scholarly journals Experiental Learning: Telaah tentang Pola Pendekatan Pembelajaran Kontemporer

2018 ◽  
Vol 15 (2) ◽  
pp. 306-325
Author(s):  
M. E. Hidayatullah
Keyword(s):  
Experiential Learning ◽  
Teaching Approach ◽  
Traditional Teaching ◽  
Direct Experience ◽  
Teaching Process ◽  
Based Instruction ◽  
Contemporary Approach

Abstract: Traditional teaching approach is teacher (teacher directive), while the contemporary approach is focused on the role of the learners (experience-based instruction) in achieving the goals of behavior, which is known through direct experience with the approach of experiential learning. Contemporary approach is expected to increase the understanding and the quality of the lesson learned. This paper will review the approach to experiential learning, and several methods of teaching. Keywords: Contemporary Learning, Experiential, Studying Process, Teaching Process.

The Role of Cross-Finger Flaps in the Primary Management of Untidy Flexor Tendon Injuries

1993 ◽  
Vol 18 (3) ◽  
pp. 408-408
Author(s):  
D. T. Gault ◽  
A. A. Quaba
Keyword(s):  
Flexor Tendon ◽  
Favourable Outcome ◽  
Tendon Injuries ◽  
Tissue Loss ◽  
Traditional Teaching ◽  
Flexor Tendon Injuries ◽  
Soft Tissue Loss ◽  
Primary Management

This is a report of five patients who sustained untidy division of flexor tendons in zones 1 and 2, associated with overlying soft tissue loss. Contrary to traditional teaching, the tendon injuries were repaired primarily, and the tissue loss was made good with a cross-finger flap. At final evaluation, three cases were assigned excellent grades and two cases fair grades by Kleinert criteria. This unexpectedly favourable outcome may be due to a quality of the inner surface of the cross-finger flap and/or to staggering of the skin and tendon suture lines.

scholarly journals The importance of respecting the learning styles in the teaching process: An example of Kolb's model of experiential learning

Norma ◽  
2021 ◽  
Vol 26 (1) ◽  
pp. 67-79
Author(s):  
Lana Tomčić
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Difficulties ◽  
Theory And Practice ◽  
Learning Theories ◽  
Teaching Process ◽  
Analysis Techniques ◽  
Teacher Student ◽  
Common Learning

The aim of this paper is to point out the importance of knowing and respecting the learning styles in the teaching process through the presentation of Kolb's model of experiential learning. The goal is achieved at the theoretical level, using the method of theoretical analysis and content analysis techniques, starting from the analysis of concepts and classifications of learning styles in the most common learning theories, through different ways of respecting learning styles to Kolb's model of experiential learning. Knowledge of learning styles is of multiple importance for pedagogical theory and practice: the acquired knowledge contributes to better knowledge and understanding of students, their way of learning, the quality of teacher-student interaction, but also to shedding light on the causes of learning difficulties and preventing school failure.

scholarly journals Intellection of Upbringing in Global Context of Present and Future Challenges in Pedagogy

JAHR ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 411-423
Author(s):  
Snježana Dubovicki ◽  
Marta Budić
Keyword(s):  
University Teaching ◽  
Traditional Teaching ◽  
Teaching Process ◽  
Global Context ◽  
Social Forms ◽  
Educational Role ◽  
Future Challenges ◽  
Self Actualization ◽  
The University

Intellection of upbringing in the global context of science that deals with theoretical and practical research in the field of upbringing and education at all levels has brought about a revival. Traditional teaching, which pays more attention to education and less to upbringing, has led to a partial diminishing in the importance of upbringing at higher levels of education, especially in a university context. Various translations of works from other languages into English, often translating upbringing as education, also contributed to this. In order to give upbringing a place it deserves in the university teaching, and to equate it with education in a university context, we considered social forms as potential preconditions for “returning” the presence of upbringing activities to the university level. By looking at this issue through the teaching process, it was important to emphasize the contribution of pedagogy workshop to encouraging the upbringing function of teaching. We have distinguished the pedagogy workshop from other social forms because participation in it equally affects the sensory, emotional, and moral functions of all participants in the teaching process (and not just intellectual ones), which were important in the research of the role of upbringing. Previous research has shown that creative university teaching contributes to fostering the educational role of teaching and helps self-actualization, which is beneficial for all participants in the teaching process.

From Broadcasting to Transforming

2013 ◽  
pp. 298-306
Author(s):  
Maria Antonietta Impedovo ◽  
Rosa Iaquinta
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Situated Learning ◽  
Traditional Teaching ◽  
Constructivist Approach ◽  
Approach To Learning ◽  
Construction Of Knowledge ◽  
School Year ◽  
Changing Role

This chapter discusses the construction of knowledge as an innovative approach to traditional teaching. This topic is treated via the presentation of a project about lawfulness that was realized in the Calabria region during the 2010/2011 school year. The study aims to identify within the project central elements that enable students to progress from the mere acquisition of information to a transformation of knowledge, where through applying the teaching, in a constructivist approach to learning, they are able to articulate it in their own language and not that of the teacher as in broadcasted learning environments typical of past generations. The main project-related aspects are investigated, and the role of situated learning and experiential learning is discussed. The changing role of the teacher and the increasing need to understand artifacts, such as tools and signs, are explored.

scholarly journals Teaching as coaching: Experiences with a video-baed flipped classroom combined with project-based approach in technology and physics higher education

2019 ◽  
Vol 9 (3) ◽  
pp. 404 ◽  
Author(s):  
Herena Torio
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Project Based Learning ◽  
Teaching Approach ◽  
Knowledge Dissemination ◽  
Traditional Teaching ◽  
Digital Society ◽  
Knowledge Appropriation ◽  
High Level

The role of faculty in higher education as knowledge disseminators within the knowledge and digital society can be completely redefined. This paper presents results from a video-based flipped classroom approach combined with a project-oriented learning arrangement. I show that videos combined with a project-based learning setting can be a powerful tool to facilitate the shift from knowledge dissemination to knowledge appropriation. Besides, results show a high level of student's satisfaction and achievement during the course. The competences obtained by the students during the course reach far beyond those possible in a similar course with a traditional teaching approach.

scholarly journals ARGUMENTATION-BASED COMPUTER SUPPORTED COLLABORATIVE LEARNING (ABCSCL): THE ROLE OF INSTRUCTIONAL SUPPORTS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Omid Noroozi
Keyword(s):  
Collaborative Learning ◽  
Relevant Literature ◽  
Learning Processes ◽  
Teaching Approach ◽  
Computer Supported Collaborative Learning ◽  
Instructional Supports ◽  
Quality Of Learning ◽  
Future Work

This paper investigates the role of instructional supports for argumentation-based computer supported collaborative learning (ABCSCL), a teaching approach that improves the quality of learning processes and outcomes. Relevant literature has been reviewed to identify the instructional supports in ABCSCL environments. A range of instructional supports in ABCSCL is proposed including scaffolding, scripting, and representational tools. Each of these instructional supports are discussed in detail. Furthermore, the extent to which and the way in which such instructional supports can be applied in ABCSCL environments are discussed. Finally, suggestions for future work and implications for the design of ABCSCL environments are provided.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0610/a.php" alt="Hit counter" /></p>

Space as a Learning Context

2011 ◽  
pp. 84-97 ◽  
Author(s):  
Ellen Chistiansen
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Distributed Cognition ◽  
Learning Context ◽  
Educational Settings ◽  
Freedom Of Choice ◽  
Meta Learning ◽  
Education Managers

The concept of “dwelling” is offered as a foundation for learning and for under-standing the role of space in educational settings. This chapter is a first attemptto connect the concept of dwelling, perceived as power over space in the phe-nomenological sense, with the concept of meta-learning as researched in exper-imental psychology, in distributed cognition, and in experiential learning, allfields sharing the idea that for learning to become self-regulated individualexperiences should be acknowledged, some freedom of choice should be offered,and change should be stimulated. Examples of learning environments with adwelling quality are presented together with a list of behavioral patternstrating the role of space. In this way the chapter shows education managers howto take the quality of dwelling into account in evaluating and designing contextsof learning.

scholarly journals New Ways not working? Psychiatrists' attitudes

2009 ◽  
Vol 33 (6) ◽  
pp. 204-207 ◽  
Author(s):  
Jenny Dale ◽  
Gabrielle Milner
Keyword(s):  
Response Rate ◽  
Quality Of Work Life ◽  
Clinical Implications ◽  
Direct Experience ◽  
The West ◽  
Quality Of Work ◽  
New Ways Of Working ◽  
West Midlands

Aims and MethodA questionnaire survey of general adult psychiatric consultants and specialist registrars in the West Midlands was conducted to examine attitudes towards New Ways of Working (NWW) for psychiatrists; these were measured using a 5-point Likert scale. Participants were also asked about their own experiences of NWW. the data were analysed using Mann–Whitney U-test.ResultsThe response rate was 31.2%. Attitudes were generally negative, particularly regarding the effect on patient care, the erosion of the professional role of the consultant and effect on quality of work life. the attitudes of those who did not have any direct experience of working to the NWW models were more negative than those who had direct experience of NWW.Clinical ImplicationsThere are significant concerns about NWW among consultants and specialist registrars. There is a need for further debate and research with regard to the proposals.

Teachers' Innovativeness and Teaching Approach: The Mediating Role of Creative Classroom Behaviors

2018 ◽  
Vol 46 (10) ◽  
pp. 1697-1711 ◽  
Author(s):  
Sukran Ucus ◽  
Ibrahim H. Acar
Keyword(s):  
Positive Association ◽  
Negative Association ◽  
Teaching Approach ◽  
Traditional Teaching ◽  
Classroom Behaviors ◽  
Constructivist Teaching ◽  
Mediating Role ◽  
Study Participants ◽  
The Relationship

We examined the associations between teachers' innovativeness, creative classroom behaviors, and teaching approach (constructivist and traditional) focusing in particular, on the mediating role of teachers' creative classroom behaviors in the relationship between their innovativeness and their teaching approach. We recruited 247 teachers (80.6% women, 19.4% men) working in early childhood centers and junior classes at elementary schools in Turkey to participate in the study. Participants reported on their innovativeness, creative classroom behaviors, and teaching approach. There was a positive association between creative classroom behaviors and use of the constructivist teaching approach, and a negative association between innovativeness and use of the traditional teaching approach. Mediation analysis results showed that there was an indirect effect from innovativeness to the constructivist teaching approach through creative classroom behaviors but this effect did not occur when a traditional teaching approach was used. Implications of our findings are discussed.

scholarly journals Taking Self-Help Books Seriously: The Informal Aesthetic Education of Writers

2020 ◽  
pp. 217-239
Author(s):  
Alexandria Peary
Keyword(s):  
Twentieth Century ◽  
The United States ◽  
Aesthetic Education ◽  
Traditional Teaching ◽  
Writing Courses ◽  
College And University ◽  
Self Help ◽  
Based Instruction

AbstractAesthetic education with a writing focus has occurred in the United States through two vehicles: textbooks in classroom-based instruction or self-help books in extracurricular instruction. Writing self-help books, or texts which address a readership interested in learning about writing independent of a teacher or university, played a significant role in guiding countless individuals during the twentieth century and continue to do so today (For the purposes of this article, “self-help” refers exclusively to self-help literature offering advice about the act of writing and not to any of the myriad of other self-help topics [dieting, relationships, and so forth]). The evolution of these self-help books paralleled the development of college and university writing courses that arose early in the twentieth century: indeed, a powerful informal aesthetic education has been occurring through self-help books. In this chapter, I perform a textual analysis of five twentieth-century self-help books, all attracting substantial readership: Dorothea Brande’s Becoming a Writer (1934); Brenda Ueland’s If You Want to Write (1938); Peter Elbow’s Writing Without Teachers (1973); Natalie Goldberg’s Writing Down the Bones (1986); and Anne Lamott’s Bird by Bird (1995). An examination of these popular twentieth-century self-help books reveals four areas of overlapping content. Collectively, self-help books on writing address the role of the unconscious in composing, issues of control, the holistic nature of composing, and failures in traditional teaching, and they all formulate a broader argument about the universal ability of humans to be creative.

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