and conditions necessary inputs for the effective implantation of SCL. To minimize the challenges, instructors should create different techniques to make students participants in teaching-learning process.

scholarly journals Using Weekly Group Political Presentations to Enhance the Phonological Learning of Second-Year English Major Students at a University in Vietnam

2019 ◽  
Vol 3 (2) ◽  
pp. 115
Author(s):  
Martin Benedict Andrew ◽  
Le Hong Tran
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
International Studies ◽  
Phonological Learning ◽  
Group Presentations ◽  
English Major ◽  
Second Year ◽  
The Government ◽  
Attention To Students ◽  
Teaching Learning

Studies about the learning value of group presentations in ESL and EFL have become increasingly common, particularly in relation to spoken fluency. However, few studies have explored their impact on students’ intelligible pronunciation. In a Vietnamese context, recent changes in teaching and learning strategies set by the government have shifted attention to students’ ability to communicate effectively in today’s increasingly globalized environment. This inevitably turns the spotlight on pronunciation, an aspect of EFL long ignored in Vietnam. Qualitatively describing a case where group presentations were a key mode of teaching, learning and assessment for 17 second-year students majoring in English for Political Discipline at the Institute of International Studies in Hanoi over the course of one semester, this study suggests that monitored and transcribed group presentations may be one rational answer. The study investigates the impacts on participants’ pronunciation of sounds and word stress and considers their attitude towards this method. The results reveal that students acknowledged the benefits of group presentations and experienced improvements in pronunciation, confidence and range of political vocabulary. These changes were diverse depending on each participant’s attitude. The article concludes with reflective evaluations of the lessons and explores the pedagogical implications for future projects on implementing research into presentations among Vietnamese students of foreign languages.

scholarly journals IN HOUSE TRAINING (IHT) PEMBELAJARAN DI MASA PENDEMI DENGAN BLENDED LEARNING SMK N 5 DUMAI

2021 ◽  
Vol 1 (3) ◽  
pp. 240-246
Author(s):  
Surya Indrawan ◽  
Nur Budi Nugraha ◽  
Juni Saputra ◽  
Sirlyana Sirlyana
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Student Centered ◽  
Information And Communication ◽  
The Times ◽  
And Training

The revolution in information and communication technology occurred during the last few years. During the COVID-19 pandemic that hit Indonesia, all sectors experienced obstacles, including the education sector which was hampered from carrying out teaching and learning activities. Along with the times, the process of teaching and learning activities in the classroom now has many challenges and demands. One-way learning makes the learning atmosphere boring, it is feared that it will affect students' motivation to study the material, so it is modified into blended learning. This model combines offline and online learning, is student centered, namely students must be active in understanding the material, efficient in time, energy, and place because it can be done anywhere. The methods used in this training activity are lectures and discussions, guidance and training. As a result of this blended learning In House Training, all participants actively participated in this activity and participants gained new insights about blended learning strategies that could be implemented in the classroom teaching process during the COVID-19 pandemic to become more varied and innovative

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